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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?

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 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 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?

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

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?

Where will students be leading the work?

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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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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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I want students to be able to know and understand that growth mindset is our goal when using CT and STEM.

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How will students to be able to create a vehicle for the tortoise to be able to move faster using a variety of objects, record their data and compare to the other vehicles made?

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ELA.1.R.1.1Identify and describe the main story elements in a story.
ELA.1.R.1.2Identify and explain the moral of a story.
SC.1.E.6.3 Recognize that some things in the world around us happen fast and some happen slowly.
SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of investigations conducted.
MA.1.M.1.2 Compare and order the length of up to three objects using direct and indirect comparison.
MA.1.DP.1.1 Collect data into categories and represent the results using tally marks or pictographs.
K-2-ETS1-1 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 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.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

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My students need to be able to work in groups, record data, interpret and compare data, and understand the engineering process.

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I plan to add scratch jr for my access point students, movement videos on Youtube,  videos on how both animals move in their environment, Science videos on motion, gravity and force.

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I will find resources for support through;
*CPalms https://www.cpalms.org/PreviewResourceUrl/Preview/24866 , *YouTube - https://www.youtube.com/watch?v=rfeVlNL7d9U
*access points students scratch jr.- https://www.youtube.com/watch?v=e0wQ6E3Dc7M

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With ScratchJr, young children (ages 5-7) can program their own interactive stories and games.

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https://www.getepic.com/app/read/41420

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I will be using Benchmark reading series (Fables), Florida Reveal math (data), and HM Science (motion).

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Clever | Connect every student to a world of learning

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Clever is the platform powering digital learning for K12 schools--one single place for identity, access, security, and classroom engagement

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In this activity the students will need to identify the problem, explore, design, create, try it out an possible redesign based on their data.

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*YouTube allows students to see how both animals move in their environment, what motion looks like and how different material react differently with friction.
*Scratch jr is an alternative tool for designing paths with code to show the tortoise being faster.
*Bee bot can be used for my students when given a layout of the forest that students with disabilities can design unplugged codes to have the tortoise get to the finish line faster(in less steps, more direct path) than the hare.

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Exercise Adventures for Kids | Tortoise and Hare | The Good and the Beautiful

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The students are in charge of their thinking, designs, creations, testing and recording their data.

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The students will need to work in groups to discuss their ideas, design, create a vehicle together, testing and if revisions are needed. This is a great time for them to see what materials may work and what may not be the best choices to move faster.

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Students will be grouped with a mix of gray groups and green groups. My ACCESS and lower ESE students will be working with the VE teacher to help as they have communication, physical, and language concerns.

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I will be using a growth mindset packet to help break down the story for the students to understand what the tortoise had to do and think. They will use this to also showcase their thinking for the activity. This packet discusses why the tortoise struggled with winning.

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I remembered making inclined plane wheelers when I was a kid. We used old records and a pencil with some rubber bands or clay to hold them in place. They were a lot of fun, so this week I decided on that for the activity, and planned a Tortoise and the Hare storytime around it.
Outline:

Movement activity: Move like a tortoise, move like a hare Story:
The Tortoise or the Hare by Toni Morrison & Slade Morrison

Activity: Memory Match Game Final Story:
Hare and Tortoise by Alison Murray

Craft: Inclined Plane Wheeler races
Goodbye song

How it actually went:
I wound up going home sick the day of this storytime, so one of my fellow librarians ran it for me. So, unfortunately, I don't have the level of detail for you that I would normally have.

Only one of my regulars came this week (it was Spring Break week). When it came time to race it was librarian vs. child. She used the inclined plane wheeler that I had made up as a sample, and the child made his own. It turns out that he's better at it than I am. He repeatedly won the races, and made a sign for her that he expected her to wear saying, "I was beaten by A___ 300 times!" I couldn't stop laughing when I saw that the next day.

Have you tried using Tortoise and the Hare with your kids? How about different racing techniques? Share your experiences in the comments.

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I remembered making inclined plane wheelers when I was a kid. We used old records and a pencil with some rubber bands or clay to hold them in place. They were a lot of fun, so this week I decided on that for the activity, and planned a Tortoise and the Hare storytime around it.

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*Benchmark reading materials
*STEM recording/design journal
*Growth mindset question stems
*Paper, glue, tape, scissors, card board, kinex pieces, crayons, markers

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My objective is for students to be design, test, record, redesign if needed and analyze data of their tortoise vehicle.

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Students will be working in in groups of 2-3 to discuss why the tortoise is losing the race.

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Students will explore ideas of how to make the tortoise faster or more fluid in his movements to increase his speed.

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Students with their groups will discuss and sketch out what they think they can make to adapt the tortoise to increase his speed. This can be a vehicle or something added to the tortoises body.  This is the time students can look at the materials available to use, discuss their design, and try materials to see how they move. This should last no more than 30-40 minutes.

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Students will use a variety of materials to create their vehicle for the tortoise.  Materials an include; paper, crayons, Legos, kinex, cardboard, glue, scissors etc. These must be items found within the classroom.  Students will be given 30-40 minutes to create and build their vehicle.

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Once all the creations are made they will be given 30 minutes as a class to use the preset track to test their vehicle. The track is 5 feet in length. They will have one person in the group time them, another person will measure the distance and the last person will record the data.

Based on pre-set calculations the Hare will cover 5ft in 2 seconds. The tortoise before the vehicle will take 21 seconds to cover 5ft.

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To assess the student's learning I will be using teacher anecdotal, vehicle sketches, video/photographs, student growth mindset packet, data activity and students response.

I will also look at the data to see how close they came to the original Hare time and how much time they were able to shave off the Tortoise time if they could not beat the Hare time.

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They can use the class  data to decide if they need to make any modifications or changes. This part is no longer than 15-20 minutes. Then they will be given one additional test on the track. This can also be a time to add to their data.

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*keep student on track
*restating students thinking and ideas
*accuracy of expectations and outcomes
*reasoning
*establishing norms, expectations and outcomes

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https://docs.google.com/document/d/1D-AXRH1vDAtscrNn3P4LmOO-dbJWCvfLD9N_vprzl6Q/edit