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Alternate Assessment Curriculum FrameworkIntroduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’

requests for instructional expectations connected to the Common Core Learning Standards

(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and

district content area coaches gathered for four weeks during the summer of 2013, and

participated in a collaborative process to create an Alternate Assessment Curriculum

Framework. The process included a workshop at the beginning of each week to train the group

in the leveled learner concept (Levels B, C, and D), resources available (developmental math

skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and

Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic

Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product

expectations. Subsequently, small groups collaborated to develop the leveled learning plans

and activities, culminating performance tasks, and the introductory contexts for the different

modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social

Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been

developed as grade specific modules for K-8, while High School modules reflect specific

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

D 75 Alternate Assessment Curriculum 3-5 Science Module 2: Simple Machines

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

Underlying the development of the activities included in this document is the profound

belief that students with significant intellectual disabilities need high standards that are

reasonable and achievable given sufficient and appropriate opportunities to learn. All students

who participate in Alternate Assessment classes are expected to be provided with access and

exposure to the content learning expectations of their general education peers at a reduced

depth, breath and complexity. The presented tasks, while not reflecting the degree of higher

order skills and comprehensiveness of expectations established for students participating in the

general assessment system, do reflect reasonable and achievable expectations for students

with significant intellectual disabilities. In addition, they maintain a necessarily broad

connection with the Common Core Standards through a concentrated focus on salient features

of specific Standards. These content area sample learning plans and activities are designed not

only to elicit performances of content area thinking skills/behaviors but also to provide

opportunities for students to engage with, read and/or use content understandings that are

imbedded within the tasks.

The sample learning plans and activities for each strand have been divided into three distinct

levels of student expectations based on cognitive abilities: Level D, Level C, and Level B.

Level D learning plans and activities are reflective of students who experience the most

significant cognitive disabilities within our district. These students are typically working at the

engagement level. Instruction is typically focused on developing the accessing skills that a

student needs to possess. It is understood that for additional information processing to take

place, engagement is a necessary first step. (Please refer to the Essential Thinking Skills and

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).


Level C learning plans and activities are reflective of students who demonstrate the

essential thinking skill of conceptualization. These students can form mental representations

of a concept and apply this knowledge. They exhibit intentional behavior in response to

situations. They rely heavily on objects, picture cues, a print rich environment, and an exposure

to content in multiple and modified formats to facilitate learning. These students typically work

within Level one and two in Webb’s Depth of Knowledge. (Please refer to the Essential

Thinking Skills and Behaviors Explanatory Notes document for further information regarding

the concept of conceptualization, and Webb’s Depth of Knowledge).

Level B learning plans and activities are reflective of students who demonstrate skill abilities

closest to meeting the CCLS and content standards expectations as they are written. These are

typically students who may participate in inclusion settings and students who may return to

community based instruction programs. These students would be expected to work in all levels

of Webb’s Depth of Knowledge.

The Revision of Modules

The Alternate Assessment Curriculum Framework was developed to serve as a guide for

schools. It is expected to be modified and adjusted in order to meet school-specific instructional

goals and objectives.

To assist schools with understanding what the revision process entails, the district gathered

a small group of teachers and administrators during the summer of 2014 to revise Math module

2 for third grade, sixth grade, and High School. These modules serve as guiding examples for

schools to refer to as they consider revisions to the additional modules in all content areas.

Along with these examples, a general revision protocol and a sample reflections document

from the summer revision group regarding the revision process can be found at the end of this

introduction.


Each revised Math module 2 (grades 3, 6, and HS) now consists of:

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

Sequenced lesson strands with leveled learning plans and sequenced activities

Resources list

materials lists

A sample lesson written related to one activity in one strand

It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and

schools with a resource to better understand how students can be provided with opportunities

to develop targeted skills through content-based instructional experiences that are also applied

in the context of functional activity experiences.


Revision Protocol

The following is a step-by-step process that schools can reference when they

begin the process of revising a module for their own use. These are generic

expectations in the order they should occur to ensure an efficient and effective

revision of a module. This is by no means the only way in which a module can be

revised, but is intended to provide the essence of what the revision process

should include and be focused around.

1. Understand the standards for the learners in your class/school.

2. Ensure the connection between the standards, the learning strands and the

performance task.

3. Ensure that the learning strands and activities within the activities are

sequenced correctly for your students.

4. Ensure that the learning activities are appropriate for each level (B, C, and D).

5. Determine and agree upon the specific considerations that must be

accounted for when creating a rubric against the performance task for Level B,

C, and D.


A reflection Sample on “How to” Revise an Alternate

Assessment Curricular Framework Module of Study (AACF) based

on the guiding protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.

5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric

D 75 Alternate Assessment Curriculum 3-5 Science, Module 2: Simple Machines

quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.


District 75 Alternate Assessment Curriculum Framework Grade 3-5 Science Module 2

Simple Machines

CONTEXTUNIT TOPIC: Simple Machines

The second module of Grades 3-5 is connected to key ideas in physical science and provides an extended study of simple machines and how we use them. The students are provided opportunities to have direct experience with six simple machines – lever, wedge, pulley, wheel and axle, inclined plane and screw - in their environment. Exposure to the simple machines is a platform for exploration of complex machines in later grades. Students begin the study with a focus on each of the simple machines, exploring how the different simple machines can be used to make work easier. As part of the culminating performance task, students are asked to make a plan to move a box of books.

These content area sample activities are designed not only to elicit performances of content area thinking skills/behaviors but also to provide opportunities for students to engage with, read and/or use informational and literary texts about the concepts explored in this module.

While science can be taught as a distinct curricular area, the concepts being taught in the Simple Machines module have numerous connections to other content areas and daily experiences. It is expected that throughout the course of the day, students are directed to observe and collect data on different simple machines they see in their environment.


ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE:

Rubrics for attending/comprehension

Task analysis

Performance tasks & Data collection

Work products

Model/dioramas, projects, displays

Explicit Q & A assessments

Experiments

PERFORMANCE BASED ASSESSMENT TASK

A new teacher has left a box filled with books on your desk or on the floor at the front of

the class. Have a couple of students to come up and try to nudge the box. You don’t

want them to try to actually lift it because it will be heavy and they could hurt

themselves. You just want to prove that the box is fairly heavy.

Task Directions for Students:

A new teacher has just been hired at your school and needs help moving in! She has a

large box that she cannot lift by herself and needs a simple machine to do the work. She

left it in our classroom in front of the class. Your task is to create a simple machine that

will move a heavy box from one point to another (approx. 5-10 feet).

Level D

Engage by demonstrating a voluntary or repeated attention to a box down the hallway

using either: a wheel and axle (wagon), a ramp, or a lever.


Level C

Identify a picture of a box being moved using a simple machine. The students will

participate in attempting to use the selected simple machine.

Level B

Students will identify the problem and choose a simple machine that they feel would

work best. Students will build their simple machines and perform an experiment to

move a box. Students will record their findings and judge effectiveness of each simple

machine used.


STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:

R.1 Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

SL.1 Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own

clearly and persuasively.

L.5 Demonstrate understanding of figurative language, word relationships and nuances

in word meanings.

L.6 Acquire and use accurately a range of general academic and domain-specific words

and phrases sufficient for reading, writing, speaking and listening at the college and

career readiness level; demonstrate independence in gathering vocabulary knowledge

when encountering an unknown term important to comprehension or expression.

W.2 Write informative/ explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and

analysis of content.

W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and

information.

SCIENCE KEY IDEAS

Physical Science

NYS Science Scope & Sequence: Demonstrate how mechanical energy may cause change

in motion through the application of force or the use of simple machines such as: levers,

pulleys, inclined planes, wheels and axles.

Observe and describe how the amount of change in the motion of an object is affected

by friction.


http://www.corestandards.org/ELA-Literacy/CCRA/R/1/

Observe and describe how the position, direction or motion of an object can be changed

by pushing or pulling it.

Observe how the force of gravity pulls objects toward the center of the Earth.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS:Standard 2: Integrated Learning: Students will demonstrate how academic knowledge

and skills are applied in the workplace and other settings by demonstrating the

difference between the knowledge of a skill and the ability to use the skill.

ESSENTIAL QUESTIONS

1. What are the purposes of simple machines?

2. What are different types of simple machines?

VOCABULARY

axle

collect

compare/contrast

connect

crank

dowel

estimate

experiment

force

fulcrum

gear

gravity

hypothesis

identify

incline plane

interpret data

lever

machine

magnet

measure

movement

object

observe

organize

predict

properties

pulley

pulley

ramp

resistance

roll

screws

slide

spin

wedge

wheel


LESSON STRANDS OVERVIEW1. How do wheels and axles work?

2. What is the function of pulleys?

3. There are different forms of incline planes.

4. How do people use wedges, levers and screws?

5. Simple machines make work easier

LEARNING PLANS AND ACTIVITIES

NOTE: Preferred Mode of Communication (PMC) should be considered

for all students in all activities across all levels.

Lesson Strand 1: How do wheels and axles work?

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend and/or activate a device (or by PMC) to participate in a choral singing of “The

Wheels on the Bus”.

Have students reach out to spin a wheel.

Attend to the spinning wheel upon request.

Activate a device in response to the question, “What is this object?”.

Attend while a toy with no wheels is pushed; while a toy with wheels is pushed.

Attending as a rod is placed into a set of wheels.

Sit on a scooter and experience the feeling of rolling.

Interact with a rolling-pin to flatten play dough.

Attend to a read-aloud of What Do Wheels Do All Day?, April Jones Prince.


LEARNING PLANS AND ACTIVITIES LEVEL C: Place a set of wheels onto a rod.

Have students explore similarities between wheels and dowels. Use dowels to move

small containers of blocks.

Construct/connect 4 wheels onto a toy car axle.

Organize a diagram of rods and wheels by matching wheels to each end of a rod.

Compare/contrast the movement of a car with wheels to that of one with no wheels

by stating which vehicle travels farther/faster.

Using blocks, place two toy trucks on an inclined plane, one loaded with blocks, the

other empty, to determine which truck travels farther once released down the

inclined plane.

Conduct an experiment involving a wheel, a flat plane, and an inclined plane. Place a

wheel on a flat plane and verbally direct it to move, and then observe it. Explore:

Why is it not moving? Shift the flat plane to an inclined plane. Ask: Why is the wheel

now moving? What changed? How do wheels move things?.

LEARNING PLANS AND ACTIVITIES LEVEL B: Set up multiple work stations to investigate wheels and axles in partnerships,

observe attributes of each.

Compare what is a wheel and what is not a wheel (using objects).

Observe features of a wheel using a diagram. Students match object to diagram and

discuss observations. Observe features of an axle using a diagram. Students match

object to diagram and discuss observations.

Move a wheel across an assigned space, use (teacher provided check list) and

observe what happens when it moves.


Have students explore similarities between wheels and dowels. Use dowels to move

small containers of blocks. Have students share what they observed and chart their

findings.

Remove different size caps from bottles and roll them like a wheel then describe

what is happening. Use a T-Chart, “What I See” and “This makes me wonder.”

Create a model of an axel in wheels using straws and play dough, and then write a

narrative procedure for how to make a wheel and axel. Chart the steps using ordinal

numbers (first, second, third,…)

Connect four wheels onto a toy car axle and move it. Make observations with a

partner about what happened from beginning to end.


Lesson Strand 2: What is the function of pulleys?

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend as a shade is pulled.

Attend to images/videos of elevators, cranes, draw bridges, and flagpoles.

Engage a simple pulley by reaching out to pull it.

Reach/grasp the rope on a toy wagon.

Pull a toy cart by a string.

Activate a pulley by tugging on a string to release a desired reinforcer.

Close or open a shade by pulling on its string.

Turn on a lamp by pulling the lamp cord.

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify upon request the parts of a simple pulley (e.g. lampshade wheel, rope).

Create a collage of everyday things that use pulley’s (elevators, cranes, bikes).

Push/move a small load w/ a pulley; push/move a small load w/o a pulley; respond

to question, “which way was easier to move the load (objects)”.

Construct a simple pulley from a 3-step model by using a book, a string/rope/chain,

and a rolling pin.

LEARNING PLANS AND ACTIVITIES LEVEL B: Look at photos of objects with pulleys; determine what is and what is not a pulley

using a T-chart. Observe features.

Create a pulley using a can and a string. Have students observe what happens.

When you put an object in a can and use the pulley. Use a (teacher made) checklist

to identify the actions of what is seen.

Discuss different types of vehicles (trucks, tow truck, tugboats, freight train, crane)

and how each uses pulleys for different purposes.


Conduct an experiment. Line up different weighted magnets, and then use a pulley

to lift them. Determine with a partner how the pulley works and how it lifts the

weights across two points from A to B. Compare and contrast how the pulley works

differently as the weight of the magnet changes.

Using the game “Mouse Trap” observes the cause and effect when placing a ball on

a slide, bucket, tube, etc… Chart predictions before and after the experiment.


Lesson Strand 3: There are different forms of incline planes.

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend as a ball is placed on a flat/level surface.

Attend as a ball is placed on an inclined plane.

Interact (touch, push, pull) with a ball on a flat/level surface.

Interact (touch, push, pull) with a ball on an inclined surface.

Attend to pictures of escalators, stairs, wheelchair ramps, inclined hillsides, triangles,

roofs on houses, etc.

Ride an escalator or slide.

Attend to a video of various actions that can occur on inclined planes (skiing, sliding,

rolling, pushing, climbing, etc).

Attend to a visual display of collected pictures of student(s) traversing different kinds

of inclined planes (slides, ramps, hills, stairs, etc.).

LEARNING PLANS AND ACTIVITIES LEVEL C: Create an illustration of an inclined plane.

Organize a set of picture symbols into a diagram of an inclined plane (plane, object,

resistance, force).

Present a demonstration of how an object with wheels behaves on an inclined plane

(it rolls; it is easy to push down; it is harder to push up).

Use an inclined plane to move /push a toy car or other object from a lower

plane/level to a higher one.

Create a display for presentation that shows images of different kinds of inclined

planes (axe, screws, ramps, wedges, park slides).

Construct a model with 3 inclined planes that have a different angle to see how the

height of each incline affects the distance of items rolling down and then present

findings to the class. Brainstorm places in the communities that have different

inclines (e.g., park slides, escalator in stores, wheelchair ramps in buildings, subway


tracks…) ask: What actions can occur on these inclines? How do machines help

people do their jobs better when there is an incline? How is force used on an

incline?.

Take a community walk and note places/take pictures in the communities that have

different inclines (e.g., park slides, escalator in stores, wheelchair ramps in buildings,

subway tracks…). Point out: What actions can occur on these inclines? How do

machines help people do their jobs better when there is an incline? How is force

used on an incline?

LEARNING PLANS AND ACTIVITIES LEVEL B: Look around the room at different surfaces (flat and inclined) Sort and categorize

objects that are placed flat or on an incline. Discuss the differences of each.

Place a toy car at the top of an inclined plane (ramp). Make predictions (if this… then

that… regarding what will happen when the car rides down. Chart predictions and

discuss why they were accurate (using the word “because” to build on the idea)

Ask a question: What happens when you change the incline of a surface?

What is the probability that something/ nothing will change?

Conduct an experiment. Roll a ball down different planes with smooth and bumpy

surfaces with a range of inclines. Write what happens as the height of each incline

changes and the surface changes. Compare and contrast the answers.

Take a community walk and note places/take pictures in the communities that have

different inclines (e.g., park slides, escalator in stores, wheelchair ramps in buildings,

subway tracks…). Point out: What actions can occur on these inclines? How do

machines help people do their jobs better when there is an incline? How is force

used on an incline?


Lesson Strand 4: How do people use wedges, levers and screws?

LEARNING PLANS AND ACTIVITIES LEVEL D: Traverse a ramp, slide, or stairway.

Attend as a wedge (e.g. doorstop) is used to hold a door open.

Attend as a speaker matches images of wedges/screws/levers to their functional

application.

Interact with wedges/ screws/levers by touching them to feel their different forms.

Activate a device upon request to state the name of a wedge/screw/lever.

Attend to a (teacher created) slideshow of various wedges/ levers/screws across

many contexts.

Use a plastic knife to slice a loaf of bread.

Twist a top off of a container.

Sit on a seesaw and experience the shift in forces as it goes up and down.

LEARNING PLANS AND ACTIVITIES LEVEL C: Match images of a wedge/ ever/screw to its functional application.

Identify the correct simple machine to use for a given context (e.g.; “hold a door

open”, pencil sharpener, seesaw, etc.)

Respond to explicit questions about where screws/wedges/ levers can be observed

in our environment by pointing to a corresponding image.

Access technology to generate images of screws/wedges/levers.

Create a list of 3 kinds of wedges/screws/levers.

Show pictures of a wedge/lever/screw being used. Have students identify/match

the types of simple machines in each of the pictures.

Create an illustration that shows a wedge/lever/screw in use (draw, organize

images, etc…)

Conduct an experiment. Observe a table with one leg lower than the others creating

an uneven distribution of weight. Using trial and error with a partner, problem


solves. Determine how to balance the table evenly. Ask: What simple machine

would you use to balance it? Given three choices of objects, determine which shape

would best resolve this problem and explain why. Demonstrate the answer (using

the table) and provide supporting evidence for the solution.

LEARNING PLANS AND ACTIVITIES LEVEL B: Look at images of a wedge/ lever/ screw and identify how each function differently.

Examine photos of different types of objects with a wedge. Identify the features of a

wedge and how it is helpful. Ask: What are the properties of a wedge? What does it

do? What makes it a “simple machine”?

Make a list of objects we use at home or in school that have a wedge. For example:

We use a wedge to sharpen a pencil. The blade of a pencil sharpener is made of two

inclined planes joined together. The ends of the inclined planes come together to

make a sharp tip or blade. (Bodden, V. Wedges, pg. 9) Ask: How does this simple

machine make life easier? Identify two reasons.

Ask: What is a lever? What are the benefits of using a lever? Look around the

classroom to find things that have levers (include people). Make a list and identify

what they have in common.

Conduct an experiment. Create a “seesaw” using a ruler, a triangular peg and an

object to demonstrate how a lever works.. Introduce the meaning of a “fulcrum” the

point on which a lever turns. Make a prediction about what happens when you

move the fulcrum, add weight and change the force on either side. Present findings.

Compare and contrast how a screw (that connects things) a lever (that lifts) and a

wedge (made of two inclined planes) are used for different purposes. Use a 3

column graphic organizer to chart answers.

Conduct an experiment using a “kids’ toolkit” and investigate the function of how

screws work using a screwdriver. Ask: What happens when a screw is used to bind

two pieces of wood in a picture frame and then it is removed?


Chart cause and effect.

Persuade a classmate which “simple machine” would be best to move a large pile of

sand to a new location. How would it be moved? Which simple machine would be

used to move it? Provide evidence for your reasoning.


Lesson Strand 5: Simple machines make work easier.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in Q & A sessions by activating a switch to recite a fact related to a simple

machine.

Attend to a demonstration of how a wedge/level/screw allows us to work faster.

Observe how a wheel is used to push/pull a load across a plane.

With assistance as needed, interact with a wedge/shovel by pushing it into the sand

to move a load from one box to the next (similar functional exercises can be

performed for each of the 6 kinds of simple machines).

Respond to Q & A regarding the use of various simple machines by activating a

device to respond by eye-gazing at the correct answer from within a field of two

Engage in an environmental scan of the classroom to observe examples of six simple

machines.

Engage in a sensory-based obstacle course by sliding down a slide or rolling down a

ramp (inclined plane); by pulling strings to ring chimes and bells (pulleys); by pushing

one of two blocks off of a seesaw (lever), by connecting a set of toy wheels & axles

and then rolling it (wheels & axles); by twisting the lid off of a container(screw); and

finally, by using a pair of adapted scissors to cut a string(wedge) that suspends a pair

of wheels on an axle, that will then roll down an inclined plane, before twisting

down a spiraling ramp, and landing on a lever, that will lift an object, that will drop

onto a surface, that will activate a pulley, that will release/reveal a preferred item.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Utilize each of the 6 simple machines in an appropriate way, following teacher

modeling.

Compare & contrast the use of simple machines vs. manual labor

Solve a given problem by utilizing the correct simple machine.


Conduct a demonstration of how a simple machine makes work easier (e.g.: moving

a pile of sand by hand takes longer than moving the same sand with a shovel or

wheelbarrow).

Demonstrate knowledge of the various forms/types of simple machines by creating

a display that organizes and classifies images of simple machines.

Calculate the distance traveled by various objects with different size wheels after

rolling them down an inclined plane.

Compile data in response to a question regarding simple machines. (e.g.; “How

much weight can our pulley lift without breaking?”

Create a model of a pulley by using everyday household/classroom items.

LEARNING PLANS AND ACTIVITIES LEVEL B Demonstrate knowledge of the 6 simple machines with a partner by creating

diagrams of each, labeling then summarizing their purpose. Present findings to the

class.

Conduct an experiment showing how each simple machine uses gravity/force in

some way. Make a connection to different sports that use force (e.g. pulling,

pushing, lifting, resisting, throwing, bouncing, etc…)

Conduct an experiment on “gravity” connecting it to the topic of safety, then test

the hypothesis. Put a marble in a clear cup with a flat bottom (the marble is “you”

and the cup is a “car”) Push the cup forward then suddenly stop it. Ask: What force

is making the cup move and the marble move? How does gravity the affect the

movement? How can we make a connection to safety as we travel in a

car/bus/train?

Select one simple machine and conduct an experiment that tracks movement over

time, on different surfaces and with different size objects.

Interpret data from a bar graph (provided) showing the pace of a machine in action

overtime.


In a group, collect information about how different objects respond to different

simple machines and write a list of observations.

Compare and contrast how using a machine makes life easier for building (e.g., a

crane which has a lever and a wheel).

Classify objects/photos of simple machines with its action. Match a vocabulary card

with the machine/ action. (i.e.: pulley-raises flag, screws-seal jar lids, incline plane-

ramp for cart, wheels & axle –bus wheels, wedge-zipper on a coat, lever-seesaw)

Describe the specific features of each machine and why it works best and has

different purposes.

Participate in rotating workstations to experience each type of simple machine.

Match flashcards that name each machine and the action it does, then try it. Draw

an informative text about each machine, label it, write facts about it, and then

describe it to a partner.

Watch a video of an obstacle course using different simple machines. Using a video

viewing guide, answer explicit questions about the six simple machines and how

they are used for different purposes.


Materials/Resources NYC Department of Education, K-8 Scope and Sequence

Common Core Learning Standards K-5

Nonfiction Books

Sherwood, Elizabeth A., Science Adventures: Nature Activities for Young

Children, Gryphon House Inc., 2008.

Bodden, Valerie, Wedges, Creative Paperbacks, 2011.

Yasuda, Anita, Simple Machines with 25 Great Projects, Nomad Press, 2011

Focus on Science, SCIENCE Set C (Ablenet editions)

Ashbrok, Peggy, Science is Simple, Gryphon House, Inc. 2003

Topic Specific Books: Wheels

Wheels & Axles, Valerie Bodden

Wheels , Annie Cobb (Step into Reading)

What is a Wheel and Axle?, Lloyd G. Douglas

What Do Wheels Do All Day , April Jones Prince

One Wheel Wobbles , Carole Lexa Schaefer

Wheels and Axles, Sam Smith

Wheels and Axles, Anne Welsbacher

The Red Racer, Audrey Wood

Topic Specific Books: Ramps

Inclined Planes, Valerie Bodden

Roll, Slope and Slide: A Book About Ramps, Michael Dahl

Ramps and Wedges, David Glover

Simple Machines, Allan Fowler

Inclined Planes, Anne Welsbacher


Topic Specific Books: Pulleys

Pulleys, Valerie Bodden

Pull, Lift, Lower , Michael Dahl

Pulleys, Chris Oxlade

Pulleys, Anne Welsbacher

Topic Specific Books: Wedges

Wedges , Valerie Bodden

Science Matters – Wedges, Jennifer Howse

Wedges, Anne Welsbacher

Topic Specific Books: Levers

Levers, Valerie Bodden

Lever, Screw and Inclined Plane: The Power of Simple Machines , Gare Thompson

Levers, Anne Welsbacher

Topic Specific: Screws

Screws, Anne Welsbacher

Fiction Books

Fetzner, Mary, Simple Story of the 3 Pigs and the Scientific Wolf, Pieces of

Learning, 2000.

Wells, Robert E., How Do You Lift a Lion, Albert Whitman & Co., Wells of

Knowledge Science Series, 1996.

Games

Mouse Trap

Shoots and Ladders

Word Sort / QuickMatch Vocabulary


Refer to superteacherworksheets website below

Song

Wheels On a Bus

Field Trip

Queens Hall of Science

Community Field Trip, local hardware shop, supermarket

Websites

brainpop.com (videos)

Unique Learning System (Science)

tarheelreader.org (books read aloud)

sciencekids.com

discoveryeducation.com/teachers

pbs.org

edutopia.org

http://www.appliancepartspros.com/simple-machines-for-kids.aspx : This site

provides a large collection of links to find resources for teaching simple

machines.

Essential Thinking Skills and Behaviors:


http://www.appliancepartspros.com/simple-machines-for-kids.aspx

Definitions and Explanatory NotesEngagementEngagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.

Explanatory Notes: When providing students with opportunities for engagement it is critical that the

same opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.

Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.

Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other community resources; and responding to educational needs as expressed by a student’s family.

Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.


Environmental Differentiation

Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.

Explanatory Notes: The purpose for having students learn to differentiate is to help them develop a

basis from which they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).

When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.

For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.

For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.


Conceptualization

Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.

Explanatory Notes: In identifying a concept that a student is expected to learn, it is important to make

known to instructors and students the intended definition of that concept.

It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.

In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.

Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.

In expecting demonstration of knowledge of specific concepts, it is important that the other concepts/meanings used contextually by the instructor are known by the student or made clear (e.g. through demonstration) to the student. This is especially important with regards to concepts/meanings that define an expected mode of performance (e.g. touch, press, look).

Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling


uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts can identified by referring to New York State’s Learning Standards for Family and Consumer Sciences, Health, Phys. Ed., Career Development and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.

In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).


Functional Use of Objects

Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.

Explanatory Notes: Emphasis should be placed on involving family members in encouraging a

student to use content related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.


Problem SolvingProblem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied. Explanatory Notes:

When considering problem solving, an emphasis should be placed on a student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.

A student’s performance of Problem Solving may take the form of a variety of actions/response modes.

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.

Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.

A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.

When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.


Self-Regulation

Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.Explanatory Notes: (Self-Regulation, General) The following conditions may necessitate self-regulation

o Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical space.

o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness, and a need to use the bathroom.

o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness, withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.

o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of individuals in the environment

o Cognitive, including level of subject content (either too high or too low), nature of subject matter presentation, and lack of appropriate means for accessing/expressing information.

Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:

o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)o Behaviors which interfere with one’s own learning or the learning of others

(e.g. replacing attention to task with stereotypic response; continuous noise production)

o Behaviors which interfere with positive social interactions (e.g. grabbing belongings of others; public disrobing).

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student


is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.

In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.

Explanatory Notes: (Self-Regulation, Informed Choice-Making)

An informed choice refers to a student’s selection (within a single activity) of one of two (or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.

**It is recognized that repeatedly presenting choices in a different order/position may result in frustration on the part of students. Therefore, this type of procedure for insuring


informed choice is designed primarily for the purpose of occasional assessment rather than for the purpose of ongoing instruction.


Social Interaction

Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes. These may include having one’s desires or needs realized, or becoming involved in personal relationships. Such relationships may vary and may include being a one-time partner on a project, a member of a frequently meeting group, a helper, or a friend. Social interaction presupposes self-recognition, that is, the perception of self as a separate being, distinct form people/objects in the surrounding world. Explanatory Notes:

In general, communication refers to a process through which individuals receive from, transmit to, or exchange with others information, feelings or thoughts.

In order to help a student to learn how to socially interact, it is imperative that a student be assessed in a comprehensive and ongoing manner to determine which modes of communication are most appropriate for that student. Individual communication modes may vary and need to be identified, taught, refined, and /or expanded upon. Some students may even need to have meaning assigned to some of their naturally occurring behaviors (e.g. movements; facial expressions; vocalizations) so that they might begin intentionally to use these behaviors to communicate. Such a process should result in a student having ongoing access to and use of an effective system of communication.

In interactions with a student, it is critical to be aware of and respond immediately and consistently to any form of communication exhibited by the student, especially one of a subtle nature. In so doing, one is helping the student understand and come to expect that a communication causes others to act or respond. If such student communications are not attended to, the student most likely will discontinue communication since his/her communicative intent is not being realized.

It is beneficial to use a variety of communicative means (e.g. pictures, speech, gestures) when the student is engaged in receptive communication, even if some of these means appear to be of a nature that is beyond a student’s present cognitive level. However, a student should be taught and then have access to a means of communicating expressively that is consistent with that student’s present cognitive level.

It is critical that a student’s requests/directives and rejections/protests be addressed. Even if it is determined that the student’s attempt to control the environment cannot be accommodated, the attempt should at least be acknowledged.


To maximize a student’s social interactions, emphasis needs to be placed on providing a student with an opportunity to communicate in the context of authentic situations and environments.

A student’s alternative/augmentative communication system (e.g. a device, board, and/or set of tangible symbols) needs to be accessible to the student throughout the day - at home, at school, and in community settings.

Significant emphasis should be placed on encouraging a student’s communication partners to accept and respond to alternate/augmentative forms of communication.

In order to interpret a student’s utterance or other communication as a request, it is subsequently necessary for the student to accept/interact with the referred to object/action/person. Otherwise, it may be that the student is merely recognizing the existence of an object/action/person.

To the greatest extent possible, and certainly to the degree mandated by a student’s IEP and by applicable educational regulations, a student should be learning to socially interact with students receiving general education services.

Certainly there is value in social interactions that occur between students and adults. Adults are able to provide appropriate models of communication and to respond readily to student initiations of communications. However, a significant emphasis also needs to be placed on providing opportunities for students to interact with peers (those receiving general and special education services).

When teaching a student to use a communication system expressively, it is critical that an instructor consistently model the use of the system in communications with the student.

The District 75 Office of Technology Solutions provides resources to students, staff, administrators, and parents in the areas of instructional, informational, and assistive technologies.


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