Simple+Machines

 ====Author: Jessica Emann 03/18/2010 09:44:00 AM EDT==== ||  ||
 * ==Pulleys Mini-Unit==

Students will be able to recognize that the effort needed to lift a load can be predicted from the weight of the load and the number of ropes supporting the load. Students will be able to predict the effort needed to lift the load in a pulley system. || At the beginning of the lesson, I will have a brief discussion about pulleys and simple machines with the class. I will ask the students what all simple machines have in common, to make sure they understand that all simple machines make work easier and provide an advantage. I will then go over two-pulley systems and compare and contrast the two types of two-pulley systems, as well as discuss the number of ropes supporting the load in each system. Then, I will have the students count the ropes in a one-pulley system. After the discussion on the two-pulley and one-pulley system, I will pose the inquiry question: //Is there a relationship between the number of ropes supporting the load and the effort required to lift the load?//Once I propose that we should conduct some investigations to find out, I will distribute the Pulley Data sheet to each student and instruct everyone to take a look at the first six columns. After previewing the worksheet, I will explain to the students that they will be able to work with their pulleys, as well as refer to their Pulley Diagram sheet to fill in the columns. Then, I will tell the students that they should get all materials they will need and record how much effort is required to lift the load in each pulley system on the sheet. I will also remind students that when the effort is applied downward, .5 N is added to the scale reading to determine the effort. As students are working together, I will walk around and check to see if they are conducting the experiment properly. When all students are finished with Part 1 on the Pulley Data worksheet, I will ask them to figure out how the number of ropes lifting the load relates to the other information they have about the pulley systems. I will call on students to report their observations. I will also have students predict the effort for other pulley systems with additional ropes. After this discussion, I will have students record in their notebooks these two statements, which reflect our findings: //The greater the number of ropes supporting the load, the less the effort needed to lift the load AND The effort needed to lift a load can be predicted from the weight of the load and the number of ropes supporting the load.// I will then tell the students to return the materials and sit quietly until the next set of directions is provided. DAY 2: I will review what we learned in class the previous day and go over the claims and evidence we came up with. Students will then have the opportunity to predict the effort needed to lift a heavier load than the day before. Once they predict and experiment with this, I will provide them with a writing assessment, where students will write a public service announcement about the benefits of using pulleys. After they turn in their writing assignment, I will be able to see if students understand the driving question and concepts we went over. || · Ask pertinent questions. · Distinguish relevant information, ideas and opinions from those that are irrelevant. · Take notes when prompted. ||  || · Use complete sentences. · Pronounce words correctly. · Use appropriate volume. · Pace speech so that it is understandable. · Adjust content for different audiences (e.g., fellow classmates, parents). · Speak with a purpose in mind. ||  || · Ask relevant questions. · Respond with relevant information or opinions to questions asked. · Listen to and acknowledge the contributions of others. · Adjust involvement to encourage equitable participation. · Give reasons for opinions. · Summarize, when prompted. ||  || · Participate in everyday conversation. · Present an oral reading. · Deliver research reports. · Conduct interviews. · Plan and participate in group presentations. · Contribute to informal debates. ||  || •Generate questions about objects, organisms and/ or events that can be answered through scientific investigations. •Design an investigation. •Conduct an experiment. •State a conclusion that is consistent with the information. ||  || •Identify characteristics of sound such as pitch, loudness and echoes. •Recognize forces that attract or repel other objects and demonstrate them. •Describe various types of motions. •Compare the relative movement of objects and describe types of motion that are evident. •Describe the position of an object by locating it relative to another object or the background (e. g., geographic direction, left, up). ||  ||   ||   || > n/a || ", do you agree or disagree with what _ said?" "Did your groups answers compare or contrast with the other groups' findings?" "What can we conclude from our findings?" "How do we know that work is made easier?" "What is going on in the pulley system, that helps make work easier?" "Does work being made easier have to do with the number of ropes supporting the load?" "Now that we have all of this information, how do you think that we can predict the effort needed to lift the load in a pulley system?" "What information must we look at in order to figure out how much effort is needed to lift the load in the pulley systems?" //CLAIMS AND EVIDENCE:// The greater the number of ropes supporting the load, the less the effort needed to lift the load AND The effort needed to lift a load can be predicted from the weight of the load and the number of ropes supporting the load. ||
 * **CIED 458 Lesson Specifications** ||
 * Subject(s): || Science ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Science Concept: || Effort in pulley systems ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Driving Question: || How can we predict the effort needed to lift the load in a pulley system? ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Grade/Level: || 5 ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Learning Outcomes: || After experimenting with the four types of pulley systems, the students will be able to explain how the different pulleys reduce effort by the number of ropes used.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Summary: || DAY 1:
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * **TANDARDS & ASSESSMENT** ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • **Subject** **:** Reading, Writing, Speaking and Listening ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • **Area 1.6****:** Speaking and Listening ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • **Grade 1.6.5****:** Grade 5 ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] **Standard A.****:** Listen to others.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] **Standard C.****:** Speak using skills appropriate to formal speech situations.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] **Standard D.****:** Contribute to discussions.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard E.**<span style="font-family: verdana,arial,helvetica;">**:** Participate in small and large group discussions and presentations.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Science and Technology ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 3.2**<span style="font-family: verdana,arial,helvetica;">**:** Inquiry and Design ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 3.2.4**<span style="font-family: verdana,arial,helvetica;">**:** Grade 4 ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard C.**<span style="font-family: verdana,arial,helvetica;">**:** Recognize and use the elements of scientific inquiry to solve problems.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 3.4**<span style="font-family: verdana,arial,helvetica;">**:** Physical Science, Chemistry and Physics ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 3.4.4**<span style="font-family: verdana,arial,helvetica;">**:** Grade 4 ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard C.**<span style="font-family: verdana,arial,helvetica;">**:** Observe and describe different types of force and motion.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Assessment/Rubrics: || To assess learning, I will have students write a public service announcement about pulleys. The key points in the writing which I will be looking for are:
 * An explanation of how pulleys make work easier
 * How an increased number of ropes decreases the effort needed to lift the load
 * Advantages and disadvantages to using the different types of pulleys ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom-color: #000000; border-bottom-style: solid; border-bottom-width: 1px; clear: both; display: block; font-size: 1.4em; width: 635px;">**ATERIALS AND RESOURCES** ||
 * Science Materials: || 1 half-meter stick, binder clip, spring scale, loads with rubber band, single pulleys, rope with loops, Pulley Diagrams sheet, Pulley data sheet, one-pulley system poster, two pulley system poster, and duct tape ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Other Resources: || * Materials and resources:
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom-color: #000000; border-bottom-style: solid; border-bottom-width: 1px; clear: both; display: block; font-size: 1.4em; width: 635px;">**DDITIONAL INFORMATION** ||
 * Learning Context: || This activity fits in to the general context of what I am teaching because students will be able to design and experiment with pulley systems, measuring the effort of each type of pulley. Before this lesson, the students have learned that simple machines make work easier and how to design each pulley system. This lesson makes sense that it would come next in the sequence, especially since the lessons that follow have to do with measuring distance and mechanical advantage in pulley systems. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Differentiated Instruction: || To help struggling students, I will ensure that they are working in groups with people who are willing to help them understand the science concepts. While the groups are experimenting with the pulleys I will be sure to walk around the room, visiting each group (especially those with students who have special needs), to make sure they are engaged in learning and arriving at the same, correct conclusions as everyone else in the group. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Collaboration: || Students will work collaboratively & individually. Students will work in groups of 2. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Time Allotment: || 2 class periods. 45 Min. per class. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Author's Comments: || If another teacher were to try and implement this activity, I would suggest that they know the ins and outs of pulleys and be familiar with the various terms and concepts, such as effort, work, force, load, and that simple machines make work easier. Also, it will be important for the students to have have a background or some idea of these terms and concepts as well. Thus, the teacher should plan for either an informative introduction to pulleys or a review of the different pulley systems and simple machines before doing this activity with his or her class. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom-color: #000000; border-bottom-style: solid; border-bottom-width: 1px; clear: both; display: block; font-size: 1.4em; width: 635px;"> **E’s Implementation Plan** ||
 * ENGAGE: || After reviewing various concepts with pulley systems, such as the different parts of the pulley system and the number of ropes in each system, I will introduce the students to the inquiry question: //Is there a relationship between the number of ropes supporting the load and the effort required to lift the load. I will ask for student input/predictions and record them on the white board in the front of the room. After generating a discussion through asking essential questions and encouraging students to explain their reasoning, I will propose that we conduct some investigations to find out the answer to the question. This will everntually lead to the discovery and answer to the driving question of how we can predict the effort needed to lift the load in a pulley system. // ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * EXPLORE: || Students will pair up and design each type of pulley system, which has the load they must lift attached. Partners will work together to experiment with the pulley systems and record the data on the Pulley Data sheet. The sheet is set up as a chart and asks the students to record the number of pulleys in each system, direction of effort, load, effort, and the number of ropes used to lift the load. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * EXPLAIN: || After completing the chart, we will reconvene and discuss with the whole class our findings. I will ask if other students agree or disagree with others' statements, to get a sense of what everyone found while conducting the experiment. After students respond, we will answer together the two questions at the bottom of the worksheet, which are: //What relationships can you see in this chart AND What are the advantages and disadvantages of using pulleys?//
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * ELABORATE: || Students will have the opportunity to predict the effort of a heavier load, using a specific pulley system. I will collect student predictions before they experiment, to gather a sense of their understanding of the concept. Then, students will work with their partner, to experiment with the pulley system and see if our predictions were correct. After everyone is done experimenting, we will reconvene in a large group discussion to talk about our predictions and results. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * EVALUATE: || <span style="font-family: arial,helvetica,sans-serif;">To assess understanding, I will challenge the students to write a public service announcement about the way in which using pulleys can provide them with benefits when lifting heavy objects. Students can be creative with the presentation of information, as well as what they would like to include in their writing. I will tell them that the things they SHOULD have in their writing are:
 * <span style="color: #000000; font-family: Verdana,sans-serif;">An explanation of how pulleys make work easier
 * <span style="color: #000000; font-family: Verdana,sans-serif;">How an increased number of ropes decreases the effort needed to lift the load
 * <span style="color: #000000; font-family: Verdana,sans-serif;">Advantages and disadvantages to using the different types of pulleys
 * <span style="color: #000000; font-family: Verdana,sans-serif;">The effort needed to lift a load can be predicted fro the weight of the load and the number of ropes supporting the load ||

**Author:** Nikki Pisacano 03/15/2010 11:10:00 AM EDT || ||
 * ==Magnification Science Lesson==

The next day I will have the students do their own exploration on money. They will be observing coins and drawing their observations down on paper. This will be an assessment because I will be able to understand if they get the concept of what I am trying to teach them. I will hope that they will put some detail in there like the ridges and the dates that are hard for us to see without the magnify glass. After this lesson I will have it be open and we will go outside and have the students explore things for themselves. Once we are done with that to close the lesson we will make another list on a poster board of all the students observations. || •Describe the scientific principles on which various tools are based. •Group tools and machines by their function. •Select and safely apply appropriate tools and materials to solve simple problems. ||  ||   ||   || Another assessment I will have a worksheet for them that they will be drawing their observations. This will be an assessment because I will be looking for details in the coins that they are observing also I will want it to be a little bigger than normal size. I basically want to see the details in their drawings though. || We will also need a 4 pennies, nickels, dimes and quarters. To control this the students will be in small groups in centers. The mentor teacher and myself will be walking around observing and helping the students out. || > A book called "A closer look" > > A worksheet that they will bring around with them so they can draw their observations. || For students who are advanced I will ask them if they see anything more and ask them to draw both sides of the coin front and back instead of one side of the coin. I will also ask them to look in the background of the coin, deeper into it, to see if there is any more details that they can draw. ||
 * <span class="label" style="border-bottom-color: #000000; border-bottom-style: solid; border-bottom-width: 1px; clear: both; display: block; font-size: 1.4em; width: 635px;">**CIED 458 Lesson Specifications** ||
 * Subject(s): || Science ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Science Concept: || What the size of objects look like and the details that we can see threw a magnifying glass. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Driving Question: || Why can magnifying glasses help humans find out more about an object? ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Grade/Level: || Kindergarten ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Learning Outcomes: || Students will be able to recognize that even though they may not be able to see something very well with the naked eye there are tools out there to help us get a closer look, the magnify glass. They will also realize that small object have a lot more details than you can see with the naked eye. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Summary: || The first day as a class we are going to talk about magnification. I am going to ask the students what they know and what they want to know. We will then make a list as a class so we have that to refer to. This will give me an understanding about how much my students already know and how much they will need to learn. After we talk about this we will then read a book about magnifying objects on the earth.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom-color: #000000; border-bottom-style: solid; border-bottom-width: 1px; clear: both; display: block; font-size: 1.4em; width: 635px;">**TANDARDS & ASSESSMENT** ||
 * Standards: ||  ||   || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]<span style="font-family: verdana,arial,helvetica;">**PA- Pennsylvania Academic Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Subject** <span style="font-family: verdana,arial,helvetica;">**:** Science and Technology ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Area 3.7**<span style="font-family: verdana,arial,helvetica;">**:** Technological Devices ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade 3.7.4**<span style="font-family: verdana,arial,helvetica;">**:** Grade 4 ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||||||||||||  || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Standard A.**<span style="font-family: verdana,arial,helvetica;">**:** Explore the use of basic tools, simple materials and techniques to safely solve problems.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Assessment/Rubrics: || The big assessment will be our lists that we make as a class. That these tools help humans see more detail and find out more about objects. There list and our conversations will help me assess to see if they understand.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom-color: #000000; border-bottom-style: solid; border-bottom-width: 1px; clear: both; display: block; font-size: 1.4em; width: 635px;">**ATERIALS AND RESOURCES** ||
 * Science Materials: || 4 magnify glasses set up at each of 4 centers
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Other Resources: || * Materials and resources:
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom-color: #000000; border-bottom-style: solid; border-bottom-width: 1px; clear: both; display: block; font-size: 1.4em; width: 635px;">**DDITIONAL INFORMATION** ||
 * Learning Context: || The bigger lesson was how students become scientist. I decided to use magnifying glasses because they are kindergarten and the use of a magnify glass is a semi easy subject and I can make it interesting so they enjoy the learning process. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Differentiated Instruction: || With students with special needs I instead of them just going on their own and making their drawing if they seem to be struggling I will ask them questions. I will ask if they see a certain date on the coin, or a building, or any ridges. Hopefully these questions will get them thinking about what they are really supposed to be looking for and they will be able to see it.
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Collaboration: || Students will work collaboratively. Students will work in groups of 3. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Time Allotment: || 3 class periods. 35 Min. per class. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Author's Comments: || I would say since they are so little it is probably better to do this in small groups so that they can put their ideas together. I would also suggest to break it up in a few days because if all of these activities were done in one day the children would get overwhelmed and probably not learn as much. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * <span class="label" style="border-bottom-color: #000000; border-bottom-style: solid; border-bottom-width: 1px; clear: both; display: block; font-size: 1.4em; width: 635px;">**E’s Implementation Plan** ||
 * ENGAGE: || I will then introduce the book "A closer look." We will then read that book and as we are reading I will ask questions throughout the book to keep them focused such as what do we think we are trying to find on this page. And when we get to the next page of the the bigger view of the object I will then ask so what did they use to view this object. I will ask this so it is being repeated to them that we are using a magnifying glass and that is how we can get a better view of different objects. I will then ask the students what they think magnifying glasses do. As a class we will make a list of things we already know about magnify glasses and things that we want to learn. This will give me an idea of how they are thinking about magnifying glasses. ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * EXPLORE: || There are 4 different small groups in the classroom so I am going to use them and have 4 different stations around the room. I will have 4 magnifying glasses (each student will have their own magnify glass) with a different coin set up at each station and the students will examine each and see what kind of details they can see on it that they may not be able to see with their naked eye. I am going to have a worksheet with 4 different boxes in it and at the top I will have the coin written out and also a stamp of what the coin looks like. In the big boxes I will have the students draw what they see through the magnifying glass. I will ask them to draw what the size of the object is through the glass and also if they see more details I want them to try and illustrate them. ||
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 * EXPLAIN: || For the explain part I will have my example at the front of what I see on the coins. I will show this to the students before I send them to their station so they know what I want from them.I will have each coin at each station so that the students do not need to rotate and they can just examine each coin at their station. I will have different size magnifying glasses so that they can see what the differences is when they are looking at the objects. I will think they may ask can everything be magnified? I will answer with yes everything can be magnified but some objects that are already big may not appear much bigger than they already are. ||
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 * ELABORATE: || The next day after they have explored and got a good understanding we will then go outside to the playground and explore objects outside. I will ask them to look at the grass, any bugs they see, the dirt, etc. I will let them know that we will be discussing our findings once we come back in. I will tell them to look for details on the objects they see out there and if they found out anything new about them. When we come in I will ask them so why do magnifying glasses help us in life? If they say they let us see "more" we will talk about how that magnify glasses dont let you see more but they let you see more detail. ||
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 * EVALUATE: || The assessing process will be the worksheets that the students did on the 2nd day. I will be able to tell if they grasp the concept of what the magnifying glass is supposed to do with the details in their drawings. At the end of the lesson when we make our last list of observations it will also be an assessment from what they said they knew the first day until the last day. This will be a verbal assessment because of the vocabulary they use I will want them to be able to understand that this tool helps humans see more detail and find out more about an object. ||
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