# data[].attributes.headline
Questions to ask:                                                     What do I have? What is missing? How am I supporting diverse student needs? Are their multiple access points for engagement? 

# data[].attributes.subject
Questions to ask:                                                     What do I have? What is missing? How am I supporting diverse student needs? Are their multiple access points for engagement? 

# data[].attributes.body
What do I have? Reading Resources, Technology, YouTube Videos

What is missing? Rubric, Writing/Recording Materials,  Copies of My Bridge Design Template, Pre-Created List of Materials, Images of Bridges, Various Construction Materials, Organization Tools, Troll Figurine, and 3 Billy Goats Figurines.

How am I supporting diverse student needs? I am supporting diverse student needs by providing picture props, pre-creating construction materials,  prompting and allowing wait-time for student's responses, pairing students, providing extra support during independent activities, and by building on prior knowledge.

Are their multiple access points for engagement Students will be in charge of their learning. They will design their bridge on paper, build a model. They will discuss the process, what challenges they faced, and their solution.

# data[].attributes.headline
Questions to ask:                                                     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? Do I need to develop this lesson using resources outside of my curriculum guide? Where can I make connections to other subject areas and find the resources to do so?

# data[].attributes.subject
Questions to ask:                                                     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? Do I need to develop this lesson using resources outside of my curriculum guide? Where can I make connections to other subject areas and find the resources to do so?

# data[].attributes.body
What resources am I using to teach the standards and move students towards mastery of my lesson objectives? I am using reading materials, technology, and various materials to construct a bridge.

What resources in my curriculum are useful here? The short story: The Three Billy Goats Gruff

What is missing from my curriculum resources? Technology resources and more reading materials pertaining to bridges.

Where can I find resources to support the curriculum I already have? By exploring the internet, networking with other educators, and the library.

Do I need to develop this lesson using resources outside of my curriculum guide? Yes

Where can I make connections to other subject areas and find the resources to do so? Connecting with fellow teachers, internet, PD trainings, and the library.

# data[].attributes.headline
Short Story about Goats crossing a bridge.

# data[].attributes.subject
Short Story about Goats crossing a bridge.

# data[].attributes.headline
Student build and test a cardboard bridge.

# data[].attributes.subject
Student build and test a cardboard bridge.

# data[].attributes.headline
This is a neat idea. However,  my preschoolers may struggle with fine motor skills.

# data[].attributes.subject
This is a neat idea. However,  my preschoolers may struggle with fine motor skills.

# data[].attributes.headline
Questions to ask:                                                     What is my plan for instructional delivery? How am I choosing my instructional method? How do these resources fit into this plan? 

# data[].attributes.subject
Questions to ask:                                                     What is my plan for instructional delivery? How am I choosing my instructional method? How do these resources fit into this plan? 

# data[].attributes.headline
What is my plans for instructional delivery

# data[].attributes.subject
What is my plans for instructional delivery

# data[].attributes.body
Identify the Problem: Read The Three Billy Goats Gruff and discuss the challenges of how the Billy Goats will get across the river, will the bridge hold all three of the Billy Goats, and how high does the bridge need to be to escape the troll.

Explore: Students will use the resources to determine how they want to design the bridge for the Billy Goats to cross the river. Students will have the opportunity to explore various types of materials to determine which materials will work well to build the bridge and which will not.

Design: Students will work with a peer and design a picture of the bridge, while keeping in mind the available  materials, that they think will help the Billy Goats safely get across the river.                                           Pre-create a list of the available materials and make accessible for the students.

Create: Students will work with their partner and begin building their bridge.

Try It Out: Students will test their bridge by placing the troll under the bridge and walk each goat onto the bridge one by one and note what happens. Students will draw a picture of what happened.                                            Have a discussion with students about what worked and what didn't.

Make It Better: Students will gather in large group and share out what worked, what didn't work, what challenges they faced, and what was the solution. Students will return to their bridge and make the necessary adjustments.

# data[].attributes.headline
Questions to ask: What are the objectives of my lesson? What do students need before coming into this lesson? What is the relationship between relevance and rigor in this lesson?

# data[].attributes.subject
Questions to ask: What are the objectives of my lesson? What do students need before coming into this lesson? What is the relationship between relevance and rigor in this lesson?

# data[].attributes.headline
Questions to ask: 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?

# data[].attributes.subject
Questions to ask: 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?

# data[].attributes.body
What am I going to use/not use? I am going to use the materials noted in the collection stage. I will use a lesson plan template to organize my lesson.

What do I need to adjust? I will provide the students with a shape reference sheet. I will use sticky notes to jot down additional observations.

What is my plan for implementation with the materials? To provide students with various materials whereas they can choose their preference. Students will be free to make adjustments (amount, color, shape, etc.) to their choice of materials.

Are these materials and my instructional design meeting all students' needs? Yes, the various materials and my instructional design meets all the students' needs. However, all needed adjustments will be made.

# data[].attributes.body
Students will listen to the story called The Three Billy Goats Gruff. The book is about three goats trying to cross a bride without getting eaten by a mean, hungry troll, who lives under the bridge. In this STEM lesson, students will build a bridge that is strong enough to hold the three goats and high enough to be safe from the troll. They will use the engineering design process. This lesson will include content areas Science, Technology, Engineering, Mathematics, and ELA.

# data[].attributes.body
What standards am I teaching?

II. APPROACHES TO LEARNING DOMAIN

A. EAGERNESS AND CURIOSITY

1.Shows increased curiosity and is eager to learn new things and have new experiences

B. PERSISTENCE

1.Attends to tasks for a brief period of time

C. CREATIVITY AND INVENTIVENESS

1.Approaches daily activities with creativity and inventiveness

D. PLANNING AND REFLECTION

1.Demonstrates some planning and learning from experiences

III. SOCIAL AND EMOTIONAL DOMAIN
B. MANAGING EMOTIONS

1. Demonstrates ability to self-regulate

Benchmark a: Recognizes and names own emotions and manages and exhibits behavioral control with or without adult

C. BUILDING AND MAINTAINING RELATIONSHIPS WITH ADULTS AND PEERS

3. Develops increasing ability to engage in social problem solving

Benchmark a: Able to independently engage in simple social problem solving including offering potential solutions and reflecting on the appropriateness of the solution

IV. LANGUAGE AND LITERACY DOMAIN

A. LISTENING AND UNDERSTANDING

1. Demonstrates understanding when listening

Benchmark a: Engages in multiple back-and-forth communicative interactions with adults (e.g., teacher-shared information, read-aloud books) and peers to set goals, follow rules, solve problems, and share what is learned with others)

3. Follow Directions

Benchmark a: Achieves mastery of two-step directions and usually follows three-step directions

V. MATHEMATICAL THINKING DOMAIN

D. Geometry

1. Recognizes and names two-dimensional shapes (circle, square, triangle, and rectangle) of different size and orientation

2. Describes, sorts, and classifies two- and three-dimensional shapes using some attributes

3. Creates two-dimensional shapes using other shapes (e.g., putting two squares together to make a rectangle)

4. Constructs with three-dimensional shapes in the environment through play (e.g., building castles in the construction area)

E. SPATIAL RELATIONS

1. Describes relationships between objects and locations with words and gestures by constructing models to demonstrate an understanding of proximity

F. MEASUREMENT AND DATA

5. Begins to predict the results of data collection

VI. SCIENTIFIC INQUIRY DOMAIN

A. SCIENTIFIC INQUIRY THROUGH EXPLORATION AND RECOVERY

2. Uses tools in scientific inquiry

Benchmark a: Uses tools and various technologies to support exploration and inquiry (e.g., digital cameras, scales)

3. Uses understanding of causal relationships to act on social and physical environments

Benchmark a: Makes predictions and tests their predictions through experimentation and investigation

Benchmark b: Collects and records data through drawing, writing, dictation and taking photographs.

Benchmark c: Begins to form conclusions and construct explanations (e.g., What do the results mean?)

Benchmark d: Shares findings and outcomes of experiments

E. ENVIRONMENT

1. Demonstrates awareness of relationship to people, objects, and living/non-living things in their environment

F. ENGINEERING AND TECHNOLOGY

1. Shows interest and understanding of how simple tools and machines assist with solving problems or creating objects and structures

Benchmark a: Identifies problems and tries to solve them by designing or using tools (e.g., makes a simple tent with a chair and cloth for protection from the sun)

Benchmark b: Explains why a simple machine is appropriate for a particular task (e.g., moving something heavy, moving water from one location to another)

Benchmark d: Invents and constructs simple objects or more complex structures and investigates concepts of motion and stability of structures (e.g., ramps, pathways, structure, Legos, block building and play)

SC.35.CS-CS.1.2

Describe how models and simulations can be used to solve real-world issues in science and engineering.

What do I want students to know and understand?

Engineers build bridges, overcome design flaws, and compare and contrast different ideas.

How to use various materials to build a structure, a bridge, that can hold weight without falling.

If their structure fail, it's a learning opportunity.

They can create fictional and non-fictional elements.

Understand that two-dimensional shapes are flat and three-dimensional shapes are solid.

They can use at least two shapes to make a different shape.

What are my lesson objectives?
Students will be able to:

Construct a bridge that will be able hold objects with a specific weight.

Compare and contrast their structure with structures of other groups.

What prior knowledge do my students need to have?

How to self-regulate.

How to communicate ideas.

Understand and recognize a bridge structure.

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

I make sure that the students are knowledgeable of the importance of bridges in our everyday lives.

As students are working on their projects, I will ask high-order questions.

I will use a rubric to measure student’s progress for each area of the project.

# data[].attributes.attachment_link.readable_text
Cook_Integrated STEM Lesson Template