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What am I going to use/not use?

I am going to use the idea of the rubric and the blueprint. I am going to use the same lesson flow and materials.

What do I need to adjust?

I need to adjust the rubric to meet the needs of my kindergarten students. The blueprint is just going to be an open square. The ruler provided will be marked off at 5 inches to make it easy reference for students.

What is my plan for implementation with the materials?

I will introduce each material and model/give examples on how each could be used.

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

I believe they are meeting all the students needs.

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What is my driving question for student centered STEM investigation and learning?

How can you design a house that meets all the criteria and use only the materials given?

How will students engage in the engineering design process?

Students are engaging in the engineering design process by solving problem given and to see if they can plan, model, build, test, and adjust their house to meet all the criteria.

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

I will be using their observations and the students' creations to check for understanding.  Did the house meet the criteria/rubric.  Did students all participate and work together?  When given a chance to change their design after the first test, were they able to make the changes needed.

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What resources in my curriculum are useful here?

Our ELA curriculum is useful in seeing how the content learning can be inter connected. We don't have specific science curriculum but referencing to the standards is where I would go for that.

What is missing from my curriculum resources?

A visual aid for those that may be non English speaking or are visual learners.

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

I can look here on Project Intersect with all the valuable resources we have shared and linked right here in this course.

What online resources could I add or adapt using to teach the standard(s) and move students toward meeting our learning goals?

I adapted a lesson plan found on Try engineering. I could use the resource of an online planning tool that may help students get a better picture of what they want their project to look like in the end. Kind of like 3D planning.

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

I can make connections to our ELA curriculum. The story of the Three Little Pigs can be used to go over plot, characters, and setting. The book can be used to tie into English language arts and I can use our school ELA curriculum to see how that can be done and make sure it meets the standards.

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Am I prepared for my students?

Yes

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

Yes after all my research & planning.

What can go wrong in the lesson?

Students can get confused with the rubric, they could loose or destroy their limited materials, teams aren't working collaboratively.

How can I prevent these moments from happening?

I will have extra materials, I will explain the rubric explicitly, I will model, and I will plan out groups that I know will work collaboratively together.

Are all my materials gathered?

Yes and backups

Is my plan B ready?

Yes I have extra materials, and plans for if groups don't work out or I need to reteach/model any content.

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What are my learning goals for this lesson?

Students will work as a team to create a plan using only the given supplies and meeting the criteria.

Students will create a real world example of their plan and test it.

Students will make adjustments so their hut can meet criteria and withstand the wind test.

What standard(s) am I teaching?

ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.

ELA.K.C.2.1 Present information orally using complete sentences.

SC.K2.CS-CP.2.2 Perform a simple task (e.g., making a sandwich and brushing teeth) breaking it into small steps.

SC.K2.CS-CP.1.3 Propose a solution to a problem or question based on an analysis of the data and critical thinking, individually and collaboratively.

SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.

What do I want students to know and understand?

I want my students to be able to understand basic engineering and how planning is so important when you when you need to produce something using specific criteria.

What do my students need before coming into this lesson?

Students needs to be ready and able to work together, follow directions, work responsibly and have good time management.

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How will I use my resources to support my driving question and instructional delivery?

I will use the lesson plan I found originally as a guide to lesson and that students are completing the appropriate engineering task. I will reference the course to make sure that STEM and the engineering design process is implemented appropriately. I will also use teachers and peers to help give feedback or advice on what could be better or adjusted to make it the best for my students.

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

I will model following the steps and the rubric. I will explain all the directions and steps clearly using visuals. I will be roaming the room throughout the planning and design process to be a reference and help at all times to the students.

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

The whole plan, design, and test process is cooperative learning as the students are having to work together to create the best house using the slides given and meeting the criteria to withstand for at least 10 seconds. There is productive struggle naturally when students come to a crossroad of planning together or when putting the design together realizing they may need to make changes so their supplies can all be used appropriately.

Where will students be leading the work?

Students will be completing this project in class during our designated science block.

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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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Desert Island Survival - TryEngineering.org Powered by IEEE

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Desert Island Survival Students will hear a story of Sir Charlie who is trying to survive living on a deserted island. His biggest challenge has been...