Unit: Energy Transfer Date: March 12-14th, 2014 Essential Standards and Common Core: 7.P.2.1, 2.2, 2.

4 (Science) 7.E.1.1, H.2.3 (Social Studies) 7.G.1, G.6 (Math) 7.W.4, W.5, SL.4, SL.5, L.3 (ELA) 7.SE.1.1, TT1.2, TT1.3 (IT) MS-ETS1-4 (Engineering Design) 7.V.2.3 (Visual Art) Time Required: 3, 60 minute class periods including: 2 development days, and 1 presentation day. Materials and Resources: ActivInspire Flipchart, Interactive Science Notebook, Graph Paper, Pencils, Computers, Rulers, Markers, Rubrics, Attention Inventors Handout, Expectation Guide, Student Trackers (Tracker Jackers), Building Supplies, Vernier Probes (if desired.) Essential Question: How do machines make work and life easier? I Can: Create and market a Rube Goldberg Machine to demonstrate how simple machines function in a system to make work and life easier. I Will: Evaluate a machine for its mechanical advantage, power, work, and efciency. Differentiation Strategies: Students will be paired heterogeneously based upon comprehension levels as determined by prior Student Tracker LOM (Level of Mastery) information, as well as diagrams and vocabulary for ESOL students. In addition, visual, auditory, and kinesthetic learning strategies will be utilized. Engagement (10 min.): Students will enter the room, responding to the Bell Work on the ActivFlipChart. Students will record their response to such in their ISN. The Bell Work will state, If you had the chance to create a machine to make life easier for use on an everyday task, what would you create? Why?

Unit: Energy Transfer Explain (10 min.): 1. The teacher will discuss the Bell Work with students, and ask students to draw upon their prior knowledge of work, power, and mechanical advantage. Students will be asked to reect upon student generated inventions, and the need for a machine to ease the work in life! 2. In addition, students will be reviewing past material. Review will occur through popsicle sticks prior to the activity of the day. Such review will include vocabulary, concepts, and focus questions such as: energy conservation, kinetic energy, potential energy, electrical energy, thermal energy, light energy, mechanical energy, renewable energy, machine, force, simple machines, work, mechanical advantage, input force, output force, and power. Further questions and misconceptions from the review, as such arise, will be discussed with students. 3. Following such, students will be introduced to the topic of the day through a hook by a short video clip called the, Page Turner, a Rube Goldberg comedy clip on the benets and setbacks of machines. Exploration (25 min.): 1. Students will be introduced to the Rube Goldberg Inventors Contest through the Rubematic Inventors Invitation Letter. 2. The Agenda for the Day will be discussed, and will be based on the Expectation Guide, as well as the Rubematic Inventors Score Sheet. 3. Students will complete the Rubematic Inventors Contest, with the teacher serving as the Rubematic Representative, the facilitator for the learning environment! 4. Students will present their nal presentations through a gallery walk which will include: peer assessments on the Rubematic Scoring Sheet, as well as providing positive feedback through post-it notes. Elaboration (10 min.): Students will share the positives of the gallery walk, and reections from the experience through a facilitated class discussion. This will occur through a 3-2-1 strategy in which students share 3 positives, 2 negatives, and 1 thing they would change either through a Google Doc form, or an index card depending on technology availability. Evaluation (5 min.): Students will complete an individual reection and LOM (Level of Mastery) on the Student Trackers. Students will also complete the Exit Activity of Create a HOT (Higher Order Thinking) question with your group on the EQ from the past few days. Extension: Students will extend their knowledge of how forms of energy effect systems. Through such, real-life connections to biological, geological, and processes with become more applicable to students. Students will be asked to reect on this question, and observe how energy, machines, and systems effects them, their surroundings, and future.

Unit: Energy Transfer Vocabulary: Mechanical Advantage Work Power Simple Machines Force Motion Inclined Plane Screw Pulley Lever Wedge Wheel and Axle Rube Goldberg Input Force Output Force