Month: November 2021

Hello Everyone!

In connection with our unit concepts of CREATIVITY and CHANGE, we are creating timelines to better understand how technology has changed over time due to constant human innovation.

Students are working with a partner, and they have chosen a topic to focus on.

It is important that we understand we are looking for human innovations in our timelines. For example, if you are looking at communication as a topic, then we are looking at the history of innovations, technologies, and tools that have been used for communication.

There is an example of a timeline hanging in the classroom on the topic of TRANSPORTATION. Please use this as a model to better understand how to create a timeline.

Here are the instructions and criteria list for the project, which we already talked about in class:

1. Choose a topic. Brainstorm the related words to your project topic, so you can better find information online and in books.
2. Use the books provided in the classroom or the internet.
3. When using a book, use the non-fiction features we discussed, such as the table of contents, index, key words, headings, and captions, to find info more quickly.
4. When using the internet, make sure to use some of the key words you brainstormed, not just the name of your topic. Ask for help if you need it!!
5. Take notes and record your sources in your journal. Please use a minimum of 4 sources.
6. Write down key ideas in your own words, as you will better remember what you learned. Don’t just copy.
7. Check sources for quality as we have discussed in class. Is the website from a business and has lots of ads? Who wrote the website? What is the ending of the web address (use .edu, .org, .gov for example)?
8. Do research independently, then come together with your partner to exchange notes and to discuss. Decide on 20 dates in time you would like to represent on your timeline.
9. Ms. D will give you 4 sheets of 8.5″ x 14″ legal paper. Each partner will take two, as well as 10 of the dates. Create your half of the timeline. We will connect all four sheets together to make one large timeline at the end.
10. Timeline can go horizontal or vertical. You can decide how the line will be drawn on the paper.
11. You need an illustration for each date.
12. You need a 1-2 sentence description for each date. Descriptions can be typed and glued on the timeline, or handwritten in pencil, then done in fine liner so we can see them. Writing needs to be large enough to fill the space and be visible to others when it is hung up for display.
13. We will hang our results up for everyone to enjoy!

I CAN statements from the curriculum content and competencies that you will find on your assessment rubric:

I can find information for my timeline from a variety of sources and document my research in notes, recording key ideas and sources.

I can choose specific dates for my timeline and write descriptions of 1-2 sentences that show an understanding of how my specific technology or human innovation area has changed over time.

I can communicate using clear writing and edit for conventions of spelling, grammar, and punctuation.

I can use illustrations to communicate further information about each of the dates I chose on the timeline.

I can demonstrate an understanding and appreciate of evidence by looking through a variety of sources as I research.

I can sequence events on my timeline appropriately to show the positive and negative aspects of change in human innovations over time.

I can show knowledge of different types of machines and technology that have been created by humans to serve a specific purpose.

Due Date:  Dec. 10th, Friday, end of day

Questions? Ask Ms. D!

Hello Everyone!

Using our knowledge of simple machines, we will be building a Rube Goldberg machine!

Before we begin, please do some investigation. On Rube Tube you can watch a variety of Rube Goldberg contraptions and get some ideas. You can also read about Rube Goldberg himself on this biographical website and on this Rube Goldberg resource.

Google “Rube Goldberg Cartoons” under images if you would like to see even more.

Consider the DESIGN PROCESS as you create your own contraption!

1. Ask a question – What task will your machine complete?
2. Imagine what you would do – Brainstorm ideas and watch Rube Tube.
3. Plan and consider materials – Make a draft in your journal and a list of supplies
4. Create something based on your plan – all day Friday or Monday
5. Reflect, make adjustments to improve, and document changes — Journal!
6. Present final product – Show it to Ms. D

Your contraption must use at least three simple machines. Documentation of all your building steps is a must!

I will be marking both your journal and your final presentation, so even if your product is amazing, you need written observations. Even if the machine doesn’t work, you need to show evidence of having considered simple machines and be able to explain your process to me.

We will build the machines on Wednesday, December 1st during a large chunk of the day.

Begin looking for ideas and materials from home. I have a lot of building supplies here, but if you need something specific, then please look at home. You shouldn’t need to buy anything new, so please focus on recyclables and toys you already have.

The contraption does not need to be big, either, so consider we will have 12 groups working in our space at the same time!

One way to make your machine more interesting is to consider how it might tell a story. When you watch the OK Go video on Rube Tube, it is based on a song. How does it tell a story or have a message? Or is it a funny task it will complete?

The only thing I don’t have in the classroom are pulleys, so if you are thinking of having a pulley device, you have to construct it. This can sometimes be very difficult, so I would avoid pulleys, as they often are tedious to set up so that they work well.

Have fun! I will provide a rubric for you for this activity in class that talks about your design process. While it would be great if your machine is successful, I am more interested in how you used the design process and simple machines to complete this task.

Ms. D