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An ASSURE Lesson Plan

Devon Radant

| Home | A Research Project | Critique of Education Headlines | ASSURE | Unit of Instruction | Assessment | VFT | Developmental Trends | Curriculum Standards | Curriculum Overview
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An ASSURE Unit Plan

 

The ASSURE model is a guide for planning and accomplishing instruction that incorporates media and technology.  It is intended to assure effective instruction through the method of six steps:

 

*Analyze Learners

*State Objectives

*Select Methods,

Media, and Materials

*Utilize Media

and Materials

*Require Learner Participation

*Evaluate and Revise

This ASSURE Lesson Plan on Simple Machines was designed as a culminating activity for third grade students after completing a three-week study of simple machines.   

 

 

Analyze Learners

 

General Characteristics

 

This unit is intended for third-grade students at a public elementary school in the suburbs of Atlanta.  Students are 8-10 years old.  They possess average to above-average reading ability according to recent Criterion-Referenced Competency Tests (CRCT) scores.  All students met or exceeded math standards for their grade level based on the CRCT.  Only ten percent of the population receives free or reduced lunch.  While socio-economic backgrounds of these students differ, most come from middle-class homes.

 

Entry Competencies

 

The third-grade students have the following knowledge and/or abilities:

 

  • Write complete sentences using subject and predicate.
  • Use proper grammar, spelling, capitalization and punctuation in their writing.
  • Sort items based on shared characteristics.
  • Utilize the Internet and World Wide Web to locate information.
  • Work collaboratively in small groups.
  • Use artistic media to create realistic drawings.

 

Learning Styles

 

Third-grade science students are inquiry-based learners.  They learn by doing.  Third-grade students have different ability levels.  These students are in Jean Piaget’s third stage known as the Concrete Operational Stage.  This stage generally includes children seven to eleven years old.  Children in this stage can perform logical operations, but only in relation to concrete external objects rather than ideas. Third-grade students are generally enthusiastic learners. Students seem to prefer hands-on activities, experiments and the like. They are display bodily-kinesthetic learning preferences.  Students enjoy working with a partner or in small groups thus demonstrating Howard Gardner’s interpersonal intelligence.  They do better when learning is social, and they can interact with one another.  Students strive to do well and put effort into assignments. 

 

State Objectives

 

1.   After watching a video reviewing the six types of simple machines and using their textbook as a reference, students will be able to write an accurate one sentence description in their own words of each of the six simple machines.

2.      Students will work with a partner to sort pictures of 20 different simple machines into the six different simple machine categories.  Students must correctly sort all 20 machines.

3.      While on a Simple Machines Scavenger Hunt around the school, third-grade science students will identify at least two examples of each of the six simple machines and record their findings on a graphic organizer.  Assessment will be based on the thoroughness and accuracy of the graphic organizer.

4.      After gathering information about simple machines on a Virtual Field Trip, third-graders will complete an interactive online quiz in which they must find and correctly identify 10 simple machines.  Students will receive a grade based on the percentage of machines they accurately find and identify. 

4.  Third-grade science students will work together in collaborative groups of three to four to create a poster that includes a drawing, labels, definition and at least five examples of one of the six simple machines.  Posters will be graded based on a rubric.

 

These objectives meet the following Gwinnett County Academic Knowledge and Skills requirements for third grade:

        Science AKS:

o       Keep accurate records of investigations and observations in a log, journal
or database

o       Ask scientific questions based on observation and experience

o       Use technology to communicate ideas, concepts, data, and observations

o       Demonstrate that tools and technology make work easier

        Language Arts AKS:

o       Read for understanding

o       Summarize important ideas of nonfiction reading

o       Write paragraphs with topic sentences and details

o       Gather information from reference works


Select Methods, Media, and Materials

 

The teacher will strive to reach all learners by providing a variety of learning experiences that involve audio, visual and kinesthetic elements.  By using video (Bill Nye Simple Machines), text (name of book), pictures, a Scavenger Hunt and a Virtual Field Trip (see below), the teacher will engage students of all different learning styles.  Students will work individually, with partners, and in small groups to complete the projects.  As a culminating project, students will work collaboratively to design a simple machines poster.  These posters will be hung in the classroom as a reminder of student learning. 

           

 

                        Utilize Materials

 

Preview the Materials

 

The teacher will preview the video on simple machines and note its length.  She will also check Web Sites and links within the Virtual Field Trip to see that they are working properly. 

Prepare the Materials

The teacher will make sure there are enough textbooks for each student.  She will locate 10 sets of 20 pictures of simple machines and laminate them for durability.  Copies of the Scavenger Hunt graphic organizer will be made.  The teacher will locate poster paper, crayons, markers, and colored pencils.

Prepare the Environment

The teacher will check the VCR and TV to assure that they are both in full working order.  She will arrange seats in the classroom so that the TV is visible from every one.  The teacher will notify the office that her class will be out on the school campus during science period.  She will also schedule time in the school’s computer lab and link the Virtual Field Trip to the school’s Intranet site.

 

Prepare the Learners

Students will review the six types of simple machines.  This lesson will come at the end of a three-week study of simple machines.  The teacher will activate prior knowledge by having students complete rhyming riddles.  For example: 

To lift a heavy load,

You needn’t be clever,

Use a board and a rock,

To make a fine _______.   (lever)

 

Before each lesson of the unit, the teacher will state the objectives and present her expectations.  She will describe the assignment and its evaluation and answer any questions. 

Prepare the Learning Experience

In each segment of the unit, the teacher will act as a facilitator encouraging students to discover the answers for themselves.  She will guide instruction and direct students in their discoveries.  Since this a review at the end of a unit, the teacher will act as a support.  She will encourage creative thinking and positive attitudes. 

 

 

  

                        Require Learner Participation

 

Whole Group Learning Activities

In the class setting, students are encouraged to ask questions and discuss ways they use simple machines every day. Review of topics covered will be done whole group.  Directions and instruction will also be given in the classroom setting.  The video will be viewed together as well.  The class will participate in the Scavenger Hunt together.  The teacher will lead the class on a tour of the grounds and the building, pointing out areas of interest.

 

Small Group and Individual Learning Activities

The writing aspect of the lesson will be completed individually as will the Virtual Field Trip.  Students will work with a partner to sort pictures into their respective categories.  Students will have the opportunity to work in small groups of three or on their final poster project.

 

 

                       Evaluate and Revise

 

Assessment of Learner Achievement

Students will be assessed based on the five objectives:

 

  • Objective 1 (15 points)
    • Did you write a one-sentence description for each simple machine? (6 points)
    • Was the description accurate? (6 points)
    • Did you ascribe to correct grammar, spelling, and punctuation? (3 points)

 

  • Objective 2 (20 points)
    • Did you correctly sort all 20 pictures?  (1 point each)

 

  • Objective 3 (15 points)
    • Did you find at least 2 examples of each of the 6 simple machines? (12 points)
    • Is your graphic organizer neat and complete? (3 points)

 

  • Objective 4 (20 points)
    • Did you find all 10 simple machines? (10 points)
    • Were you able to identify them correctly? (10 points)

 

  • Objective 5 (30 points)
    • See attached rubric (28 points)
    • Turned in on time (2 points)

 

 

Evaluation of Instruction

 

Anecdotal notes, class discussions, student feedback, observation of student engagement, and results of student assessments will be the basis of the evaluation process.  The teacher will reflect after each segment of the unit and note any improvements that could be made.  She will revise the plan when needed and constantly look for ways to improve implementation of the unit. 

 

 

Resources

 

Internet sites:

Franklin Institute http://sln.fi.edu/qa97/spotlight3/spotlight3.html

 

Simple Machines Made Simpler http://www.smartown.com/sp2000/machines2000/main.htm

 

Edheads Simple Machines http://edheads.org/activities/simple-machines/index.htm

 

Science Tech http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Simple_Machines.cfm#screw

 

MIKIDS! http://www.mikids.com/Smachines.htm

 

Scholastic http://teacher.scholastic.com/dirtrep/simple/

 

Textbook:
McGraw-Hill Science, 3rd Grade - Unit E: Forces and Motion

 

Video:

Bill Nye the Science Guy: Simple Machines Disney Educational Productions: Newtown, PA

 

Simple Machines Webquests:

http://outreach.rice.edu/~dgabby/science/simp_mach/

http://www.lakelandschools.org/EDTECH/Machines/Machines.htm

 

Simple Machines Drawing Rubric (see below)

 

Virtual Field Trip:  Operation: Simple Machines (see link)

 

 

Simple Machines Poster


Teacher Name: Mrs. Radant


Student Names:     ________________________________________

 

CATEGORY

4

3

2

1

Title

Title is informative, centered, and larger than other text.

Title is informative and larger than other text.

Title is informative and centered.

The title is incomplete and does not clearly indicate what organism is pictured.

Labels

Every item that needs to be identified has a label. It is clear which label goes with which structure.

Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure.

Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure.

Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with item.

Drawing - general

Lines are clear and not smudged. There are almost no erasures or stray marks on the paper. Color is used carefully to enhance the drawing. Overall, the quality of the drawing is excellent.

There are a few erasures, smudged lines or stray marks on the paper, but they do not greatly detract from the drawing. Color is used carefully to enhance the drawing. Overall, the drawing is good.

There are a few erasures, smudged lines or stray marks on the paper, which detract from the drawing OR color is not used carefully. Overall, the quality of the drawing is fair.

There are several erasures, smudged lines or stray marks on the paper, which detract from the drawing. Overall, the quality of the drawing is poor.

Drawing - details

All assigned details have been added. The details are clear and easy to identify.

Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify.

Almost all assigned details (at least 85%) have been added. A few details are difficult to identify.

Fewer than 85% of the assigned details are present OR most details are difficult to identify.

Accuracy

95% or more of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.

94-85% of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.

94-85% of the assigned structures are drawn accurately and are recognizable. 94-85% of the assigned structures are labeled accurately.

Less than 85% of the assigned structures are drawn AND/OR labeled accurately.

Definition

Definition is included and is accurate.

Definition is included and mostly accurate.

Definition is included, but not accurate.

Definition is not included.

Examples

All 5 examples are given and are correct.

4 examples are given and/or are correct

2-3 examples are given and/or are correct

Only 1 example is given and/or is correct.

Spelling

All words are spelled correctly in the title, labels and caption/description.

All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled.

75% of the words are spelled correctly in the title, labels, and description.

Fewer than 80% of the words are spelled correctly in the title, labels, and description.

 

Original ASSURE Lesson Plan created for
 CAE 500: Introduction to Media and Instruction