Sarah Penn

FRIT 7739
Technology-Enhanced Unit: Curated Toolkit & Unit Design
Subject: Science
Grade: 4
Topic: Simple Machines
Unit Essential Question: How do simple machines make work easier?
Curation Toolkit: https://www.tes.com/lessons/TzbO3ZvpBE0UzA/
Standards:
Georgia Performance Science Standards
S4P3. Students will demonstrate the relationship between the application of a force and
the resulting change in position and motion on an object.
a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined
plane, screw, wheel and axle).
ISTE Standards
1. Creativity & 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
4. Critical thinking, problem solving, and decision making Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
6. Technology operations and concepts Students demonstrate a sound understanding
of technology concepts, systems and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
Day 1 Instruction:
Essential Question: What are simple machines and how do they work?
Students will watch a BrainPOP Jr. video on simple machines.
Students will watch a Study Jams slide show on simple machines.
Students will do the activity that goes along with BrainPOP Jr. They will use a
ruler, marker, and books to create a lever and answer questions.
Students will think/pair/share the essential question. They will think about their
answer, pair up with a partner to discuss it and then share it with the class.

Sarah Penn
FRIT 7739
Day 2 Instruction:
Essential Question: How are inclined planes, screws and wedges simple machines?
Students will watch a BrainPOP video on inclined planes, screws and wedges.
Students will experiment with an inclined plane, screw, & wedge to answer
questions from BrainPOP quiz.
Students will think/pair/share the essential question. They will think about their
answer, pair up with a partner to discuss it and then share it with the class.
Day 3 Instruction:
Essential Question: How is a lever a simple machine?
Students will watch a BrainPOP video on levers.
Students will experiment with levers to answer questions from BrainPOP quiz.
Students will think/pair/share the essential question. They will think about their
answer, pair up with a partner to discuss it and then share it with the class.
Day 4 Instruction:
Essential Question: How is a pulley a simple machine?
Students will watch a BrainPOP video on pulleys.
Students will experiment with pulleys to answer questions from BrainPOP quiz.
Students will think/pair/share the essential question. They will think about their
answer, pair up with a partner to discuss it and then share it with the class.
Day 5 Instruction:
Essential Question: How is a wheel and axle a simple machine?
Students will watch a BrainPOP video on wheels and axles.
Students will experiment with wheels and axles to answer questions from
BrainPOP quiz.
Students will think/pair/share the essential question. They will think about their
answer, pair up with a partner to discuss it and then share it with the class.
Day 6 Assessment:
Unit Essential Question: How do simple machines make work easier?
Students will have a brief discussion to review simple machines.
Students will create a presentation to demonstrate their knowledge about simple
machines. They will be encouraged to use one of the following Web 2.0 tools to
create their presentation: Animoto, Voki, GoAnimate, Powtoon and Prezi.
o Students must answer the unit essential question.
o Students must answer each lesson essential question.
o Students must include a picture of each simple machine.
o Students must keep information organized in order of each lesson.
o Students must create a presentation that is easily viewed without a lot of
clutter on the screen and with the color and font easy to see and read.

Sarah Penn
FRIT 7739
Rubric for Assessment:
Criteria
Answers the
Unit Essential
Question
Answers each
Lesson Essential
Question
Includes a
picture of each
simple machine

3 Exceeds

2 - Meets

1 Does not meet

Correctly answers the

Unit Essential Question

Some errors when

answering the Unit
Essential Question

Misunderstanding when
answering the Unit
Essential Question

Correctly answers the

Lesson Essential
Question

Some errors when

answering the Lesson
Essential Question

Misunderstanding when
answering the Lesson
Essential Question

Includes pictures of all

six simple machines

Includes pictures of 4-5

simple machines

Includes pictures of less

than 4 simple machines

Presentation
Organization

Information is
sequenced logically;
intuitive

Information is
sequenced logically

Quality
& Effort

The presentation
functions with screens
not being cluttered.
Color and font allow
for easy viewing.

The presentation
functions, but color or
font choices may make
viewing difficult.

Score:

The presentation
demonstrates no logical
sequence of information.
The presentation
demonstrates minimal
effort to create a quality
presentation; spelling
errors; screens are dark or
hard to read.

__________/15