A science unit on forces and simple machines

The purpose of this study on forces and simple machines was to demonstrate student science learning using teacher facilitated instruction through scripted lessons. During this study the teacher developed and implemented science lessons to teach both science content and processes from an assigned curriculum on forces and simple machines in a major city classroom.;The unit was comprised of seven teacher facilitated lessons and a student-centered activity lesson implemented over a four week period. There were 22 students in the class and all were evaluated over the duration of the study for both growth in content knowledge about forces and simple machines and application of science process skills. The teacher was also assessing her own knowledge and skills as a practitioner and implementing changes in curricula as the unit progressed.;A comparison of the pre/post test scores showed significant gain in student factual knowledge about forces and simple machines. The data from the student science journals, teacher follow-up questions and student-centered design activity showed mixed results regarding student knowledge and application of process skills. Student scores increased significantly on observation, classification, measurement and communication. There were fewer gains on inference and prediction.;Based on the findings, the researcher revised the scripted lessons to include additional probes directed toward strengthening inference and prediction in future teachings of this unit.