Author: Donna Yung-Chan, Teacher, PS1M, New
York City Public Schools
Overview
Many young children come to school with a natural curiosity
about the environment around them and how everything in it works. This
curriculum unit on machines-- and how they help us in our daily lives-- is
developed for the pre-kindergarten level supporting the English Second Language
learners. Our unit “Machines and Us” is based on a thematic approach
to teaching and learning. This unit is integrated with multiple discipline areas
- literacy, math, social studies, science, and technology. This unit utilizes
strategies that engage children to do meaningful activities in each of the work
centers for independent exploration. It helps to motivate children to acquire
information, ask questions, and research concepts. The purpose of this unit is
to provide opportunities for children to explore with machines and to discover
how these machines work. Young children, including second language learners, are
fascinated by the different sizes, shapes, and the functions of machines.
Children will develop visual-spatial concept and problem solving skills by their
increased awareness and understanding of how machines work.
It is extremely important in the early childhood environment
to introduce this unit to girls as well as boys. The traditional social
expectations have been for boys, not girls, to play and tinker with machines. If
a unit of study focusing on machines is part of the early childhood curriculum,
more girls, along with boys, will be given the opportunities to develop a higher
comfort level with working with machines and technology. They will learn
that it is very important, and possible, for everyone in society to learn and
understand the mechanics of machines and technology.
This graphic organizer demonstrates the various components of this thematic unit.
Goals and Objectives
a) To help children understand what machines are.
b) To help children recognize and understand different ways
machines can help people.
c) To help children to increase their awareness and
recognition of machines in their classroom.
d) To help children be aware of the different functions of
machines in our environment.
e) To help children to recognize various machines and their
functions in the larger community.
f) To help children be aware of various machines workers use.
g) To help children to develop computer skills to create and
design their own machines.
h) To help children to develop a comfort level in working with
computer technology.
Activity 1: Introducing Technology in the
Classroom
Projected Time required: The first 15
minutes of each period throughout the unit.
Objectives:
Children will be able to understand cause and effect
(seeing what happens when the mouse is pressed and feedback is given during
the interaction with the program.)
Children will develop a comfort level in using the computer
and other technology tools.
Materials:
The computer
Computer software - Sammy’s Science House Weather
Machine
Procedures:
During the morning meeting time, children will predict the
weather, decide what the weather is and draw onto the calendar.
Children will use Sammy’s Science House to create
a weather picture on the Weather Machine.
Evaluation:
Children will be able to volunteer to participate in a
large group to make decisions and predictions.
Children will be willing to take risks and offer their
answers without fear of being wrong.
Children will be able manipulate the mouse to move cursor
to a desired place on the screen.
Activity 2: Hunting for Machines in the
Classroom
Projected Time Required: One period
(Approximately 45 minutes)
Objectives:
To help children learn what machines are.
To develop children’s awareness of how machines can help
people.
To increase children’s interest in machines.
To learn beginning research skills - observing and
predicting.
Materials:
A book related to machines
Chart paper
Marker
Various machines in the classroom - computer, refrigerator,
telephone, oven, cassette player
Procedures:
Read aloud a book related to machines.
Discuss the various machines and their functions read about
in the book.
Have a classroom tour to look for machines in our
classroom.
Come back together in a large group to discuss the various
machines found in the classroom and discuss why they
think they are machines.
Write down their discoveries on a large chart paper.
This chart created by the class will be displayed and used
through out the unit. New machines discovered later
will be added to the chart.
Evaluation:
Children will know what machines are.
Children will be able to name the names and functions of
familiar machines.
Children will be able to use research skills.
Extension:
Children will cut out pictures of machines from magazines and
catalogs to create a collage.
Activity 3: Working with Machines in the
Classroom
Projected Time Required: One period
(Approximately 45 minutes)
Objectives:
To help children understand the role of machines in our
daily life.
To increase children’s awareness and interest in
machines.
To develop small and fine motor skills.
To learn research skills (observing, predicting,
experimenting, testing, and interpreting)
Materials:
A whisk
A cake mix
A hand mixer
Oil
An electric mixer
Eggs
A computer
Computer software Fisher Price Toyland
Post-it notes
Oven
Procedures:
Children will observe the three machines (whisk, hand
mixer, electric hand mixer) and explain what they
think they are and the purpose of them.
Children will make predictions on which machine will help
us make the cake mixing the easiest.
Children will use post-its to write their name to place on
a chart and make predictions on which machine is
easiest to use.
Children will separate into 2 groups and bake the cake.
They will have the opportunity to use all three
machines to confirm their predictions.
Children will come back into large group to share their
findings and confirm their predictions from the chart.
Children will enjoy the cake they baked for a snack.
Evaluation:
Children will know the names and functions of different
machines
Children will be able to make good choices on using the
appropriate machines for their functions.
*Throughout this unit of study, a variety of machines such as
scissors, shape punchers, locks, peeler, stapler, tape
cassette player and others will be introduced and used
throughout the centers.
Computer Extension:
Children will use the computer software Toyland to
create and bake their own cookies. The use of this
software will help children develop eye hand coordination,
visual spatial skills, and confidence in using the computer.
Activity 4: Tinkering and Discovering the
Mechanics of Machinery
Projected Time Required: Approximately 3
weeks
Objectives:
To increase children’s skills in working with the various
machines/tools found.
To recognize and understand the functions of some everyday
machines.
To develop and increase the children’s interest in
tinkering.
To develop and enhance visual -spatial skills.
To apply research skills
Materials:
An outline of shapes on a big butcher paper of all the
machines collected on the science table.
A various machines collected ( staplers, hole punchers,
scissors, egg beaters, locks, shape punchers)
Computer software -Millie’s Math House, Kid Pix
Procedure:
Children will tinker with the various machines and tools on
the science table.
Children will work in small groups in placing the machines
in their outlined shapes.
Children will engage in conversation on how machines are
used and their functions.
Children will use the computer software Millie’s Math
House where they will learn the shapes visually
and aurally.
Evaluation:
Children will be able to recognize the shape of different
machines and place them on the chart.
Children will be able to use descriptive language in
describing shapes of machines.
Children will be able to explain how the machine works.
Children will enjoy tinkering and exploring the collections
of machine.
Children will be comfortable in manipulating the machines
(self esteem)
Computer Extension:
Children will create their own structures in level 3 of Millie’s
Math House.
Each child will print out his/ her structure, then go to
the block area to create the structure. During this
process, children will discover balance and weight.
Children will also use the computer software Kid Pix’s
Stamper to create shapes and structures.
Activity 5: Guessing by Touching
Projected Time Required: Throughout the Unit
(approximately 6 weeks)
Objectives:
To develop children’s vocabulary in describing what they
feel by touching.
To develop and enhance tactile experience.
To enhance research skills.
Materials:
Feely box
Machines from the science table
Post-its
Chart with the pictures of the machines
Markers
Computer
Procedures:
In a large group, children will be introduced to the feely
box.
Children will be asked to put their hands inside the box
and touch the object.
Children will be encouraged to make predictions of what
they think is inside the feely box.
Children will write their name on a post-it to make their
predictions.
In a small group, children will then touch the feely box to
make their predictions.
During meeting time, they will be asked to share which
machine they think is in the feely box. The children
will be encouraged to explain and describe what they
felt.
The object in the feely box will be taken out to confirm
their hypothesis.
Evaluation:
Children will be able to name the machines and their
functions.
Children will be able to describe objects to help develop
communication skills.
Children will be able to take risk in making decisions and
understand it is not always important to get the right
answer, but explain how they derived the answer.
*Objects in feely box can be changed daily for children to
touch and make predictions as a regular routine. At the
end of each day, students can come together in large group
to confirm findings.
Computer Extension:
Children will use the computer software AppleWorks to learn to find the correct letters on the keyboard
to type their own name and those of their friends and
family.
Children will also use the computer software Kid Pix
Alphabet Stamper feature to create their names and
names of their structures/shapes.
Activity 6: Operating a Digital Camera
Projected Time Required: Approximately 3
weeks
Objectives:
To learn how to use the digital camera
To recognize and understand the functions of the various
machines in the classroom
To create a Can You Guess? book
To develop early reading skills such as recognition of
symbols, identification of their own name,
descriptions of word labels to pictures.
Improve visual skills by tracking movements on the screen
and to focus on objects to take pictures with the
digital camera.
Materials:
A variety of machines collected on the science table
A variety of machines displayed around the classroom
A digital camera
The computer and various software
Procedures:
Explain how a digital camera is different from the
conventional camera.
Show children how to handle and use camera.
Show children how the pictures are downloaded onto the
computer and how fast we are able to see the pictures.
Have each child take pictures of the machine he/ she likes.
Have each child talk about the machine and its function.
Children will give clues about the machines regarding its
purpose and function.
Their dictation will be typed up on the computer by the
teacher.
Evaluation:
Children will be able to focus and take pictures with the
digital camera.
Children will be able to name the machines and their
functions.
Children will be able to formulate questions and
communicate clues explaining the machines' functions.
Children will recognize that their dictations have meaning.
Computer Extension:
The teacher can create a web page of each child's machine photo and
description
Activity 7 - Constructing Machines Using the
Computer
Projected Time Required: Approximately 3
weeks
Objectives:
Children will be able to construct the machine of their
choice.
Children will be able to extend their creativity by using
computer software to create the machine of their
choice.
Materials:
Computer software - Sammy Science House’s Working in
the Workshop, and Fisher Price Building in
Toyland.
Lego pieces
Combi Blocks
Bristle Blocks
Mobilos
Procedures:
Children will use Sammy’s Science House Working in the
Workshop to practice putting different shapes
together to construct pieces of a machine
Children will use Fisher Price Building in Toyland to learn to construct machines after they have
developed a level of comfort after practicing with
Sammy’s.
Children will use manipulatives and table toys such as
Legos, Combis, etc. to construct machines.
Children will be encouraged to create their own machines.
Children will dictate stories to the teacher about the
reasons and purposes of the machines they create.
The teacher will write down the stories and post them with
the machine pictures.
Evaluation:
Children will learn to manipulate the mouse and move the
cursor around the computer screen. This will give them an
understanding of cause and effect (seeing what happens
when the mouse is pressed and feedback is given during the
interaction with the program.)
