Falling Backwards
Mr. Blick's Grade 5 Class
Tuesday, 13 May 2014
Gymnastics
Falling Backwards
The Screw Lab and Building Simple Machines with K'Nex
In our unit on screws, students looked at the pitch of a screw. In the end, students learned that the closer the pitch, the easier it is to turn but it takes longer. The farther the pitch, the harder it is to turn but the less turns it takes. Students then wrapped an incline plane around a pencil to learn the connection between the two simple machines.
Building Compound Machines with K'Nex.
Students learned the importance of following directions!
Building Compound Machines with K'Nex.
Students learned the importance of following directions!
The Lever: A Simple Machine
In part of our unit, students learned about three types of levers . In each case, students examined how the placement of fulcrum affected the effort needed to move the load.
James, can you lift the books?
The Wedge Lab
Students learned how force travels through a wedge.
- Class 1 Lever example: Teeter-todder
- Class 2 Lever Example: Wheel Barrel
- Class 3 Lever Example: Tweezers
In addition, I have included some pictures of our Inclined Plane and Wedge experiments. Below are some pictures and videos.
James, can you lift the books?
Part of our Inclined Plane Lab: Does using an inclined plane make work easier?
Students did this lab using a 4ft, 5ft and 6ft board.
Students first tested lifting their cups without the help of an inclined plane.
Class 3 Lever
Wednesday, 23 April 2014
Compound Machine Project: Due Monday May 12, 2014
Simple Machines Project:
Dear Parents/Guardians,
The Simple Compound Machine assignment is targeted to be a
fun hands-on activity at home. It is
never my intent to send home assignments that are unrealistic. With that being said, I am expecting that the
assignment will take some critical thinking as it is a problem solving
activity. From my experience last year,
students spent anywhere from 3 to 20 hours (average around 5-6 hours) on
project, often testing their patience and perseverance.
The level of parent involvement will definitely depend on
the family. While parents are encouraged
to participate, I understand that may not be possible. Therefore, I would hope that the student
would come to their teacher for support (I am available for help during lunch
and after school and please let me know ASAP). Part of my hope with this
assignment is that students will take responsibility for the project and be
willing to ask for support if they need it.
On a final note, it is important to note that I do recognize
effort, regardless of the outcome of the assignment. If a student works extremely hard on a
project and it does not work, I would never ignore the effort they put into it
and what they learned from the experience.
Often, it the experience of persevering that is more valuable than the
project itself.
If you have any questions or concerns, please let me know.
Thanks,
Matt Blick – ARES Grade 5
Compound Machine Assignment
Due:
Monday May 12, 2014
What is a Compound Machine?
A compound machine is a
machine made up of more than one simple machine. Types of simple machines include the lever,
wedge, pulley, ramp, screw, and wheel.
What are the goals?
1. To demonstrate a very good understanding of how simple
machines work by creating a compound machine.
2. Provide a written and detailed paragraph(s) that
explains how their compound machine works.
3. Build a compound machine that works.
4. Be able to explain verbally how your machine
accomplishes its task. Please use the
appropriate vocabulary: force, motion,
load, fulcrum, distance and so forth. We
are trying to use “science” words when describing our compound machines.
5. Create a sign that names your machine. Ensure that it is easy to read.
How to build your compound machine:
Use your knowledge of simple
machines, your creativity, and your ingenuity.
Look for other examples. If you
need advice, ask other students, your teacher or your parent/guardian.
Is anything off-limits?
Your machine needs to be
safe.
What do I do first?
Think of a problem or an idea
where you think a compound machine would be useful. Do some brainstorming. Make a sketch of some simple machines you may include. If your first idea does not work, try
again. Inventors have lots of idea and
often they encounter many setbacks before they are successful.
NOTE: There is no failure.
Instead of thinking that you failed, think about what you may do
differently. It is often the mistakes we
make that help us move forward.
What do I do next?
Show your sketch and plan to
your parents. Talk over your ideas. See if you all agree that your idea is
possible. Once you have come up with
your idea, please show your teacher so that they can approve it.
After my compound machine plan has been approved by my
parents and/or Mr. Blick, what do I do?
Start gathering the material
you need to make your compound machine.
You can look pretty much anywhere.
You might use cereal boxes, parts of a broken-down toy, recycling, scrap
material, tool boxes, “junk” from your closet, or even something under your
bed! Please remember to ask your parents
before you turn something from home into your compound machine.
Once I have my supplies, what do I do?
Start putting your compound
machine together. Patience is extremely
important at this point. Make time to
work on this project.
How can my parents help?
You can discuss your ideas
with your parents. Your parents may
need to take you places if you need certain materials. Since this is mostly an at-home project, I do
expect that parents will be involved.
Last year, the
number one comment made by students was this:
I enjoyed spending one on one time with my parent(s) building this!
How will the assignment be assessed:
1. Compound
Machine: One mark for each simple
machine used.
·
One simple machine
– 1 mark
·
Two simple
machines – 2 mark
·
Three simple
machines – 3marks
·
Four simple
machines -- 4 Marks
·
Five simple
machines – 5 Marks
·
Six simple
machines – 6 Marks
See attached Criteria that was sent home.
Total Score: 21 marks
GoAnimate Project
GoAnimate Project
Due Date: Friday April 25, 2014
v This project is an at-home and at school project. While students will have time in class,
students are encouraged to work on it at home as needed
v Students should be able to work in this independently. Parents are welcome to provide feedback. Students will also be encouraged to seek
feedback from their classmates.
v Assignments need to be handed in on time. Please ensure you are RESPONSIBLE.
Directions:
v
Complete the story map. While one
does not have to follow their story completely, it is designed to give students
a “road map” as to where they want the story to go. Students are encouraged to regularly use
their story map to ensure they stay on track and include all the important
components of a story.
v
Use your time in
the computer lab effectively. One can be
easily distracted in class. Students are
encouraged to sit in locations that will promote learning.
v
All the criteria
established on the rubric was discussed and negotiated with the class. All the students agreed to the criteria and
are encouraged to regularly reference their work to it.
v
Dialogue is
the most important component of this assignment. It is worth twice the marks so make sure you
give it a lot of attention. Make sure
one can understand what the characters are saying.
v
Problem and solution should be obvious.
Keep it simple.
v
Audience: 10 and 11 year olds. Keep your audience in mind when creating your
movie.
v
Time: To develop a story, you will require time to
develop your story. See criteria sheet.
v
Bonus: If you create an additional
setting/character, you can receive up to 4 bonus marks.
v
Seek regular feedback from peers, teacher and parents. Getting opinions from others can go a long
way in helping to improve your project. Remember,
you must have permission to view another students’ assignment.
Items to be graded:
v
See attached
Rubric.
v
On Time (2 points)
-- Students will not gain marks for handing in time. That said, they will lose two marks is
submitted late.
v
Parent/Guardian
signature on directions. Students will
lose two marks if parent/guardian signature does not accompany assignment. (2 point)
X_____________________________________________________
Parent
or Guardian Signature
Date assignment was
submitted: ________________________
|
CATEGORY
|
4
|
3
|
2
|
1
|
Story Characteristics:
Problem and Solution
|
Problem and solution are easy to identify and is well thought
out.
|
Problem and solution are identifiable. Viewer
is able to recognize on their own.
|
May be missing a problem or solution. The viewer may not be able to recognize it
on their own.
|
Does not include a problem and/or solution.
|
Story Map
|
Details are placed in a logical order and the way they are
presented effectively keeps their story on track. Students used this a tool in their
planning.
|
Details are placed in a logical order, but the way in which they
are presented makes it difficult to follow.
Students may not have always used this a tool in their planning.
|
Some details are not in a logical or expected order, and this
distracts the viewer. Story map is
incomplete and/or the story does not follow their story map.
|
Many details are not in a logical or expected order. There is
little sense that the writing was organized.
|
Dialogue (Most important component)
X 2 for marks
|
Uses lots dialogue to keep the viewer interested. Able to effectively tell their story
through the dialogue between characters.
|
Very good job at using dialogue to tell their story. The viewer is interested most of the time.
|
Uses some dialogue in their movie. At times it is hard to follow the story
through the characters dialogue.
Viewer is not always interested.
|
Uses little dialogue in their story. Relies more on other attributes to tell
their story.
|
Audience
|
Generates 9 or more noticeable laughs in the class. (five or more students laugh on one
occasion) Easily able to catch their
audiences attention.
|
Generates 7 or 8 noticeable laughs in the class. (five or more students laugh on one
occasion) Did a very good job at
catching the audience’s attention.
|
Generates 5 or 6 noticeable laughs in the class. (five or more students laugh on one
occasion) At time struggled to
maintain their audience’s attention.
|
Generates less than five laughs in class.
|
Time
|
Movie is 3 minutes or longer.
|
Movie is 2:30 – 3:00 minutes in length.
|
Movie is 2:00 to 2:30 minutes in length.
|
Movie is less than 2 minutes long.
|
Setting:
2 bonus marks if you create one of your own settings.
|
Uses five or more settings and it helps to move along the
story.
|
Uses four different settings and it helps to move along the
story.
|
Uses two settings for their story.
|
Uses only one setting for their story.
|
Voice and Characters:
2 bonus marks if you create your own character
|
Use four or more characters.
Each character ‘s voice is clear and has no grammatical mistakes.
|
Uses three or more characters.
In most cases each character’s
voice is clear and has no grammatical mistakes.
|
Uses two characters. Each
character’s voice may not always be clear.
Grammatical mistakes made.
|
Uses two characters.
Character’s voices are very hard to understand. Many grammatical mistakes.
|
Sound, Music, Props and effects.
|
Uses all four components and it does not distract from the
movie.
|
Uses all four components but
at times distracts from the movie.
|
Uses three components in their movie. It may have distracted the viewer.
|
Student used two or less components in their movie.
|
Subscribe to:
Posts (Atom)