Anchor Activity Exemplar

Differentiated by Learning Style

Grade 8 Science
Unit: Mechanical Systems
Alyssa Andreachuk

Teachers Guide
Unit Implementation
This anchor activity is intended for the Mechanical Systems unit
of Grade 8 Science. It should be done over the course of the unit. I
would recommend starting it after a few lessons in the unit so that
students are reminded of what a simple machine is and know a few
examples to start the activity with. Over time, as they learn about
more simple machines and mechanical systems, they can add on more
to their car when working on the activity.
Task Choice
This anchor activity is differentiated by learning style and has
students designing cars although presenting them in different ways.
Cars are almost entirely made up of various simple machines ranging
from the steering wheel to the axles. This makes the activity of
designing a car meaningful for this unit since it will combine all of the
knowledge students have learned about simple machines and
mechanical systems throughout the unit into one culminating task.
This culminating task will allow them to make connections between the
uses of different mechanical systems. They will also be able to identify
and describe the contributions of individual components in a functional
device.
Pre-Assessment and Differentiation
Since this anchor activity is differentiated by learning style it may
be useful to administer a pre-assessment of students preferred
learning styles before using it. You can then assign students to the
learning style that best fits their pre-assessment results. However, it
also works for students to pick whatever method of designing their car
they feel most comfortable doing. Students could even complete more
than one of the learning style methods if time permits. The more
learning styles the student completes the task in, the more they will
take away from the anchor activity.
Classroom Set Up and Instruction
When using this anchor activity, it would be best to dedicate a
space in the classroom to the materials needed to complete the
activity such as car building supplies (plastic, cardboard, small wheels
etc.), iPads for recording and instruction sheets. If possible students
would be able to bring the materials to their desk to work on the
activity to ensure they have enough space. Be sure to explain to
students what the anchor activity is, its relation to the unit, and their
choices on how to complete it. Also go over procedures with the class
about when is the appropriate time to be working on the anchor

activity, where they should work on the anchor activity, and how it will
be assessed.

ANCHOR ACTIVITY: DESIGN A CAR USING SIMPLE MACHINES

Cars use a variety of simple machines from the steering wheel to the
axles below the car. Throughout this unit, we will continue to learn
more about different types of simple machines, and as we do, you will
work on the design of your own car.
The design of your car should include;
the different simple machines that make up a car
how simple machines allow the car to function
how the different simple machines work together
Please make sure you discuss the use EACH of the following simple
machines in your car: wheels, axles, rollers, pulleys, levers and
screws.
There are three different ways you can go about designing your car. I
encourage you to pick a way that matches your preferred learning
style that we discovered earlier. Here are the three options:
1. Visual Option:
Create a brochure based on the design of your car. Make sure
the brochure has a diagram of your car design as well as a
section about each simple machine mentioned above.
2. Auditory Options:
Create a radio car commercial that sells the design of your car.
Be sure to explain all the simple machines that your car has so
that customers know they are buying a functional car. You may
use the iPads or the computers to do your recordings.
OR you may create a radio interview between a customer and
yourself (the seller) discussing the features of your car, including
the simple machines involved. You may use the iPads or the
computers to do your recordings.
3. Kinaesthetic Option:
Create a model of your car using classroom supplies provided
(they will be at a work station at the side of the room.) Make sure
each of the simple machines mentioned above is included in your
car model and that your car is able to roll forward.

Visual Car Design Checklist

Task
Includes a section about
each required simple
machine

Includes a clear diagram

of the car with labelled
simple machines

Explains clearly how

each simple machine
helps the car function

Brochure is organized
and easy to follow

Explanations are well

written, and free of
grammatical and spelling
errors.

Total: ___/10

Got It
(2
marks)

Good
Start
(1
mark)

Not
Yet

Feedback

Auditory Car Design Checklist

Task
Includes a section about
each required simple
machine

Includes a clear
description of the car
and the simple machines
it uses

Explains clearly how

each simple machine
helps the car function

The interview or
commercial is organized
and easy to follow

Explanations are clear

and well-spoken

Total: ___/10

Got It
(2
marks)

Good
Start
(1
mark)

Not
Yet

Feedback

Kinaesthetic Car Design Checklist

Task
Each required simple
machine is included in
the design

The car is able to roll

forward easily

Each simple machine

included helps the car
function. The simple
machines work together
effectively
The car has an organized
and functional design

The car uses a variety of

materials effectively

Total: ___/10

Got It
(2
marks)

Good
Start
(1
mark)

Not
Yet

Feedback

ANCHOR ACTIVITY STUDENT CONTRACT

Title:
___________________________________________________
Learning Style Selected: ________________________
Name__________________________________
I will complete the following activities:
Completed
_____________________________________________________
_____________________________________________________
_____________________________________________________
Check point due dates
________________
________________
FINAL DUE DATE ________________

Student signature_____________________
Parent signature______________________
Teacher signature_____________________

Activity

Why and How Would You Implement This Strategy Into The Classroom:
A main reason why a teacher would want to implement anchor
activities would be to give students a meaningful activity to engage in
the subject matter they are learning. Anchor activities are not just time
fillers like sponge activities sometimes can be but rather are pertinent
to student learning. Readiness, learning style, and interests also can
differentiate anchor activities so that students can engage in the
subject matter fully and in their zone of proximal development. The
exemplar I have created above differentiates by learning style.
Although learning style differentiation is not necessarily needed for
students, it does give them multiple choices for how they would like to
approach the activity. Along with that, if there were enough time in the
unit, it would be beneficial for the students to complete the activity in
more than one style. That way they will have engaged in the material
in multiple modalities allowing for the furthering of their
understanding. Anchor activities also allow for students to be engaged
in their learning during any free moments during class time since they
can work on them independently. This allows for students to be
working on a meaningful activity when they are stuck waiting for help
from their teacher, if they have arrived early to class, or if they finish
their assigned work early during a lesson.
To implement an anchor activity into your classroom, the first
step is to decide which subject and unit you would like to use the
anchor activity with. You would then need to design an activity that is
meaningful to that unit and subject. Anchor activities work best if
differentiated so it would be important to determine which type of
differentiation would work best for your class and for the activity. For
my specific anchor activity, I would do a pre-assessment of students
learning styles before using it so that students could identify which
learning style they may want to complete the activity in. I would also
be sure that I explained to my class as a whole the value of the anchor
activity, when they should be working on the anchor activity, and my
expectations for assessing the anchor activity. I would use the student
contract above to set expectations for my students learning and to
make sure they know exactly what I expect from them and when I
expect the anchor activity to be completed. The contract will also help
me check in on the anchor activity throughout the unit to ensure
students are making good progress on it. I would also create an area in
my classroom where supplies for the anchor activity could be stored. If
possible, it would be best if these supplies could be used at the
students desks so they would have enough space to work on their
activity. I would use the checklists to assess the anchor activity. I would
also give students these checklists to guide the creation of their cars.

More information on how I would implement this activity can be found

in the Teachers Guide in this document.