Lizzie Prible

Indiana Wesleyan University

Elementary Education Science Lesson
CAEP 2018 K-6 Elementary Teacher Preparation Standards

Investigating to Become Engineers

LESSON RATIONALE
This lesson of working to solve given questions through engineering is important because it allows
students to see how science is relevant to their lives; the requirement of working in teams to collaborate
and communicate effectively gives students experience of what problem solving and exploration looks
like in the real world.

READINESS
I. Goal/Objectives/Standard
A. Goal: The students will engineer products to answer a given question.
B. Objectives: Given a question regarding a problem, the students will draw a blueprint as a response.
Given materials, the students will create physical renderings of their blueprint designs.
Using physical materials to answer the given questions, the students will evaluate the different
methods possible for achieving the solution.
C. Standard: K-2.E.2 Develop a simple sketch, drawing, or physical model to illustrate and investigate
how the shape of an object helps it function as needed to solve an identified problem.
II. Management Plan:
o Time
Inquiry question and modeling #1: 5 minutes
Guided practice #1: 5 minutes
Inquiry question and modeling #2: 5 minutes
Guided practice #2: 5 minutes
Independent/partner work: 15 minutes
Closure: 5 minutes
o Space
Inquiry question and modeling #1: Front carpet
Guided practice #1: Tables around the room
Inquiry question and modeling #2: Tables around the room
Guided practice #2: Tables around the room
Independent/partner work: Tables around the room
Closure: Students’ seats

o Materials: Mayor video, markers to write on board, clipboards x17, double-sided

instructions/blueprint papers x17, set of 17 green cups x7, multiple toothpicks and marshmallows,
paper Santa’s x7

o Expectations/Procedures
Students will be expected to actively participate throughout each section of the lesson. I will enforce
a positive incentive behavior management system by rewarding cooperative behavior with M&M’s.
When I spot a student actively participating, being a good listener, or following directions, he or she
will receive an M&M. For example, I may say, “I am looking for students who are walking back to
their seats slowly and quietly to give an M&M to.” I will choose a couple students who followed
directions and reward him or her.

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To get students attention prior to transitions, I will utilize the clap and response method, since it is
already enforced by my cooperating teacher and will not be foreign to students. To quiet students
and gain their attention, I will clap a pattern, and then the students will repeat it. I will continue this
until everyone is listening.

III. Anticipatory Set: “Today I have a special message from the mayor!” I will create a short video to play for
the students. The video will be of the “mayor” who poses a problem for the class and needs help solving
the problems. (The town’s holiday parade is coming up, but I need some detectives who can help me with
some problems I have. I am in search of the tallest Christmas tree for the parade and the tallest chair for
Santa to sit on so everyone can see him! Is there anyone who thinks they can help me solve these two
problems in time for the parade?)

IV. Purpose: “Today we are going to help the mayor solve Christmas problems by being engineers because
sometimes in life we come across problems that we will have to try different ways to solve.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners
I planned this lesson in a manner that it should be accessible to all students. For the students who struggle
with comprehending instructions and putting them into practice, I have them grouped with students who
perform well. However, since this is a hands-on, exploratory lesson the students are not used to, I do not
want to limit any of the learners. I want to give them the same opportunity as everyone to see how they
will respond. There are two specific students I will have my eye on. If I notice them extremely struggling, I
will place them in a group together and have my cooperating teacher facilitate it. However, I think both
students will thrive with a kinesthetic, interpersonal activity such as this one.
There is one particular student who responds differently everyday, but sometimes has an extremely
difficult time working and sharing in a group. Because of this, I will give him the option to either work
independently or with his small group/partner.

VI. Lesson Presentation

Inquiry Question #1:
“To help the mayor solve his problems, we first need to remember what the two problems were. The first
question we are going to be trying to find an answer for is how can we build the tallest tree using 11
cups?” (write the question on the board)
Modeling:
“Each of you is going to receive 11 green cups to help you construct the Christmas tree. You will try
stacking them different ways to see which way makes the tallest tree. But before you start, you are going
to create something called a blueprint! A blueprint is creating a drawing to help you organize your plans.
Today, we are going to create two blueprints and have two opportunities to build and explore.”
“Your blueprint paper will look like this. This is called a grid. (large grid will be drawn on the board) On this
grid, I am going to draw a blueprint. We have 11 cups to build our Christmas tree. On your blueprint, you
can use all or just some of the cups to build your tree. Remember, the question you are trying to answer is
how can we build the tallest tree using 11 cups?” My blueprint will look like this.” (I will draw blueprint on
the grid)
“Now that I drew my blueprint, it is time to make my plans come to life! I used 7 cups, so I am going to get
7 cups to build my tree. I placed 4 on the bottom, 3 in the middle, 2 on top. (construct tree while talking)
This is how you build something using your blueprint. Our question is how can we build the tallest tree
using 11 cups? I wonder if you guys can come up with different designs to make your tree even taller than
mine! Right now, we are going to go back to our seats to see what you can create!”
(I will dismiss individual tables and have students grab a clipboard with their instructions and blueprint
grid.)

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Guided Practice #1:

“Now each of you has your own grid, I want you to create your own blueprint of your plan. Remember,
you have 11 cups. You can use all of them or just some, but your goal is to create the tallest tree possible!
If you need an example, mine is on the board.” (I will give students time to draw out their plans)
Check for understanding #1 Since the class is fairly small, I will simply have students hold up their
blueprints while myself and my cooperating teacher walk around and visually check to students’ designs. If
we notice any major concerns, we will address them after we let the students start their independent
discovery time. After the check, I will complete a thumbs ups, thumbs down assessment, asking the
students if they feel comfortable or not proceeding on their own. If there are multiple thumbs down, I will
reteach the whole group to address any confusion. If there are only a couple, I will address them after I let
the students start their independent discovery time.
Independent Work #1:
At this time, students will be able to begin their independent work. I will now address any previous
concerns I noticed during the check for understanding, if any. My cooperating teacher and I will circulate
the room to keep students on task as well as check for students who may be struggling. Between the
exploration of each question, I will try to visit each group for some formative assessments. I will have
different questions I will be asking students to ensure they are meeting the objective.
“Now it is your turn to make your blueprints come to life! Each of you is working in a group of two or three
friends. You must work together to figure out how can we build the tallest tree using 11 cups? I first want
each of you to build the blueprints everyone in the group. Then, you can use the leftover time to try out
some other ways to answer the question. (I will pass out materials at this time)
Transition “You all did a great job trying to build the tallest tree possible using your cups. Now we are
going to move on and help the mayor solve his second problem!” (During this time, I will pick up all of the
green cups)
Inquiry Question #2:
“The second question we are trying to answer is how can we use toothpicks and marshmallows to
construct the tallest chair for Santa? (write the question on the board, students will get 24 toothpicks and
18 marshmallows)
Modeling:
“Each of you is going to receive 24 toothpicks and 28 marshmallows to help you construct Santa’s chair.
You will try connecting them different ways to see which way makes the tallest chair. But before you start,
you are going to create another blueprint for your plans.”
“(large grid will be drawn on the board) On this grid, I am going to draw my plans for Santa’s chairs. We
have 24 toothpicks and 28 marshmallows to build Santa’s chair. On your blueprint, you can use all or just
some of the materials to build your chair. Just for an example, I am only going to use some of the
materials.” (I will draw blueprint on the grid)
“Now that I drew my blueprint, it is time to make my plans come to life! I used 12 toothpicks and 8
marshmallows to build my chair. To build our chairs, we simply have to stick toothpicks in the
marshmallows. (construct chair while talking).

Guided Practice #2:

Our question is how can we use toothpicks and marshmallows to construct the tallest chair for Santa? I
wonder if you guys can come up with different designs to make your chairs even taller than mine! Right
now, I want you to flip over your papers and design your blueprints!” (I will give students time to draw out
their plans)

Check for understanding #2 See Check for Understanding #1

Independent Work #2: See Independent Work #1

*Prior to building, I will explain safety rules for using toothpicks*

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VII. Check for understanding.

During guided practice, I will have students hold up their blueprints while myself and my cooperating
teacher walk around and visually check to students’ designs. If we notice any major concerns, we will
address them after we let the students start their independent discovery time.
After the check, I will complete a thumbs ups, thumbs down assessment, asking the students if they feel
comfortable or not proceeding on their own. If there are multiple thumbs down, I will reteach the whole
group to address any confusion. If there are only a couple, I will address them after I let the students start
their independent discovery time.
During partner work, I will be observing students’ conversations and actions to determine if they are
understanding the question and thinking outside the box. I will ask them questions to deepen their
understanding and also to help me check their understanding.

VIII. Closure
“Everyone did a great job today being detectives and helping the mayor search for answers to his
problems. The mayor’s first problem was needing the tallest tree for his parade. Raise your hand if you
had the tallest tree in your group. (call on students to share) how many cups did you use for your tree
and how did you decide to stack the cups?”
The mayor’s second problem was needing the tallest chair for Santa to sit in. (call on a couple groups to
share) show us with your hands about how tall your group’s tallest chair was. Did you use all of your
toothpicks and marshmallows or just some?”
“Great job everybody. Remember, sometimes we are faced with a problem, but if we work together and
try different ways to solve it, together we can up with a solution!”

PLAN FOR ASSESSMENT

The formal assessments can be seen under check for understanding.
My main source of assessment will come from observations during group work and students’ responses during
whole-group conversations. To offer more concrete assessment, I will review students’ drawn blueprints and
compare them to the physical products they created.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?

7. Were students able to create realistic renderings of their plans using a blueprint format? If not, what
was their struggle?

8. Was each group able to work collaboratively to come up with solutions for each problem?

9. How did the “higher performing” and “lower performing” students respond to a kinesthetic,
interpersonal activity?