Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Grade Level(s)

8th Grade

Content Area

Simple Machines ( Accelerated Physical Science)

Time line

2 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Students should show they are able to:
a. Determine the relationship between velocity and acceleration.
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia,
and friction.
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw,
and wheel and axle) on work.
d. Describe motion of objects be measured and described verbally, graphically, and mathematically.
e. Determine how an unbalanced force affects the speed and/or motion of an object.
f. Explain how a technological design can respond to the needs of individual.
g. Identify a problem or need, propose designs and choose among alternative solutions for the problem.
h. Describe the effects of common forces (pushes and pulls) of objects, such as those caused by
gravity, magnetism, and mechanical forces.
i. Students will decide which simple machine should be used for a given task.
j. Students will demonstrate understanding of simple machines by successfully
completing the unit assignment.
Students will use their knowledge and summary of information to design a Rube Goldberg Machine. The project
includes standards from Physical Science, Language Arts, and ISTE-Students. Students will use graphic
organizers as well as other various Web 2.0 tools.
Georgia Performance Standards - Physical Science
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration.
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of
gravity, inertia, and friction.
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw,
and wheel and axle) on work.

ITSE Standards (Net-S)

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
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c. Use models and simulations to explore complex systems and issues

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
The objective of this lesson is for the Accelerated Physical Science students to design a Rube Goldberg Machine.
Students will research and organize their findings on velocity, acceleration and simple machines. Students will
decide on a simple task, and then work with a partner to design a Rube Goldberg Machine to accomplish the
task. Students will use their understanding of velocity, acceleration, forces and simple machines to design a
workable machine. They are expected to design this machine using the guideline specified in the rubric and
share it with the class by mean of either visual or video presentation.
Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
1. What is the relationship between velocity and acceleration?
2. What is the effect of balanced and unbalanced forces on an object in terms of gravity, inertia,
and friction?
3. What is the effect of simple machines (lever, inclined plane, pulley, wedge, screw,
and wheel and axle) on work?
4. How do you describe (verbally, graphically, and mathematically) the motion of objects?
5. How does an unbalanced force affect the speed and/or motion of an object?
6. How can a technological design respond to the needs of individuals?
7. What is a problem or need that you can design solution for?
8. What are the effects of common forces (pushes and pulls) on an object?
9. What simple machine should be used for a given task?
10. What is needed to successfully completing the unit assignment?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
Students will research and design a Wordle illustrating the differences between velocity and acceleration.
Students will design a Rube Goldberg Machine to complete a simple task. Students may use the Gliffy tool to
design their project. Students will post examples of simple machines on the class Padlet. Students final project
will be assess by using a rubric. Projects will be differentiated based on individual student needs. Students will be
allowed to build a real-world working model of their Rube Goldberg machines for extra credit.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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Students will use a variety of internet and technology tools to complete this project. Students have made word
clouds on paper before, but this will be their first time using technology to create one. Students will create a
Wordle from a piece of text from their textbook on velocity and acceleration. Students will post examples of simple
machines to a class Padlet. After students have watched several videos on Rube Goldbergs, students will then
create a Gliffy flowchart of the Rube Goldberg that will design. Students will be given a rubric to assess their
project.

Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this
lesson? How can you find out if students have this foundation? What difficulties might students have?)
Students do not have prerequisites for this class. Students are chosen to participate in this class based on their
previous math and science scores. Due to their advanced understanding of math and science concepts, students
tend to also have an interest in the technical working of Rube Goldberg machines. This project also allows for
those students with more of a creative tendency to foster that side of their understanding.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them?
The teacher will use whole group instruction to introduce unit and concepts. Students will be allowed to choose
their own partner, and for part of each class period on their final project. Teachers will oversee all partner activity
and work on a daily basis. The teacher will have access to laptop computers for students to research specific
simple machines to be used in their Rube Goldberg machine. All students will have access to school Wi-Fi
connection and networked printers. Students will have access to the computer lab before and after school. If
technical issues I cannot solve arise during this lesson, we have an onsite technology coach that has higher level
access to solve onsite internet issues. Extra time will be allotted for technical issues. Alternative Web 2.0 tools
will be included in the resources incase apps and links are not working.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Blooms Taxonomy? How can the technology support your teaching? What authentic, relevant, and
meaningful learning activities and tasks will your students complete? How will they build knowledge and skills?
How will students use digital tools and resources to communicate and collaborate with each other and others?
How will you facilitate the collaboration?

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Students will work in cooperative groups to complete the task. Students will be given class time to work and
communicate ideas and to work cooperatively to solve design issues. The teacher will act as facilitator, once
initial instructions and information is given. Students will be responsible for their learning of how each simple
machine works together. Students will be given access to technology and Web 2.0 tools to help support their
learning. Students will design an authentic machine to complete a meaningful task. They will build knowledge and
skills from researching and design a complex machine to accomplish a simple task. Each partner will need to
communicate and collaborate to ensure that all aspects of the rubric are met.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
For students with disabilities, the teacher should refer to the students IEP to be sure that the accommodations
specified are being provided. Teachers should also familiarize themselves with the provision of Behavior
Intervention Plans that may be part of a students IEP. Students will be given the option of presenting their Rube
Goldberg either on paper or as a visual presentation, using one of the many online design tools. Students will
have the opportunity to build and video their own Rube Goldberg for extra credit. All students will have access to
a computer that has every program they need to use for this project.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The final project will occur when the students give oral presentations to the class. Students will be asked post on
the class Padlet which Rube Goldberg they liked and why. Students will be allowed to build a real-world working
model of their Rube Goldberg machines for extra credit. Students were able to not only learn how each of the
simple machines work, but how they work cooperatively to complete a task.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson?
This lesson is a very good culminating activity on simple machines. This lesson can be differentiated to
accommodate a variety of learners. If I was doing the lesson in a school that had limited technology available, I
would probably have students complete the Wordle, Gliffy and Padlet as individual stations.

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