USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Design

2
Process
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction

Group
Size:

Name: Brittaney L. & Taylor M.

Date of Lesson:

Lesson Content
SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to
solve problems

What is the design process?

The students will be able to design a model for their floatation device.
The students will begin to use the design process.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Design
2
Process

Group
Size:

Name: Brittaney L. & Taylor M.

Date of Lesson:

(i.e., I will see her

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

We are teaching this objective to make our students become more familiar with the
design process so that we can continue to reference it during future inquiries.

Evaluation Plan- How will

you know students have
mastered your objectives?

They will be able to use the design cycle to create, test, revise, and justify their designs.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Evidence:
-Student observations
-Design challenge planning sheet
-Revisions of designs

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Design
2
Process
What Content Knowledge
is necessary for a teacher
to teach this material?

Group
Size:

Name: Brittaney L. & Taylor M.

Date of Lesson:

We need to know what the steps in the design process are and how to apply them to real
life situations.
Definitions of: engineer, blueprint, prototype, etc.
Engineer: different types
Blueprint: plan
Prototype: first model of what is being created

What background
knowledge is necessary for
a student to successfully
meet these objectives?

-What floats/what is a flotation device?

-What does an engineer do?
-What is a design?
-The design process

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

The students will have this background knowledge from the previous inquiry Monday
lesson.

What misconceptions
might students have about
this content?

The bigger the boat, the better it will be.

Their design has to look like the shape of a normal boat.

Group 1 has been exposed to the Request for Proposal. However, Group 2 has not.
Group 2 is consists of mainly ESE students with varying needs.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Design
2
Process

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students

Group
Size:

Name: Brittaney L. & Taylor M.

Date of Lesson:

Lesson Implementation
Whole group
Cooperative learning while discussing design ideas

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
INTRO
Review design process
-This is a process that engineers go through and we are going to
start it today (refer to tshirt example from last week)
>Ms. M and I had a problem, so we had to go through this process
to eventually come up with a finished product.
Review request for proposal
-T pass out worksheets
-What is it asking us to do?
>Code/highlight RFP
-What is our problem?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Design
2
Process

transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size:

Name: Brittaney L. & Taylor M.

Date of Lesson:

>Highlight
CORE
On your desk, you will see that Ms. M has given you a design
planning sheet.
Begin worksheet on ELMO with students
-Refer back to RFP
Now that we have identified the problem, we need to begin
brainstorming some of our ideas.
-Mention the sole use of foil
-Science is social, so as scientists we need to work together and
share our ideas.
Turn and Talk about some ideas they have for their designs
-What are some things that you and your partner might be thinking
about while planning? (size, what will it look like, shape)
-Write your shared ideas in box A
-Now draw what you want YOUR flotation device to look like in box B
-Make sure your designs are detailed so that when we test them
next week, we will know exactly how to build them.
T: keep eyes open for early finishers and introduce next step
CLOSING
-We are going to hold on to your plans
-Remember, next week we will actually be building and testing the
flotation devices that you designed today
Clean up for math/dismissal

What will you do if

a student struggles with the content?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Design
2
Process

Group
Size:

Name: Brittaney L. & Taylor M.

Date of Lesson:

Work with them individually on brainstorming ideas

What will you do if

a student masters the content quickly?

If a student finishes their design early, they will move onto the final question on the
worksheet where they will justify their reasoning behind their design.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local community?
Since FL is surrounded by water, some of our students know that we have to use
boats/flotation devices to transport goods. We have seen boats and know what boats are.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Discuss with your partner about your designs and analyze the strengths and weaknesses
between the two. Come up with a new design using elements from both flotation devices.
How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials

Work with their peers in pairs

Group 1
W. M. gifted and throws tantrums. If you see us ignoring him, it is because he needs to
cool off.
C. G. calls out constantly and is disruptive. Must be spoken to throughout entire class
time.
Group 2
J.D., L.O., J.M., E.L., A.C., J.W. get services from ESE resource teacher.
T.T. and S.R. do not speak any English.
ELMO

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Design
2
Process
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Pencil
Proposal Sheet
Design Challenge Planning Sheet
Foil
Plastic Container
Water
Rock

Key points:
-Have a lesson plan in your hand
-Indicate s-s discussion on plan
-Stick w/science is social (How will you explicitly teach this?)
-Today we will ____ to prepare us for next week when we will ____.
-Video record it

Group
Size:

Name: Brittaney L. & Taylor M.

Date of Lesson: