• Assess the general knowledge of the student’s definitions from a vocabulary activity. To provide additional practice, give students feedback as well as write the vocabulary terms on the board for visual learners.
• Observe the cooperation of each student during the game and demonstration portion of the lesson.
• To check if students have understood the lesson, give them the Machines in Action worksheet to be completed individually. You should provide feedback and additional assistance where needed.

Ask students to define motion. Write students’ definitions on the blackboard, so they can refer back to them throughout the lesson. Inform students that a machine can move in a variety of different ways. Ways that a machine can move are listed below. Post these motions on the board:

• start/stop
• push/pull
• up/down
• left/right
• faster/slower
• spinning

Create a chart on the board or on paper with the following headings:

Have students give examples of machines that start/stop, push/pull, move up/down, move left/right, go faster/slower, or spin. Record responses on the board or chart as students give examples. Display the chart in the class and add examples throughout the lessons.

Activity 2: Games We Play

Tell students that motion can be seen as we play games. Students are introduced to different motions through various games and activities. Motions that will be introduced include start/stop, push/pull, and spin. Students should be taken outside to participate in the games or play the games in a large enough space so it is safe. It is also a good idea to show the games to students in advance. To learn more about how to play the games, visit the following Web sites for directions:

• Start/Stop: Red Light/Green Light http://www.gameskidsplay.net/games/sensing_games/rl_gl.htm
• Push/Pull: Tug of War

http://www.ehow.com/how_7943_play-tug-war.html

• Spinning: Have students play with a spinning top, so they can physically see the instrument spin.
• Up/Down: Pogo stick or jump rope.
  • Faster/Slower: Sing the song “Head, Shoulders, Knees, and Toes.” This song is to be sung faster each round. Lyrics for the song are found at

http://bussongs.com/songs/head_shoulders_knees_and_toes.php

After students have watched all demonstrations and completed the games, ask what motion they did or saw for each activity. After students have successfully matched the motion to each demonstration/game, have students add the games to the chart created in the previous activity under the heading that best describes the motion. Ask them to name other machines that start/stop, push/pull, move up/down, move left/right, go faster/slower, or spin. Have students complete the Machines in Action worksheet (S-3-4-1_Machines in Action Worksheet and KEY.doc). Ask students to discuss with their peers what they wrote and to share their findings with the class.

Extension:

• Students who might need an opportunity for additional learning can create a collage of objects that move. Students choose one movement (e.g., start/stop, faster/slower or up/down, etc.) and write the name of the chosen movement on the top center portion of the poster board. Then they make a collage of pictures depicting those particular movements. Pictures can be taken from newspapers, magazines, Internet printouts, etc.
• Students who are going beyond the standards can make a game that includes terms for the motions they have learned throughout the lesson.

1.      Students should introduce a motion through a game they found or designed themselves.

2.      They teach the game to the class, so everyone can play the game and learn.