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What standard(s) am I teaching?

What do I want students to know and understand?

What are my lesson objective(s)?

What do my students need before coming into this lesson?

How will I focus on rigor and relevance in this lesson?

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What am I going to use/not use?

What do I need to adjust?

What is my plan for implementation with the materials?

Are these materials and my instructional design meeting all students' needs?

See within lesson plan for these specific questions
Adjustments made to lesson plan based on instructor & peer feedback

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What instructional delivery method will I use?

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in my lesson?

Where will students be leading the work?

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What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

What resources in my curriculum are useful here?

What is missing from my curriculum resources?

Where can I find resources to support the curriculum I already have?

Where can I make connections to other subject areas and find the resources to do so?

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What do I have?

What is missing?

How am I supporting diverse student needs?

How will I provide multiple access points for equitable student engagement?

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Unit 4, Week 3 Texts

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Students have been reading multiple texts from the 2nd Grade Benchmark Advance Curriculum in Unit 4: Many Characters, Many Points of View. Students have read two texts: Stone Soup and The Stone Garden. The theme of both texts was that when people work together they can solve problems. In this STEM lesson, students will work together to solve a CT problem of designing a new, unique brick wall on Scratch to complete the lot in Yancy Place (a neighborhood with a problem described in the text, The Stone Garden). There will be ELA, Science, Social Studies, and computational thinking concepts embedded into this lesson.

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ELA.2.R.3.3: Compare and contrast important details presented by two texts on the same topic or theme.

Clarification 1: For literary texts, students can compare and contrast story elements such as characters, illustrations, and sequence of events.

Clarification 2: The different versions may be of the same or different formats.

Supporting ELA Standards:
2.R.3.2a retell a text: use main story elements in a logical sequence
2.R.1.2 identify/explain a theme

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ETS1.A: Defining and Delimiting Engineering Problems

A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)

Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)

SC.K2.CS-CS.3.1: Create a digital artifact (independently and collaboratively) that clearly expresses thoughts and ideas.

SC.K2.CS-CS.3.2: Create, review, and revise artifacts that include text, images, and audio using digital tools.

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SC.2.N.1.2: Compare the observations made by different groups using the same tools.

SC.2.N.1.6: Explain how scientists alone or in groups are always investigating new ways to solve problems.

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SS.2.E.1.1: Recognize that people make choices because of limited resources.

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Anything that is built must first be engineered, or planned out. An engineer is a person who designs and builds complex products, machines, systems, or structures. Engineers want to know how and why things work. They have scientific training that they use to make practical things. Engineers often specialize in a specific branch of engineering. The field of engineering is divided into branches such as civil, electrical, mechanical, and chemical engineering. Many types of engineering must be performed to design and build a complicated system such as a spacecraft. For example, a spacecraft has electrical, mechanical, and propulsion systems. All those different systems must be designed before the whole spacecraft can work. The engineering design process is a series of steps that engineers use to guide them as they solve problems. During the design process, engineers:

Identify the problem or challenge.

Identify design requirements and limitations on the design due to available resources and the environment.

Brainstorm possible solutions to the problem or challenge.

Generate ideas and develop the most promising ones.

Explore possibilities and the pros and cons of each.

Select an approach by identifying the design that appears to solve the problem best.

Build a model or prototype.

Refine the design by identifying changes that need to be made and improving the model or prototype.

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September 27, 2022

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What exactly is engineering? Let the folks at NASA tell you.

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Example of Code Remixed for Scaffold if needed

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Example of Code Remixed for Scaffold if needed

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I plan to use the engineering design process to allow students to tinker and revise on Scratch!

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Students have read “The Stone Garden” and discussed how the people of Yancy Place worked together to create something beautiful in their neighborhood. Students have discussed similarities and differences of the texts “Stone Soup” and “The Stone Garden.” Students have been focused on collaboration and how people can work together to solve real-world problems.

Students have been asked to retell The Stone Garden, including what materials were found in the lot that was described as an eyesore in Yancy place. Students were asked to recall what the leftover bricks were used for as the people of Yancy Place put finishing touches on the lot. Students are told that after building the fire pit, there are still bricks left over.

Students want to help complete the lot with the remainder of the bricks to create a unique wall in the lot. Students will be shown murals from Miami’s Wynwood Walls and images of downtown Jacksonville’s murals. Students will discuss how walls can be a place for art to be displayed and how art can bring people together and how it can portray meaning. Students will use the Engineering design process and Scratch to design a wall that the people of Yancy Place would enjoy having in their neighborhood.

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EXPLORE:

Students will work in pairs to look up murals, brick walls, and neighborhoods in the United States to gain inspiration for what they want their wall to look like, or have around it. Students will use an EDP Journal Template to guide and organize their research findings.

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DESIGN:

Students will brainstorm ideas based on their ideas from exploring. Students will answer questions to guide their thinking and possibilities around tinkering with the existing Scratch Brick Wall Program on their EDP Journal Template.

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CREATE:

Students will choose their own group of two to three students and a spot to sit in the room. Students will each have their own laptops and log onto scratch to begin tinkering with the Scratch Brick Wall Program. Students will work on changing and tinkering with the program to execute the design they planned. Students will ask others in their group for support when faced with a problem on Scratch. The teacher will circulate to all groups throughout the creation process. Students will document the changes they made on their guided journal template.

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TRY IT OUT:

Students will test out their brick walls on Scratch and use their guided journal template to analyze and improve their work. If students are unsure of how to fix and/or improve their current code, they can work collaboratively with their small group.

MAKE IT BETTER:

Students will work alongside their small group to improve their code based on their “try it out” feedback. Students will make fixes and improvements as needed.

TRY IT OUT:

Students will test out their improved brick walls and present them within their small groups. Students will use peer feedback form to provide the presenter further feedback.

MAKE IT BETTER:

Students will have the option to use peer feedback to improve their code, or to team up with a peer(s) in their group to improve their brick wall collaboratively based on feedback provided.

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I will use modeling, providing support based on specific student struggles, and scaffolding of questions to help students dig deeper/promote productive struggle.

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Students will work collaboratively with peers (with opportunities for individual creativity) throughout the entire lesson).

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I plan to use:
-ELA Benchmark Curriculum
-Dr. Galanti Make a Brick Wall Scratch Project

I do not plan to use:
-NASA Engineering video in this specific lesson
-EDP Graphic Organizer template (does not quite fit needs, did not realize the template had questions and not enough space for students to use as a graphic organizer)
-1st Science Standard collected during pre-curation

I need to create:
-Engineering Design Process Templates for students to record their work and input into their Engineering Design Journals
-Peer feedback rubric

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Text to speech & speech to text will be accessible to all students

All texts (Benchmark Advance passages) provided to students will have a read aloud option.

Students will be paired in heterogeneous groupings by reading levels to provide all students support during the research process.

During the design phase, students will work independently to allow creative freedom and answer guiding questions. Students will be allowed to talk with peers for assistance or clarification. Teacher will walk around the room to provide assistance.

During the create phase, I plan to provide students choice in who they would like to work with while tinkering on individual computers on Scratch. By allowing student choice, they will hopefully choose to work with other students they feel comfortable in asking for help and it may be peers that have very different research and ideas than they originally did. During the “Make it better” phase, this will provide a lot of areas for student discussion.

If a student gets stuck, or is unclear about directions in remaking the code, examples of how the code can be remixed will be provided as a scaffold along with guiding questions, such as “What is something that was changed that you might want to do in your code? How did they change the original code? What do you want to do differently to your brick wall?” etc.

Teacher prompting with open-ended guiding questions (above) will be used to elicit student thinking to scaffold and extend students’ thinking

Students will be given option of dictation if needed for their engineering journals

Multiple access points for students are provided throughout choices, scaffolds, and exit/entry points provided within lesson plan

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To challenge students, they can be given specific criteria to tinker with such as making the wall taller, shorter, the bricks larger, etc. For additional extension, students can be asked to identify an area of the wall they have not altered and try to change the code even more. If students finish the EDP before the rest of their group and they are comfortable with Scratch, ask them to find or create a new project with something that can be added to Yancy Place’s neighborhood–opportunities for this extension are endless and allow students a lot of creativity options. However, be aware of student’s comfort level with Scratch when presenting them with this very open-ended option. Additional scaffolding for this extension is the teacher can gather 3-4 pre-created scratch projects with links on a google doc for students to re-mix and tinker with that would enhance Yancy Place’s lot.

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Am I prepared for my students?

Do I have all the knowledge that is required for this lesson?

What can go wrong in the lesson?

How can I prevent these moments from happening?

Are all my materials gathered?

Is my plan B ready?