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What do I have? BASIS. Use Desert Island Survival Lesson from www.tryengineering.com as a base for the multidisciplinary project.

What is missing? specific Legends of Learning lesson, books for each day (desert island and shipwreck theme), math tie in.

How am I supporting diverse student needs? group work. hands on work for my ADHD crew. grouping according to needs and abilities. Extended time as needed.

How will I provide multiple access points for equitable student engagement? Partnerships for some kids as opposed to groups of 3 or 4. Small group work with me first during collaboration time to provide additional modeling as needed.

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What standard(s) am I teaching?

ELA.K.R.3.2a. Retell a text orally to enhance comprehension a. Use main character(s), setting, and important events for a story.

ELA.K.V.1.1 Recognize and appropriately use grade-level academic vocabulary in speaking and writing.  ELA.K.R.1.1 Describe the main character(s), setting, and important events in a story. (Obj. 1-3)

ELA.K.C.1.4 Using a combination of drawing, dictating, and/or writing, provide factual information about a topic. (Obj. 1)

K.M.NSO.1.1 Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting.

K.M.NSO.2.2 Represent whole numbers from 10 to 20, using a unit of ten and a group of ones, with objects, drawings and expressions or equations.

SS.K.G.3.1 Identify basic landforms.

SC.K.L.14.3Describe plants and animals; describe how they are alike and how they are different in the way they look and in the things they do.

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What am I going to use/not use? not using survivor MEA. not enough background knowledge. Too mature for my kids.

What do I need to adjust? The addition of the writing, and math materials and lesson points. Access points.

What is my plan for implementation with the materials?  Collect this week, organize over weekend, use next week.

Are these materials and my instructional design meeting all students' needs? hmmmmmmmm. revisit this. Think about fine motor skills and our kids who struggle there.

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What instructional delivery method will I use? It will be a combination of teacher led background information, small group writing with teacher, group activities of designing and building, and whole class testing, then back to small group redesign.

How will I create opportunities for strategic productive struggle? Time constraints, building materials limitations.

What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)? Modeling the conversation, modeling for the ideas brainstorm process. Explicit teacher talk for the writing process in small group, modeling in small group for the writing piece. Support and feedback based on the wind test, and redirection as needed.

How will I provide opportunities for cooperative learning in my lesson? Students will work in small groups for the entire EDP.

Where will students be leading the work? in small group, in class discussion and brainstorming.

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What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?  Nat Geo books, Island Survival engineering lesson. (based on this)

What resources in my curriculum are useful here? Unit 9 ELA "What we need",  Science unit about animal and plant needs, focusing on what animals need. SS maps unit, focusing on landforms. Mathematics 10 group plus some standards.

What is missing from my curriculum resources? focus.

Where can I find resources to support the curriculum I already have? Boom Cards, TpT, MEAs, desert island task, picture books about animals and survival (Nat Geo series, Who Would Win? series).

Where can I make connections to other subject areas and find the resources to do so? I feel like there is a simple connection to our math standards with Module 5, counting to 100 and counting 11-20 objects. Needs more thought.

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Students have learned about plants, but now are interested in animals. They have been reading What Would You Do series in media, and are very interested in animal characteristics. Based on this interest, I am building a project-based learning experience for them.

Question: What do specific animals (including humans) need in order to survive in the wild?

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To Do: Add in Week's ppt or canva here

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Science:

1. Describe an animal as it appears in real life.

2. Explain that animal, people, and plants are living things that have needs that must be met to survive.

ELA:
1. Read and find the main idea and supporting details from informational text.
2. Write or draw to communicate information in a new way.

Math:
1. Count groups of 11 to 20 objects in various arrangements to determine how many.
2.Represent whole numbers from 10 to 20,  and describe as 10 ones and ____ ones, with objects, drawings and expressions or equation.
3.

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What do I want students to know and understand? Students will know what specific animals need to survive in the wild, including shelter, food, water, and community.

What are my (lesson objective(s)? Students will be able to read to determine important information about the animals. Students will be able to identify the best environment for their chosen animal to live, and students will work to create a model of their animal's environment with a small group with simlar animals.

What do my students need before coming into this lesson? Students have a solid background in animals and their habitats thanks to work done in media class. Students will need to know where on earth certain habitats exist, and what is necessary for animal (and human) survival.

How will I focus on rigor and relevance in this lesson? (Reference Reagan (2016) STEM Infusing the Elementary Classroom Chapter 3)? Refocusing back on the standards each step of the way as I curate ( Does this support the standard and push the boundary of the learning? Will students have a chance to interact with this information on their own, or primarily through me? What can the students create with the new knowledge? Does the lesson plan allow for students to create with appropriate guidance (per student empowerment matrix, chapter 8)?

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Materials
Process
Demonstrate the speed for the students. Place the hut design on a table or stool. The hair dryer or small fan should be held 12 inches away from the hut design. Point the hair dryer or small fan on full speed toward the hut design for 10 seconds. If the hut does not blow off the table or stool and stays in place for 10 seconds, they have succeeded.

Design Challenge

You are a team of engineers all working together to design and build a hut that can withstand a wind storm. The hut must be no bigger than 36 square inches and at least 5 inches high. It must have a working door.

Criteria

The hut cannot be bigger than 36 square inches

The hut must be at least 5 inches high

The hut has to have a working door

The hut must withstand a windstorm for 10 seconds

Use the tape sparingly

Constraints

The hut cannot be taped to the table or stool during construction or testing

Use only the materials provided

Procedure

1. Break class into teams of 4.

2. Review the Engineering Design Process, Design Challenge, Criteria, Constraints and Materials.

3. Instruct students to start brainstorming and sketching their designs.

4. Provide each team with their materials.

5. Explain to the students that they have to create a hut that is not bigger than 36 square inches - that is at least 5 inches high - and has a working door. The hut must withstand a windstorm for 10 seconds. The windstorm will be created by using a hair dryer or small fan on full speed.

6. Announce the amount of time they have to design and build (20-25 minutes recommended).

7. Use a timer or an on-line stopwatch (count down feature) to ensure you keep on time. (www.online-stopwatch.com/full-screen-stopwatch). Give students regular "time checks" so they stay on task. If they are struggling, ask questions that will lead them to a solution quicker.

8. Students meet and develop a plan for their hut. They agree on materials they will need, write/draw their plan, and present their plan to the class.

9. Teams build their designs.

10. Test the hut designs using the hair dryer or small fan.

11. Teams should document the results using the rubric.

12. As a class, discuss the student reflection questions.

Student Reflection (engineering notebook)

1. What would you change if you could change your design?

2. What did you learn from the other team's designs?

3. How did you work together as a group?

Time Modification
The lesson can be done in as little as 1 class period for older students. However, to help students from feeling rushed and to ensure student success (especially for younger students), split the lesson into two periods giving students more time to brainstorm, test ideas and finalize their design. Conduct the testing and debrief in the next class period.

The lesson can be done in as little as 1 class period for older students. However, to help students from feeling rushed and to ensure student success (especially for younger students), split the lesson into two periods giving students more time to brainstorm, test ideas and finalize their design. Conduct the testing and debrief in the next class period.

The Engineering Design Process

1. What is the problem you want to solve? What is your challenge?

2. Develop Solutions
Think about all the possible options you can identify to solve the challenge. Brainstorm as many solutions as possible.

3. Compare your solutions, test them, and consider which one will do the best job of solving the problem.

And, throughout....Communicate
At each step in the process talk with your team members so everyone can contribute ideas and be a part of the process. Good communication is very important to the engineering design process.
Your Challenge

1. Define
Your challenge is to develop a hut out of provided materials that will withstand a windstorm.

2. Develop Solutions
As a team, look at the materials you have to work with, and consider lots of solutions to the challenge. Be sure to talk about options and consider the materials.

3. Optimize
Agree on which design solutions are most likely to work, sketch them, and then build your design. You may make changes as necessary... and be sure to test how wind impacts the design

Vocabulary

Criteria: Conditions that the design must satisfy like its overall size, etc.

Engineering Design Process: Process engineers use to solve problems.

Engineering Habits of Mind (EHM): Six unique ways that engineers think.

Iteration: Test & redesign is one iteration. Repeat (multiple iterations).

Prototype: A working model of the solution to be tested.

Rubric: A scoring guide used to evaluate performance, a product, or a project.

Alignment to Curriculum Frameworks

Note: Lesson plans in this series are aligned to one or more of the following sets of standards:

Next Generation Science Standards - Grades K-2 (Ages 5-8)
K-2-ETS1-1 Engineering Design

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 or improved object or tool.
K-2-ETS1-2 Engineering Design

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Standards for Technological Literacy - All Ages
Design

Standard 8: Students will develop an understanding of the attributes of design.

Standard 9: Students will develop an understanding of engineering design.

Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

1. Define
What is the problem you want to solve? What is your challenge?

2. Develop Solutions
Think about all the possible options you can identify to solve the challenge. Brainstorm as many solutions as possible.

3. Optimize
Compare your solutions, test them, and consider which one will do the best job of solving the problem.

And, throughout....Communicate
At each step in the process talk with your team members so everyone can contribute ideas and be a part of the process. Good communication is very important to the engineering design process.

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Process Demonstrate the speed for the students. Place the hut design on a table or stool. The hair dryer or small fan should be held 12 inches away from the hut design. Point the hair dryer or small fan on full speed toward the hut design for 10 seconds.

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search for a game re: survival, animals, or habitats

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Open-and-go lessons that inspire kids to love science.

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This is a two-part activity. We recommend that you allow at least four days (up to one week) in between Part One and Part Two of the experiment to give the radish seeds time to germinate. (To speed germination, soak the seeds in water overnight.)

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book about living on a desert island
photos of a desert island
shipwrech photos

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copy of integrated STEM lesson plan- HENRY