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.

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