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What standard(s) am I teaching? SC.K.N.1.3 Keep records as appropriate—such as pictorial records—of investigations.  SC.K.N.1.5 Recognize that learning can come from careful observation. SC.K2.CS-CS.2.2 Solve age-appropriate problems (e.g., puzzles and logical thinking programs) with or without technology (i.e., computational thinking). SC.K2.CS-CP.1.4 Create data visualizations (e.g., charts and infographics), individually and collaboratively.

What do I want students to know and understand? Students will understand how to decompose a problem into smaller parts to find the answer

What are my learning goals for this lesson? Students will decompose a problem (how many licks does it take to get to the center of a Tootsie Roll Pop). Students will learn how to record, analyze and compare data.

What do my students need before coming into this lesson? students will have some background knowledge of what a scientist does (use tools to solve problems, investigate using the Scientific Method)

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What am I going to use/not use? I am using the District's investigation sheet as a guide for the entire lesson.

What do I need to adjust? I will use another recording sheet that is more kid-friendly. I will enhance the lesson by having students create a class chart of our data and analyzing the data to draw their conclusions.

What is my plan for implementation with the materials? Students will use the recording sheet as they complete the investigation.

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

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What is one CT skill that I want to emphasize during this lesson? decomposition

What is one asset-behavior pair from the Positive Technological Development framework that I want to highlight? communication

What level of CT integration am I using?

Does the CT skill exist within the lesson? OR

Does CT enhance the disciplinary concepts? OR

Does CT extend the disciplinary concept?

Decomposition will enhance the disciplinary concept.

How will CT help my students to understand content better? Students will understand the importance of decomposition while going through the steps of the scientific method.

How will I assess student learning (formative and summative)? Observational Checklist

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What resources in my curriculum are useful here? the Scientific Method Investigation sheet from DCPS (used as a guide for the lesson)

What is missing from my curriculum resources? the materials needed for the investigation (Tootsie Roll Pops)

Where can I find resources to support the curriculum I already have? YouTube video that gives students a brief introduction of decomposition

What online resources could I add or adapt using to teach the standard(s) and move students toward meeting our learning goals? I used another Scientific Method recording sheet which was more kid-friendly.

Where can I make connections to other subject areas and find the resources to do so? I can explain how we use decomposition in multiple subjects. For example, I can describe decomposing a teen number by using a number bond or retelling a story by breaking it into story elements.

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Am I prepared for my students? Yes.

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

What can go wrong in the lesson? Time management may be an issue if it takes longer than expected for students to get to the center of their Tootsie Roll pops.

How can I prevent these moments from happening? I can encourage students to stay focused during the lesson to avoid wasting any time.

Are all my materials gathered? The materials will be ready.

Is my plan B ready? I can complete the activity whole group if students have difficulty completing it in pairs.

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How will I use my resources to focus on my CT skill and my asset-behavior pair? Students will use the scientific method to figure out how many licks it takes to get to the center of a Tootsie Roll Pop. Students will work with a partner to decompose this problem into smaller parts to solve it. Students will communicate with a partner the most efficient way to record their data (number of licks). Students will complete the investigation with their partner.

What teacher moves will I use (explicit teacher talk, modeling, providing support based on specific student struggles)? Explicit teacher talk will be used to effectively explain what decomposition is. I will explain how it is difficult to solve a problem if we do not break it into small parts. I will encourage students to talk to their partner throughout the investigation and not work alone.

How will I provide opportunities for cooperative learning and productive struggle in my lesson? Students will be paired up during the investigation to provide opportunities for cooperative learning. I will ask guiding questions throughout the lesson when students need help (instead of just giving them the answer). This will provide students the opportunity to engage in productive struggle.

Where will students be leading the work? Students will choose the way they would like to solve the problem and choose how they would like to keep a record of the data (tally marks, chart, drawings, etc.) We will work together as a class to chart the data and students will Turn and Talk to compare the results.

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https://www.youtube.com/watch?v=4s9ghxLd_EI

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Doodle Ep05 - Introduction to Decomposition Part I