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What standard(s) am I teaching?

ELA.2.R.3.2, ELA.2.C.2.1, MA.2.M.1.1

What do I want students to know and understand?

Engineering Design Process

2-D to 3-D shape relationships

What are my lesson objective(s)?

Students will be able to explain the Engineering Design Process steps, and go through each step.

What do my students need before coming into this lesson?

Prior knowledge on 2-D and 3-D shapes

Prior knowledge of the Engineering Design Process

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

Before the lesson, explore and example 2-D and 3-D shapes and their relationships. Identify current topics that are relevant for students.

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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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What instructional delivery method will I use? How will I create opportunities for strategic productive struggle? What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)? How will I provide opportunities for cooperative learning in my lesson? Where will students be leading the work?

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What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)? 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? Where can I make connections to other subject areas and find the resources to do so?

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What do I have? What is missing? How am I supporting diverse student needs? How will I provide multiple access points for equitable student engagement?

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Students will read a book called “Baby Bear’s Chair”. This story is about how Papa Bear takes Baby Bear shopping for a new chair a few days after Goldilocks broke his. They discuss different chairs and look at different options, but end up coming home without the right chair. Students will then be presented with their engineering task to build a just right chair for Baby Bear.

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Whether you’re solving a small problem or brainstorming the next great invention, the engineering design process is your blueprint for success!

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Integrating STEM Teaching and Learning Into the K 2 Classroom is a critically important contribution toward advancing STEM teaching and learning. It blazes a trail for early elementary classroom practitioners to reflect the latest thinking in STEM education, and it provides a means by which early elementary educators can meaningfully contribute to America s STEM education movement. Jeff Weld, former senior policy advisor on STEM education, White House Office of Science and Technology Policy Here s proof that STEM (science, technology, engineering, and mathematics) isn t just for the big kids! This book s 10 chapters are a mini-course on blending authentic, phenomena-driven, integrated STEM teaching and learning into busy K 2 classrooms. Based in both research and real-world experience, Integrating STEM Teaching and Learning Into the K 2 Classroom provides professional learning experiences that help you make connections between STEM topics and the everyday activities you re already doing with your students. The book answers the following questions: How is K 2 STEM education different from what you re already doing, and how can you do it without squeezing more into your already-full schedule? What are the key elements in an integrated STEM classroom, and how do they work together? How do you use STEM in concert with your core reading block? To show you how it all works in real life, the book provides descriptions of four completed projects from actual classrooms projects with names like Baby Bear s Chair and A Pond Habitat. An easy-to-follow template shows you the process for developing your own STEM experiences. The final chapter describes how one district created a culture of STEM teaching and learning when education partners committed to working together toward a common goal. Researchers agree that STEM education is important in early childhood. Integrating STEM Teaching and Learning gives you the background and strategies to engage your young students in STEM without overloading your day or overwhelming yourself.

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Integrating STEM Teaching and Learning Into the K-2 Classroom - PB450X

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Integrating STEM Teaching and Learning Into the K 2 Classroom is a critically important contribution toward advancing STEM teaching and learning. It blazes a trail for early elementary classroom practitioners to reflect the latest thinking in STEM education, and it provides a means by which early...

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2D vs. 3D Shapes! Mr. B's Brain - Ep. 2: 2D and 3D Shapes

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Teacher will inform students they will need to build the just right chair for Baby Bear.
Students can choose any combination of four from the following options: one 5x7, two 4x6, and three 3x5 index cards.
The chair must be three inches off the ground, must stand by itself, and hold Baby Bear for at least 15 seconds.

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Students will work in groups of three to determine the problem (Baby bear needs a just right chair.)

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Students will work in their triads to research the construction of chairs and different types of chairs. Prior to being released to research, students will develop a list of questions to research as a whole group with teacher guidance.

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Based on their research, students will create their design in their journal. Students will independently create their design. This will allow for them to come back to their groups to decide on the best design or components of each design they would like to use.

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After the group has finished their design, they will have 30 minutes to build their design. Once during this time, the group can test their design with linking cubes and Baby Bear.

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Students will test their finished design out and look for improvements that can be made to their design.

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Students will be provided with a new set of index cards where they will have the option to change which ones they use. Students will work in groups to make improvements to their chair.

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Students will share their final chair design, as well as their rationale for thinking.

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A Chair for Baby Bear💖📚Kids Books Read Aloud

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There is an overall gap in assisting students with the research process throughout all of the current resource. I will need to be intentional about helping students through this step, but without over guiding them, so they can engage in productive struggle.

There is a gap in allow for students to process and think about their build in the resources I gathered. I will use a previously created STEAM Challenge Reflection page for students to think about their build.

Group conflict is a possibility, which means grouping should be strategic and prepare strategies for support if problems arise.