TRANSDISCIPLINARY THEME: WHERE WE ARE IN PLACE AND TIME
Anastasis Academy ἀνάστασις
Inspiring every child to: Imagine Believe Achieve Create
Information Night Lesson Objective Inquiry Transdisciplinary Theme: Where We Are in Place and Time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea Past inventions have an effect on how we live today. An inquiry into: inventions throughout time, similarities between then, now and the future (connections), how needs remain the same but the means of achieving them changes. Key Concepts: causation and change Related Concepts: discovery, innovation, invention
Summative assessment task(s): Throughout the 5 week unit, students will develop an invention museum that shows the history of inventions on a timeline, highlighting major inventions and the historical context that led to the inventions. Students will inquire into how historical inventions have led to present day technology. The work performance/style will be based on students’ preferred demonstration modality. To complete the unit, students will present the learning to visitors of their “museum” and help them discover inventions throughout time and how and why people have improved them. • Evidence • Explain major inventions in history. • Explain how inventions have changed over time to lead to present day technology. • Learning Outcomes • Create a body of work showcasing major inventions • Formulates reasons for different kinds of invention • Analyzes the influence of the environment/location on the invention
Key Concepts PAGE 1 OF 7
DURATION: FIVE WEEKS
TRANSDISCIPLINARY THEME: WHERE WE ARE IN PLACE AND TIME
What concepts (form, function, causation, change, connection, perspective, responsibility, reflection) will be emphasized within the inquiry: Form, function, causation, change, connection, perspective Lines of inquiry that define the scope of the inquiry into the central idea: • Why people invent. • Why technology is improving. • Factors affecting inventions in different areas/times.
Teacher questions/provocations that will drive inquiries: • How have inventions improved over time? • Why do we invent? • What are the factors affecting methods of inventions in particular areas? • What influences do historical inventions have on present day technology? • What characteristics do inventors exhibit? • What types of inventions are there? • How do different kinds of inventions work (mechanics, force, design)? • What does invention tell us about who we are as created beings? What inventions/technology
have helped us understand our Creator better?
Assessment • Category of inventions based on prior knowledge. • Timeline of invention over time based on prior knowledge. • Analyzing depth of students’ questions to find out prior knowledge and as a base of their
further learning engagement based on inquiry.
Activities Learning experiences to encourage engagement with inquiry questions: • Kinds of invention: brainstorming including grouping (based on area, type, year, etc.) • Triggering questions. • Development of invention sequencing on a group project (timeline, video, website, popup
book, flow chart, song, performance, etc.)
• Interviewing grandparents about inventions that have impacted the world in their lifetime. • Various methods of inventions independent experience (thinking about what inventions
students use on a daily basis in their own lives).
• Supporting videos
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DURATION: FIVE WEEKS
TRANSDISCIPLINARY THEME: WHERE WE ARE IN PLACE AND TIME
• Guest speaker: Chris Nelson- experience on Air Force 1 • Guided research- students complete personal inquiry about chosen interest of invention or
time period.
• Discussion about invention’s impact on Christianity. • Mathematical inquiry: • Primary • Positional math language (above, below, left, right, bottom, biggest, smallest) • Measurement (distance) • Angle • Intermediate • Parabolas • Velocity • Angle • Trajectory • Acceleration • Scientific inquiry: • mechanics- simple machines (fulcrum, lever) • Velocity/speed • Force • Energy • Language inquiry • Reflection writing • Invention/Inventors reading (non-fiction) • Spiritual inquiry • Lessons learned from studying invention/engaging in inquiry: sometimes it takes multiple
tries to reach a goal, it is worth having a goal, mistakes are part of the life process.
• Art • Inventions that affected art (art history) • Music • Invention of instruments/sound devices and the impact on music throughout history
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DURATION: FIVE WEEKS
TRANSDISCIPLINARY THEME: WHERE WE ARE IN PLACE AND TIME
Attitudes Curiosity, creativity, cooperation, appreciation
Skills Thinking skills, research skills, communication skills,
Core Standards Met: • Mathematics: • Measurement and Data (1.MD, 2.MD, 3. MD, 4.MD, 5.MD) • Geometry (1.G, 2.G, 3.G, 4.G, 5.G, 6.G, 7.G, 8.G) • Operations and Algebraic Thinking (3.OA, 4.OA, 5.OA) • Ratios and Proportional Relationships (6.RP, 7.RP) • Expressions and Equations (6.EE, 7.EE, 8.EE) • Statistics and Probability (6.SP, 7.SP, 8.SP) • Functions (8.F) • English Language Arts: • Reading for Information • Key ideas/details • Craft/structure • Integration of knowledge and ideas • Range of reading and level of text complexity • Writing • Text types and purposes • Production and distribution of writing • Research to build and present knowledge • Speaking and Listening • Comprehension and collaboration • Presentation of knowledge and ideas • Language • Vocabulary acquisition and use • History/Social Studies • Key ideas and details
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DURATION: FIVE WEEKS
TRANSDISCIPLINARY THEME: WHERE WE ARE IN PLACE AND TIME
• Integration of knowledge and ideas • Text type and purpose • Science • Scientific investigation, design, conduct • Changes in matter and energy • Interrelationships among science, technology and human activity and how they can
affect the world
• Understanding common connections among scientific disciplines
Lesson: Design and build a catapult Learning Objectives and Educational Goals: • Students will use every day objects to create a simple machine (lever)- Primary/Intermediate • Students will understand first, second and third class levers.- Primary/Intermediate • Students will design a machine that uses a lever as a central component.- Primary/
Intermediate
• Students will test various machine designs and evaluate performance as it relates to a task.-
Primary/Intermediate
• Students will identify fulcrum, resistance force, effort force on the machine.- Primary/
Intermediate
• Students will describe forces and energy that their machine is using- Intermediate • Students will measure using every day objects- Primary/Intermediate • Students will use protractor to test different angles- Intermediate • Students will demonstrate understanding of forces and motion by designing a catapult to
launch an object. - Intermediate
• Students will build background knowledge about the history of the catapult and the middle
ages.
• Students will describe the catapult (or activity) figuratively (spiritual nature) • Students will create a scientific (labeled) diagram. • Students will reflect on learning through writing/documenting.
History of Catapults: The need for catapults arose when man discovered the need to propel things over a large distance. Small sticks, stones and other arrow like elements were propelled using catapults and contributed to the development of man as a hunger. Though designs and styles have changed over the years, the primary objective of the catapult is to make an object travel over a distance and hit a predetermined target. PAGE 5 OF 7
DURATION: FIVE WEEKS
TRANSDISCIPLINARY THEME: WHERE WE ARE IN PLACE AND TIME
Sometime around 300 AD, the soldiers of Phillip of Macedonia created their own versions of catapults known as ballistas, these could hurl even larger and stronger weapons at enemies. The design was similar to a crossbow. Romans create mangonels, these were similar in design to ballistas but were simpler. In the 12th century the French created trebuchets that used the idea of levers. During the Middle Ages, catapults were used regularly in battle. The mightiest of catapults have been known to hurl objects weighing 300 pounds more than 300 yards. Catapults were primarily used for destroying or creating an opening in castle walls or walls of cities to allow the invading army to enter. At times they were also used to launch items over the castle or city walls. Anticipatory Set: How many of you have played Angry Birds? Today we are going to look at an invention that became popular in the middle ages that made the Angry Birds you know and love possible. You are going to explore some concepts of force, angles, motion, speed, trajectory and levers to improve your Angry birds game. Guided Learning: Normally in an inquiry day, we would start with a guiding question and invite all of you to come up with questions that would lead our lesson. Since we are fitting a lesson that would normally stretch over 3 hours into 1, we came up with the guiding questions today. At each station you will find some questions that will help guide your thinking. If you think of other questions to ask while you are at the station, write them down on a sticky note and add them to our questions. It is important for us to make sure we are looking at the things we learn with our spiritual nature in mind. As you visit each station, think about what you know about God while you are learning. You are going to be learning about simple machines and levers, what metaphors can we draw from the lesson that are connections to who we are spiritually? Station 1 (15 min): Angry Birds on the iPad, guiding questions, catapult books. At this station students will take turns testing Angry Birds, they will be asked to consider force, acceleration, speed, angle and distance. The books will help them discover information about different kinds of machines and some history behind catapults. Students can also explore how technology behind the catapult is used today. Rules: • Have to build a machine to launch your bird using the materials in the bag, try to get as close
as you can to the pigs.
• Do not launch birds at other students...aim for pigs only!
*Clip of http://www.youtube.com/watch?v=Xd8SZNztydE Station 2 (25 min): Building a catapult out of provided materials. Students can use any materials that they want, they do not have to use all of them. Students build a catapult experimenting for PAGE 6 OF 7
DURATION: FIVE WEEKS
TRANSDISCIPLINARY THEME: WHERE WE ARE IN PLACE AND TIME
speed, distance, accuracy. Students should experiment with fulcrum, angle and force depending on how their catapult is built. Students should measure distance using an object of their choosing. • What makes the catapult more accurate? What makes the marshmallow go the furthest?
Does mass aect the results? How do objects move? How do we calculate motion? What is acceleration? What is speed? What are some of the forces that act on objects in motion? How did the catapult set the marshmallow in motion? Which challenge did your catapult meet best, accuracy or distance? What helped the catapult? What kind of energy did your catapult use? What kind of force? What are other kind of levers? What are simple machines? What happens when the arm of a lever is shortened? What happens to the force needed to make the load move? Does using a lever make it easier to lift than lifting alone? What is a fulcrum? What is force? What is the relationship between force and distance? What happens when you change the fulcrum? What changes when you adjust the angle?
Projectile Motion- http://phet.colorado.edu/en/simulation/projectile-motion Station 3 (10 min): Students will reflect on what they have learned in scientific observation journals. Including a sketch of their catapult that is labeled. Inquiry: Students visit stations and work together to accomplish task at each station. Teachers assist in guiding learning and asking clarifying questions. Closure: Class discussion. As a class discuss what students learned about force, distance, angles. Return to guiding questions and discuss observations and discovery. As students are thinking about the catapult literally, help them consider what they learned metaphorically.
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DURATION: FIVE WEEKS