Group items tagged

This whole site is great, but I chose a simple machines activities because that is what the kids in my practicum are learning about right now. 1. This particular part of the website is physical science, and it is an activity that is used to teach kids about simple machines 2.The website says that it is used for grades 2-6, but I think I would use it with 3rd and 4th graders and two standards that are used in this activity are: D.4.6 Observe and describe physical events in objects at rest or in motion D.4.7 Observe and describe physical events involving objects and develop record-keeping systems to follow these events by measuring and describing changes in their properties, including: * position relative to another object * motion over time * and position due to forces 3. I would integrate this with another class by talking about the history of the machines. I would talk about how and why the machines were invented and who invented them. I would then have them discuss why these machines were helpful. So this could be both a science and social studies lesson. 4. I would adapt this for people with disabilities or people who are struggling by having them work with someone who would be able to and willing to help them. I would also give them a sheet with definitions and pictures of each machine to help them to identify and figure out the function of each simple machine.

Academic Standards that I think would be useful for lessons related to this site and that could easily be applied to various age groups for differentiation include: Core Science Content and Performance Standards Standard B: Nature of Science B. 4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations. Standard H: Science in Personal and Social Perspectives H. 4.4 Develop a list of issues citizens must make decisions about and describe a strategy for becoming informed about the science around these issues. H. 8.2 Present a scientific solution to a problem involving the earth and space, life and environment, or physical sciences and participate in a consensus-building discussion to arrive at a group decision. Environmental Education Standards Standard B: Knowledge of Environmental Processes and Systems B. 8.10 Explain and cite examples of how humans shape the environment. Standard D: Decision and Action Skills D. 4.3 Identify 2 or more ways to take positive environmental action. D. 4.6 Develop a plan, either individually or in a group, to preserve the local environment. Standard E: Personal and Civic Responsibility E. 4.2 Understand how their personal actions impact their civic responsibilities toward the environment. E. 8.1 Formulate a personal plan for environmental stewardship.

There are various levels and interdisciplinary options for curriculum on this website. Recommended videos include but are not limited to: High Line History (4:19) & High Line Design Video (4:45) Lesson plans are available for grades 2-7 on topics such as: forces, community activism, park design, and machine aesthetic. Curriculum areas include: science, social studies, English language arts, math and arts. To access lesson plans: click on "Schools Program" listed under the main heading "About" and then click on links to download free lessons. Additionally, the picture book The Curious Garden is a great resource about the High Line for younger students in Kindergarten through second grade. I would use this website for a unit of study on stewardship and local environmental activism. The New York High Line project is an inspiring example of urban planning and could be used to encourage students to get involved in land use issues in their own communities. Comparisons could be made to local community gardens or prairie restoration projects and students could be challenged to design or preserve a green space. For example, it could be a yearly class activity to contribute to the design and function of the school yard or another community space. Students could be required to evaluate community needs, research environmental issues and plants specific to the area, locate reusable resources, and participate in class discussions to make democratic decisions. Schools could get all grades involved in brainstorming and voting on sustainable ways to contribute to their community.