Molloy College

Division of Education
Heading for Coursework
Student: Nick Berardi
Course EDU:521
Grade: 6th
Topic: Building the Pyramids

Professor: Dr. Esposito

Date: 6/27/16
Content Area: Technology

Instructional Objective(s) (Lesson Objective(s)*)

Content Objective(s): Students will use a spring gauge to test and defend a hypothesis that the
use of wheels will reduce the amount of force needed to pull an object, such as the limestones
used to build the pyramids.
Language Objective(s): After the teacher reviews the concept of simple machines, the teacher
will introduce to the students a hypothesis about using log wheels to build the Ancient Egyptian
pyramids. Students will evaluate whether or not the hypothesis presented by the teacher is
accurate by using data and evidence collected during an experiment using a simple machine.

CCLS / +NYS STANDARDS AND INDICATORS

NYS Standard for Technology - Standard 5 Key idea: Engineering design is an iterative
process involving modeling and optimization used to develop technological solutions to
problems within given constraints.
Indicator: This will be evident when students use a type of simple machine (log wheels) to
move blocks of stone, measuring the difference in force needed to move blocks of stone with and
without the log wheels.
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
Indicator: This will be evident when students write a well-developed paragraph, in which they
will use the data the collected from the experiment to defend or reject a hypothesis that was
presented to them at the beginning of the experiment.
NYS SS S.6.3d Political and social hierarchies influenced the access that groups and individuals
had to power, wealth, and jobs and influenced their roles within a society.
- Students will examine the unique achievements of each of the selected complex
societies and civilizations that served as lasting contributions.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

Indicator: This

will be evident when students use their previous knowledge from earlier lessons
to examine the construction of the Egyptian pyramids through the use of simple machines.

MOTIVATION
After watching a brief video on simple machines, the students will begin the lesson by
brainstorming different ways the use simple machines in their lives. The students will talk with a
partner or small group to identify different simple machines they may use, how they use them,
and explain why they use them. The students will then share and discuss their answers to the
motivation.

MATERIALS

SMARTBoard
Wood Doles
String
Spring Gauges
Blocks of Stone
Observation Worksheet

STRATEGIES (Learning Strategies*)

Cooperative Learning This will be evident when students work in cooperative groups,
based on their academic levels and English proficiency, to complete the experiment and
its correlating worksheet.

Direct Instruction This will be evident when the teacher and the students review the key
concepts and ideas from the previous days lesson.

Teacher Demonstration This will be evident when the teacher demonstrates how to
setup and complete the experiment.

Independent Work This will be evident when the students complete the formal
assessment at the conclusion of class.

ADAPTATIONS

The students with IEPs, 504 plans, or who are English language learners will be provided
with content specific vocabulary words prior to the lesson.

Students with IEPs, 504 plans, or are ELLs will receive visual supports on their handouts
and experiment sheets.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

DIFFERENTIATION OF INSTRUCTION
Differentiated Content:
The content presented at the beginning of the lesson will review the key concepts and ideas that
students will need to know and understand to complete their experiment. This content will be
shown in multiple ways, including written definitions, verbal explanations, visual aids, and
modelling by the teacher. All students will receive this content in the same manner, as this will be
part of the whole group instruction.
Differentiated Process:
Students that are higher academic achievers will conduct their experiment without the assistance
of visual aids on their handout. Students that need some assistance will be provided with visual
examples of the experiment to help them conduct the experiment properly. Students that are
struggling will work with the teacher to complete the experiment and gather their evidence.
Differentiated Product:
Students that are higher academic achievers will write a well-developed paragraph defending or
rejecting the hypothesis presented to them. Students that need some assistance will rewrite the
hypothesis in the form of a statement, defending or rejecting it, and list two pieces of evidence
they collected that supports their claim. The students that are lower academic achievers will
circle one of two statements, one rejecting the hypothesis and one defending the hypothesis. The
students will then list their evidence to support their choice.

DEVELOPMENTAL PROCEDURES
1. As a class, we will review the lesson from the previous day. Students will review the concept
of simple machines. The discussion will help to reinforce ideas that they will use in todays
lesson. (What are examples of simple machines? What makes a machine a simple machine? How
did simple machines help ancient civilizations?)
2. The teacher will then introduce the topic of how Ancient Egyptians used simple machines to
build the pyramids. The students will be informed that they will be testing one of these simple
machines to check the accuracy of a hypothesis presented to them by the teacher: If I use log
wheels to move a stone rather than pulling the stone on a flat surface, then the force needed to
move that stone will be decreased. (What is a hypothesis? How do we prove a hypothesis right
or wrong? What is an experiment?)
3. The students will be given the experiment handout. All directions and tasks on the handout
will be reviewed and any questions or misunderstandings will be addressed. At this time the
teacher will model for the students the proper way to use a spring gauge to measure force. (What
is a spring gauge? What is force? Does more force mean more energy used to move an object?)
4. Once the students understand all directions and tasks, they will break into their groups begin
their experiments. All materials will already be placed at the students stations. Each group will
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

test the hypothesis according to the experiment guidelines. (Did the log wheels reduce or
increase the force needed to move the stone blocks?)
5. Students will evaluate the hypothesis and explain whether or not the hypothesis was accurate.
The students will share their results from the experiment with the teacher and class. (What data
did you collect? How does your data support or reject the hypothesis? What evidence supports
your claim(s)?)

ASSESSMENT
Informal Assessment:
The teacher will informally assess students when the students are reviewing the content
from the previous lesson.

The teacher will walk around during the experiment portion of the lesson and collect data
on student participation within the experiment, as well as completion of work.

Formal Assessment:
The assessment for this lesson will be for the students to defend or reject a hypothesis that was
presented to them prior to an experiment. The students will need to rewrite the hypothesis as a
statement that expresses either the hypothesis was correct or incorrect. The students must use at
least two to three artifacts of evidence from the data they collected during the experiment they
conducted. Each of these assessments will be differentiated, but produce a similar outcome.

INDEPENDENT PRACTICE
The students will research how the wheel has evolved over time from a simple machine into a
complex machine. The student will compare and contrast a simple wheel to a complex wheel,
addressing prompt questions like: What makes it a complex machine? How are these machines
similar? How are these machines different? How is it used in modern society?
The students will construct their response in the form of well-developed paragraph.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Direct Teacher Intervention: The teacher will work one-on-one or in small groups to review the
experiment with students that had difficulty in completing the experiment and constructing their
response to the formal assessment.
Academic Enrichment: The student(s) will create their own experiment and hypothesis to test,
using a different simple machine than the wheel.
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

TEACHER REFERENCES
Career and Technical Education. (2015). Retrieved June 16, 2016, from
http://www.p12.nysed.gov/cte/technology/standards/design.html
English Language Arts Standards Reading: Informational Text Grade 6. (2015). Retrieved
June 16, 2016, from http://www.corestandards.org/ELA-Literacy/RI/6/
Let's Move It! - Lesson. (2005). Retrieved June 15, 2016, from
https://www.teachengineering.org/lessons/view/cub_simple_lesson03

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language