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.

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.

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?

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.

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. 

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.