TPACK Creating Assignment Template: Rachel Slagell

C Subject Science
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e Grade Level Third
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Learning Objective 3.2 The student will investigate and understand simple machines and
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their uses. Key concepts include
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le a) purpose and function of simple machines;
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g b) types of simple machines;
e c) compound machines; and

d) examples of simple and compound machines found in the school,

home, and work environments.

P Complete this sentence by naming the technology tool and the creation activity:
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a In this activity, my students are going to use Adobe Spark to create a slideshow
g presentation of the 6 simple machines found at home. The presentation will be
o uploaded to Seesaw, where everyone’s projects can be viewed by the students and
g their parents.
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P Activity On the first day of the unit, the students will be introduced to simple
e machines. In order to meet this standard, they will be expected to
d identify the six simple machines and their uses. The teacher will put
a picture examples of the simple machines up on the SmartBoard and
g ask the class the following questions:
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● Have you seen any of these tools or machines before?
g ● Do you know any of their names?
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● Are there any ideas of what these tools do?

● Where have you seen the tools before

The students will be introduced to the lesson by watching a BrainPop

video about simple machines. After watching the video, the students
will do a scavenger hunt around the classroom (maybe go outside as
well) to identify the six simple machines and their functions (i.e.
Staples are a wedge meant to keep pages together or the handicap
ramp is a plane made to keep the school accessible to persons with
disabilities.) They will fill out a graphic organizer to complete the
task. For homework, they will have a matching worksheet to
complete.

***It would be very easy to spend a week on simple machines by

focusing on one simple machine per day****

On the second day of the unit, the students will be introduced to

compound machines. To start, the students will list the 6 simple
machines. Then show the class picture examples of how simple
machines combine together to make complex machines. The students
will be given a worksheet with compound machines. They will have
to identify what simple machines make up the compound machine.

To wrap up science for the day, the teacher will read The Simple
Story of the 3 Pigs and the Scientific Wolf, by Mary Fretzner to show
the uses of simple machines in a fun story. After finishing the story,
the students will be given instructions for their final project: A
slideshow of simple machines found at their house!

For their final project, students will create a video slideshow on

Adobe Spark using pictures and videos of simple machines found in
their homes.

The video slideshow must include the following:

 1. A title slide with the student’s name.

2. Six slides, each one with a picture/video of a simple machine.

a. Interaction with simple machines is encouraged!

3. One slide with a picture/video of a compound machine.

a. Again, interaction with the compound machine is

encouraged!

4. Each slide must list the simple machine and its job/purpose.

a. This can be typed or spoken!

5. The presentations will be uploaded to Seesaw to share with

the class, teacher, and parents.

T Web 2.0 Technology BrainPop Jr. is a great way to introduce simple machines to the
ec students. Most schools have a subscription to BrainPop.
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ol Adobe Spark is a great tool to make videos and presentations on!
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g Link to the example
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https://spark.adobe.com/video/w1wokCZrdUUwF

Mobile App Option ● Name: BrainPop

● The subscription price for schools per year: $230

● App Store: Google Play, Amazon Appstore, and Windows Store

● Name: Adobe Spark

● Price: There is a free option called Spark classroom for

educators

● App Store: Google Play and Apple Store