The Goals
Through this unit students will:
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1. Experience an inquiry-based learning environment in which they are free to ask questions, seek information and validate explanations in thoughtful and creative ways. ("Science Curriculum Framework")
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2. Read and respond in individual, literal and creative ways to written and visual informational texts.
3.
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Produce written, oral, and visual texts to express, develop and substantiate ideas and experiences. ("Language Arts Curriculum Framework")
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Lesson One
Objectives
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The students will define simple machines; explore their environments for examples of simple machines; define the scientific method; and, choose an object they would like to explore.
Materials
Materials include an unfamiliar object, such as an apple peeler and apple, black board, dictionaries or other reference, and list of objects. (A simple tool kit or CD-Rom of How Things Work, would increase student active participation.)
Initiation
Initiation into the lesson plan can be done many different ways, with one of the ways being a summary of the above narrative. I will proceed by giving a summary of the benefits of learning about science and combining it with marketing because of the focus of the magnet themes of Career High School.
Activities
The activity through which they will explore these simple machines is as follows:
In groups of three or four, the students are given the definitions of simple machines separate from their names and asked to match them with a time limit of 10 to 15 minutes depending on the class. This gives the students the opportunity to become familiar with the names and definitions. If a group is stumped, ask them how a machine might be used in every day life. Next, ask one student from each group to define the machines on the board. Go through the lists and ask the students about inconsistencies if there are any. Ask the students how they could verify the definitions. List these on the board. (Dictionary, internet, library, science manual/textbook, etc.) Have students copy down the correct definitions in their notebook. Ask students to volunteer to draw pictures of simple machines on the board and at their desks. This is a pre-step to the entire unit for they will have to draw their simple machines later.
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Next, ask the students where such machines could be found in the classroom. This will allow the students to explore their own environment for simple machines. They should be able to come up with at least ten things that use simple machines. List them on the board. (Door wedge, hinges, blinds, pencil sharpener, zippers, inclined desks, pencil tips, over-head screen, etc.) Bring out the tool kit (or CD-Rom of How Things Work or How Stuff Works and a Destination Computer) and ask students how each tool works. Match them each to the definitions in their notebook.
Hand out the list of objects. This list will allow students the opportunity for independent exploration outside of their classroom. Ask them to independently choose an object of their own liking. They will work on these independently as researchers but may use others for help. Each student will be evaluated on his/her own presentation.
As a class you might explore an object many students are not familiar with, such as the apple peeler or any other object. (Note: It might be wise to have such an object handy along with an apple). Ask the class if they know what the scientific method is. Define as a class. Check definition. Then, apply the scientific method to the apple peeler. Hypothesize on how it would work and what simple machines might be used by looking at the apple and trying to figure out how to peel it. (You can also use an apple-corer.) Now check your hypothesis by using your own apple peeler. As the wheel and axle turns the apple, the inclined plane peels the skin off. What ever object you choose, you should keep this object for later experimentation.
Homework
For homework each student should find as much information on their object as possible and bring the information to class. Two books or four pages of internet information will help. They should also try to find the object or pictures of the object, something suitable for class.
Lesson Two
Objectives
The students will read their researched materials for information taking notes as they read; organize their information using an outline, using citations if necessary; compose an expository essay using their outline.
Materials
Materials include
The New How Things Work
by David Macaulay (and other reference books listed in the bibliography),
Activities
Discuss what the students discovered about their object. Discuss how their objects work and use the principles of simple machines. Refer back to the apple peeler (or other chosen object from the tool kit, perhaps). Discuss how the apple peeler works. Ask students to look through their research material and write down notes as to how their objects work. If students did not find enough source material, have on hand reference books. Model this on the board using the apple peeler as your own object. Tell students that if you take any information directly from a source it needs to be put in quotes and where the information came from needs to be put in parenthesis. Re-wording information avoids this. This will force students to reword information.
Ask the students to think about ways their object is currently used in today's society. Model using your apple peeler. The apple peeler allows for the apple to be peeled easily and efficiently, with little waste. The simple machine allows for less work on your part. It takes the labor out of peeling apples. This is the basic idea behind machines. Take notes on the board as you think about these things. Ask students to take notes from their books or think of ideas on their own.
Now the big questions: Using the ideas and concepts behind simple machines, how can the object be made to be more efficient? How can we get the object to work harder for us? With the apple peeler, the crank could be modified along with the inclined plane to produce a more efficient peeling machine. Now, most common objects have been already modified to almost perfection, but students should be given the opportunity to explore and rethink conventional ideas. Everything can be modified to meet some need. Ask the students to jot down their notes on this area.
Now students have three areas completed: how their object works, its uses in every day life, and how to improve the object. These three things are organized in an outline. The basic five paragraph outline has three different sections: introduction, body, and conclusion. The three areas become the essay's body each with the same layout:
T.S.(Topic Sentence)
DS1 (Detail Sentence 1)
DS2 (Detail Sentence 2)
DS3 (Detail Sentence 3)
C.S. (Concluding Sentence)
The students need to create five layouts, which represent the five paragraphs. Each layout has its own topic sentence and concluding sentence. The three body paragraphs deal with how the object works, its uses, and suggested improvements. The expository essay follows a step-by-step method describing each part in increments. Students are instructed to fill in their outlines and complete their first drafts either in class or for homework depending on their ability level. Ask them to bring art material to class along with their first drafts. Generally, I allow students who have completed their homework to work on arts and crafts during class-time. This adds an incentive to their completion of homework. Ask students to bring arts and crafts material to class.
Lesson Three
Objectives
The students will utilize knowledge and understanding of simple machines to draw or create their object; become familiar with advertising techniques through exploration of terms and ideas.
Materials
Materials include basic arts and crafts materials, any reference materials (including any kind of kit you can borrow possibly from the science department), (tool kit, if possible).
Initiation
Today you are going to become marketing geniuses. You are going to design your object that you wrote about last night and come up with an advertising campaign, which will be presented to the class and displayed in the room. First we need to look at designing the object.
Activities
For this activity, the teacher models how something works, while drawing a picture on the board or actually creating the object. The teacher can use the existing apple peeler (or other used object) and draw this on the board. Allow students to help with the design constructively. While drawing the teacher explains how the object works. For a further step, ask the students what could be modified on the object to make it more efficient. This allows students to utilize the information on simple machines that they learned earlier. Allow for these modifications to be made on the object. Now you have your own product.
Next, the teacher asks the students to do the same with their own object. The students use the arts and crafts materials and their own essays to further the project. This allows students to utilize different modalities to demonstrate understanding of the concepts.
Once these are completed it is now time to learn about the different types of advertising techniques. The teacher, through questioning ascertains as many techniques from the students using examples from television. For example, how does Nike sell their products? Through the use of testimonial and plain folks. Go through each of the techniques making sure students understand these basic ideas and vocabulary words.
Now it is time to look at print advertising. Ask the students to think of things that need to be in magazine ads.
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1. Headline: The large-print words that first attract the eye, usually at the top of the page;
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2. Copy or body copy: The main text, set in a readable size such as might be used in the main text of a book or magazine;
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3. Visual: An illustration that makes a visual statement.
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4. Trademark: A unique design that represent the brand or company; and,
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5. Slogan: An optional element consisting of a short phrase evoking the spirit or personality of the brand. (Hiam, 126-127)
These things need to be present in their own advertisements for their object.
Homework
Create a rough draft of your ad using the rubric for help. Be sure you are able to explain each of the techniques you used and be sure to include the five basic elements of magazine ads. Be sure to bring your written essay to class.
Lesson 4
Objective
The students will peer edit and critique the advertising campaigns so that they meet certain standards.
Material
Material needed is a copy of the rubric for each student. (See below.)
Initiation
Today we are going to critique each other's ads to make sure they meet the needs of the unit.
Activities
Today is a day of sharing. I have created a rubric that each of you must complete on your own and someone else's project. This should take us the whole period and if you did not complete your assignment you cannot participate in this peer evaluation and you must work on your project today in class. Everyone needs to be working.
Last night you should have used the rubric to help you complete the assignment. Today you need to go through and check your project for each of the sections on the rubric. You need to check off on the rubric that you did indeed complete that section. You have about 15 minutes to complete this.
Now you need to exchange projects with a peer and your peer will go through your project and check off your rubric. There is a section for comments. These comments need to be constructive: they need to help the creator of the project. If you liked a particular part, say so. If you did not like a particular part, say why but not because "It sucks." You have 20-30 minutes.
Now, go over the rubric with the person who's campaign you critiqued. Discuss what you liked and what they could change to make their project better. You have 10 minutes.
Homework
Everyone has now gone over their own project and the project of another person. Tomorrow you will be asked to present your ad campaign for the class. You will be evaluated on information and creativity. Tonight you need to take home your rubric and fine-tune your ad campaign project. Some of you may need to work on your essay, others may need to work on the campaign. The presentation should include a reading of your essay and the presentation of your ad. Please hand in your rubric tomorrow before your presentation.
Your Name:
Your Object:
Rubric for Simple Machine Ad Campaign
Concept Your Check Peer Check Comments Teacher Check
Simple Machine
Essay - 5 Paragraphs _______ _______ ________ _______
Introduction
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Body
How it Works
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Used in Society
_______ _______ ________ _______
Modification
_______ _______ ________ _______
Conclusion
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Ad Campaign
Drew or Made Object
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Modified Object
_______ _______ ________ _______
Advertising Techniques Used: Need 2
Glittering generalities
_______ _______ ________ _______
Testimonial _______ _______ ________ _______
Plain folk _______ _______ ________ _______
Bandwagon _______ _______ ________ _______
Card stacking _______ _______ ________ _______
Magazine Ad Techniques:
Headline
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Copy or body copy _______ _______ ________ _______
Visual _______ _______ ________ _______
Trademark _______ _______ ________ _______
Slogan _______ _______ ________ _______
Creativity
_______ _______ ________ _______
Overall Comments:
Rubric Grade: (For Teacher Use) ______________
Read Essay Aloud:__________ Presented Ad Campaign: _________
Presentation Grade:_________
Lesson 4
Objective
The students will demonstrate understanding of knowledge acquired by giving an oral presentation of essay on simple machines and ad campaign.
Activity
Collect student rubrics. The students present their projects individually. Teacher evaluates each according to the rubric.
In closing, I hope that each one of you has a basic understanding of how things work. It is also hoped that each of you has thought about how changing an already made object might improve its performance and/or efficiency. The world is your playground. Use it, change it, make it yours. Advertising tells us to buy, buy, buy, but one day you are going to be asked to sell yourselvesto colleges and places of employment. Make yourself more marketable by learning about the things around you. In today's stressful world things don't need to be so difficult. Think about how to make the tools around you work for you.