Bill McQuerry Introduction Standards Objectives Activities Assessment Results Resources
		Introduction An integration and review of the  third grade science strand, "Simple Machines", into the fourth grade history study of daily life at Sutter's Fort in the mid-1800's.  Students determine, using their knowledge of simple machines, how it was possible for one person to move an 800 pound cannon. Subject:  Moving A Cannon At Sutter's Fort Topic:  Combining science (simple machines) with history (daily life at Sutter's Fort) Grade Level:  3-4 Moving A Cannon at Sutter's Fort http://ctap295.ctaponline.org/~bmcquerr/student/ Standards Addressed Third Grade Science: Focus on Simple Machines Standard (Phys. Sci.) 1.c:   students know machines...convert stored energy to motion... Standard (Investigation and Experimentation) 5.d: Predict the outcome of a simple investigation and compare the result with           the prediction.    Fourth Grade History:  Focus on Sutter's Fort Standard (4.2):...describe...interactions among people of California...pre-Columbian...to the ...rancho period.              5.  Describe the daily lives of the people...who occupied the...ranchos...               8.  Discuss the period of Mexican rule in California...and the rise of the rancho economy.    Back to top Instructional Objectives (Science)   After viewing Sutter's Fort photographs from various sources, students willpredictwhat simple machines they might  see in use during their upcoming field trip to the fort. Using information from their study of  life at Sutter's Fort, but  before their field trip to the fort, students will use models or simulations todemonstrateways in which they predicted that the four simple machines (wedges, pulleys, wheel/axle combinations, and  lever/fulcrum combinations) were used in daily nineteenth century life at the fort.  For example, they might conclude from photos and maps of the fort that drinking water was provided by a well, and that a bucket, rope and pulleywere used  to bring water to the surface.  This would be an easy task to demonstrate using rope and pulleys available in the classroom.  During their field trip to Sutter's Fort, students will fill out a teacher-provided form on which they list all simple machines they see in use at the fort, divided into the four categories above, including a brief description of how they are being used.  Instructional Objectives (History)   During their trip to the fort, each student group will videotape or enter (on a teacher-provided form) examples of how daily activities of nineteenth century life occurred in the following areas:              Food:  sources of, preparation, consumption, storage              Sleeping /living quarters:  residents, guests              Protection/laws:  defense, weapons, enforcement of laws              Economy:  raw materials, manufacturing, storage, trade/sales, money, book-keeping                Medicine: methods and available resources               Maintenance/repairs: methods, tools, and materials All studentswill write a two page essay demonstrating how life at Sutter's Fort was representative of daily life in Mexican California; and also in what ways it was representative of the rise of the rancho economy. Each student group will demonstrate with a simulation or a working model, the actual process of  how one person could move an 800 pound cannon by him/herself.              or, instead, Each member of the group will writean explanation of how one person could move such a heavy  cannon alone.  Use up to one page for each of the four simple machines.  Include illustrations, so that someone reading your explanation as a guide could actually move the canon, using the four simple machines.  Finally, each student group will produce a video of the whole unit, following the criteria listed below in "Culminating Activity", or the individual members of the group will each produce his/her own written report instead.   Backto top Student Activities Insert brief summaries of your introductory, enabling, and culminating activities. Insert links to online resources in your text and insert links to activities on your  student lesson web site. Introductory Activity Teacher will pretest and teach until students have a basic understanding of these four simple machines: wedge, pulley, wheel/axle, and lever/fulcrum. Students will read/hear basic facts about Sutter and his fort, and view illustrations of artifacts and daily (reenacted) activities at the fort in the mid-1800's, in photos and slides. Using these Sutter's Fort resources, students will predict what simple machines they will see in use while visiting Sutter's Fort, and in what ways they might be used.  Enabling Activity(ies) Students will use wedges, pulleys, wheel/axle combos, and lever/fulcrum combos and/or models to demonstrate in class how simple machines functioned in daily nineteenth century life at the fort.  Students will record these activities using a digital video camera and still cameras. Culminating Activity Students will visit Sutter's Fort, looking especially for examples of simple machines in use, and checking to see whether their predictions regarding such use were correct. Using on-site observation, they will prepare to explain (back in class) how one person could move an 800 pound cannon. They will record their findings using the digital video camera, other cameras, and teacher-provided forms; and will also include segments demonstrating how life at Sutter's Fort was representative of daily rancho life in Mexican California, and in what ways it was representative of the rise of the rancho economy. Back in class, students will do one of the following: either edit the two parts of their group video (the student simulations, and the field trip), and work out a script for their voice-over, so that the finished script and video include:  student demonstration of the basic uses of four simple machines  student predictions of uses of these machines at Sutter's Fort  scenes of daily nineteenth century life filmed by students at the fort  coverage of actual simple machines used at Sutter's Fort  follow-up commentary by students regarding the accuracy of their predictions, or, individually, write a well-illustrated  report, with photos and/or drawings, demonstrating the same information. Then each student either individually or in groups, will demonstrate knowledge of  how simple machines work.  If individually, write an explanation of how one person could move an 800 pound cannon. Use as much space as needed, up to four pages (one for each simple machine, and how it would be used in moving the cannon); and include illustrations, so that someone reading your explanation could actually move the cannon. If working with a group, the group must either build a model or do a simulation of moving the cannon. Each group member must have an obvious role. When finished, each student will have participated in at least two of the above four activities. Back to top Assessment Students will be assessed on all parts of their participation in the "Culminating Activity", and receive a grade according to the following criteria: A      Student either writes a clear four page explanation of how to move the cannon, which also demonstrates understanding of the appropriate simple machines; or participates in exemplary ways in the model/simulation  above.  And student also does either the video project or the report.  Or student  does three of these four projects (four page explanation, report, video, model/simulation), all at a reasonable level of quality, though not necessarily "A" quality. B       Student does all work as for an "A", but work is of lower quality, or missing some components.  For example, the report might be missing its cover and table of contents.  The report might not include illustrations for all parts, or the writing or illustrations might not be of  high quality. Student might leave out one major part of the assignment (such as "student predictions" or "scenes of daily nineteenth century life").  C     Student leaves out more than one major part of the assignment (such as "student predictions" or "scenes of daily nineteenth century life"), and/or project is below "B" quality.  Writing contains many errors, and may be incomplete or hard to follow. D     Student does only one of the four possible assignments from the Culminating Activity; other signs of lack of effort may also exist. F     Little or no obvious effort to accomplish the goals of the project.  Back to top Results After implementing your lesson (sometime between January & March), insert a chart of your pre-test, post-test, and culminating assessment data.     Back to top Web Resources & Supplementary Materials Introductory Activity List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files. Enabling Activity List and link the web resources for your learning activity(ies) here. Also link supplementary materials such as PDF files and /or document files. Culminating Activity List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files.   Back to top Grizzly Hill School P.O. Box 529 North San Juan, CA 95960 Bill McQuerry mcq@jps.net Last Revised: 3/17/01 (insert and update last revision date every time you work on this page)