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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? (You don't have this yet, but think about the resources from your Integrated STEM content course as a starting point)

·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 standard(s) am I teaching?

What do I want students to know, understand and understand?
What is the lesson objective?
What is their prior learning on this subject?

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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?

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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?

·What resources or manipulatives will you need to make available?

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What instructional delivery method will I use? (Engineering Design Process)

How will I create opportunities for strategic productive struggle?

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

How will I provide opportunities for cooperative learning in your lesson?
Where will students be leading the work?

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Driver Standard: (Standard you will assess)

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Driver Standard: (Standard you will assess)

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K-2-ETS1-1-Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new and improved object or tool

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ELA.2.R.1.1.- Identify plot structure and describe main story elements in a literary text
ELA.2.R.3.3.- Compare and contrast important details presented by two texts on the same topic or theme
MA.2.M.1.2.- Measure the lengths of two objects using the same unit and determine the difference between their measurements
SC.2.E.7.4- Investigate that air is all around us and that moving air is wind

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Driving Question: How can we build a home strong enough to withstand the Big Bad Wolf?

What other background info will they need to be successful?

1. Read The Three Little Pigs and discuss the problem in the story and why some of the houses that the pigs built could not withstand the blow from the Big Bad Wolf. Students will brainstorm then discuss as a whole class.
2. Teacher will assist students and offer scaffolding as conversation moves along. Ask questions such as: Why do you think the first pig's house blew down? Why do you think the second pigs house blew down? What would you have done differently? Why? How could the pigs made their houses sturdier?
3. Resource is attached above: Read aloud of The Three Little Pigs

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The Three Little Pigs – 🐷🐷🐷 Read aloud of the classic tale about the value of hard work!

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Driving Question: How can we build a home strong enough to withstand the big bad wolf?

Lesson Objective: Students will read the story "The Three Little Pigs" and assess the events and problem at hand. Students will be tasked with building a home for the pigs that is sturdy enough to withstand the Big Bad Wolf's strong blows. Students will ask questions, make observations, and gather information about sturdy and non sturdy homes then create an improved model home for the pigs.

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1. Students will view the article about home structures that can withstand hurricanes. They will observe the pictures and characteristics of the homes. This article provided information on the home structure that survived Hurricane Katrina. Students will jot down characteristics that make a home sturdy vs. unsturdy.
2. Teacher is to read this article aloud to students as it is slightly advanced for some readers. This allows time for clarification on challenging vocabulary words. Float around room as a discussion is being held about sturdy vs. unsturdy structures and ensure students are jotting down ideas.
3. Resource attached above. This is the second text for this lesson.

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Hurricane-proof homes that save lives | loveproperty.com

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Robust hurricane-proof houses can create an effective first line of defence in a natural disaster. With a host of special design features, these storm-resistant homes offer a safer, stronger dwelling to weather the storm when nature does its worst.

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1. Students will use the above resource and previous notes and articles to get building tips and ideas for their sturdy home. Students will work in small groups to brainstorm and map out a model home they want to build that will be sturdy enough to withstand the Big Bad Wolf's blows. Students will list materials they need (classroom materials; ex. wooden blocks, math cubes, sticky notes, etc.) and draw a diagram of their vision.
2. Teacher will float around and observe the group's work. Offer guiding questions to get students thinking. Ex. what makes up a sturdy building? Refer back to your notes and videos we watched, how could you replicate that?
3. Resource attached above.

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How to construct stronger buildings - from Fun Kids Inspiring Engineers

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1. Students will gather their desired building materials and begin building their sturdy homes. Students will use the above resource as a building inspiration. Students will use the ideas gained from both texts, class discussions, notes, and building mapping to create their vision.
2. The teacher will assist each group as they gather their building materials. The teacher will be present enough to assist students who have questions but take a step back to allow productive struggle.
3. Resource attached above for building inspiration

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STEM Challenge Week 5: Build a Home to Withstand Strong Winds

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1. Once groups have built their homes, they will test out their design. A small fan will be used to simulate the Big Bad Wolf's blow. Their homes should be sturdy enough to withstand the wind. Once student have tested out their design, they will complete the documentation worksheet and answer the questions.
2. During this phase the teacher is to operate the fan that is simulating the Big Bad Wolf's blow.
3. Resource attached above: Documentation worksheet

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1. The correlation between wall lengths and roof panels lengths is not specifically stated in the articles or videos. In order for a home to be sturdy, the lengths, widths, heights of walls must match. This is something that a struggling group may not realize when constructing their homes. Students can remeasure their walls and roofs to ensure they correlate by using inches or centimeters. If there is a difference in measurement, then students must make adjustments.
2. During this phase the teacher should offer support to groups who's homes could not withstand the wind. Asking groups to brainstorm what might have caused their home to fall/blow over and what they could do different. Ask students to analyze their structure such as walls and roof panels.
3. Resource is attached above. This resource explains to students how to measure items using the same unit of measure and how to choose the best-fitting unit of measure.

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Measuring Length for Kids | Measuring Tools | Math for 2nd Grade | Kids Academy

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Text #1: The Three Little Pigs Read Aloud

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Text #1: The Three Little Pigs Read Aloud

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This is the first text students will use in their lesson to learn about the problem at hand- some houses are sturdy where as others are not

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The Three Little Pigs – 🐷🐷🐷 Read aloud of the classic tale about the value of hard work!

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This video explains to students characteristics of sturdy buildings. This video will help students gather ideas on how to build a home strong enough to withstand a blow from the Big Bad Wolf. Ideas gathered from this video will help students as they work through the engineering design process.

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How to construct stronger buildings - from Fun Kids Inspiring Engineers

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This is the second text that students will read through and analyze during this lesson. This article explains characteristics of hurricane proof homes with real-life pictures of homes that survived through high-winds like Hurricane Katrina. This article is a little advanced for second grade so would have to be read as a whole group.

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Hurricane-proof homes that save lives | loveproperty.com

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Robust hurricane-proof houses can create an effective first line of defence in a natural disaster. With a host of special design features, these storm-resistant homes offer a safer, stronger dwelling to weather the storm when nature does its worst.

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STEM Challenge Week 5: Build a Home to Withstand Strong Winds

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This video explains to 2nd graders how to measure items using the same unit of measure. This is important to do when constructing a sturdy home. For example, the walls must be equal lengths in order to work.

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Measuring Length for Kids | Measuring Tools | Math for 2nd Grade | Kids Academy

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- Three Little Pigs book is a read aloud which provides opportunity for students to read along, listen, and large visuals as it will be played on the projector
- Second text on sturdy homes will be read aloud to the students over the overhead
- Hands-on learning is present in this lesson as student work together to build their sturdy homes
- Multiple videos are used in this teaching process to support visual and auditory learners

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Materials for students to use must be collected prior to the lesson and made available to students to use. Items such as wooden blocks, counting cubes, glue, plastic geometric shapes, brick blocks, paper, clay, etc.