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What standard(s) am I teaching?What do I want students to know and understand?What are my lesson objective(s)? What do my students need before coming into this lesson?

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What is missing from my curriculum resources?

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

What online resources could I add or adapt using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

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

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

How will the students engage in the engineering design process?

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

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How will use my resources to support my driving question and instructional delivery? hands on building/ testing of various iterations to see correlation between different cars, heights, speed, distance

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 and productive struggle in my lesson? they will take turns building, one student odd, one even.  They are tasked with not helping unless help is asked for by their partner so each student has the time for productive struggle without being rescued.

Where will students be leading the work? They will be modifying their iterations after testing and observing.  They will be problem solving through building tasks and struggles.

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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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Am I prepared for my students?

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

What can go wrong in the lesson?

How can I prevent these moments from happening?

Are all my materials gathered?

Is my plan B ready?

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Lego BricQ Collaborative Build/ Test/ Improve

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Lego BricQ Collaborative Build/ Test/ Improve

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Build your car, find a hill, and off you go! Remember to stay safe out there.

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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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3-PS2-1 Motion and Stability: Forces and Interactions

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The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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Big Idea: Earth in Space and Time - Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.

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Big Idea: Earth in Space and Time - Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.

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Suggested Technology: Document Camera, Computers for Students, Internet Connection, LCD Projector, Adobe Flash Player

Instructional Time: 3 Hour(s)

Resource supports reading in content area:Yes
Freely Available: Yes

Keywords: push, pull, force, motion, change, gravity, effects

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Suggested Technology: Document Camera, Computers for Students, Internet Connection, LCD Projector, Adobe Flash Player Instructional Time: 3 Hour(s) Resource supports reading in content area:Yes Freely Available: Yes Keywords: push, pull, force, motion, change, gravity, effects

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Investigate the effect of applying various pushes and pulls on different objects.

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Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.

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Use specific knowledge and skills when completing activities involving managing money, such as budgeting, shopping, and purchasing.

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Recognize that money is a method of exchanging goods and services.

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I haven't settled on exactly how I am putting it all together. But after learning about forces, I want them to utilize the BricQ sets to build this Gravity Car Derby. Within the build they will modify and test various iterations. Ultimately, finding the car that goes the farthest. Lego makes it easy to integrate the science and the engineering. Measurement is the easy math to highlight here, but I am hoping to figure out a way to involve currency- how to consider resources when building the car. I haven't quite figured how to do that. At first I was thinking different Lego pieces cost different amounts and to build the fastest/ furthest for the least amount of money. then I was thinking about getting the car up to the top of the ramp. Of course the higher it is the faster the car will go, but it takes energy/ cost to get the car to the top.

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Pushes and Pulls PP from DCPS Curriculum Guide

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Pushes and Pulls PP from DCPS Curriculum Guide