CSUDH LESSON PLAN FORMAT

Candidate: Alexia Mayorga (202537515) Subject: Science

Grade Level: 4th Grade Date: March 4, 2020
I. Standards
Content: Literacy:
- 4-PS3-3 - CCSS.ELA-LITERACY.SL.4.1
Ask questions and predict outcomes about the changes in Engage effectively in a range of collaborative
energy that occur when objects collide. discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts,
- 4-PS3-4 building on others' ideas and expressing their own
Apply scientific ideas to design, test, and refine a device clearly.
that converts energy from one form to another.
II. Description of Content
- Students will learn about the Engineering and Design Process
1. Ask
2. Imagine
3. Plan
4. Create
5. Improve
- Students will then apply the steps into creating a “Lander”. Students will design and build a shock-absorbing system
that will protect two “astronauts” when they land. Students will test their systems, then improve them to ensure the
astronauts are securely inside the system.
III. Learning Outcome
Objective(s) for Content: Objective(s) for Literacy:
- Students will apply the 5 steps of the engineering - Students will engage in interactive group discussions
process into creating a lander that absorbs the energy to discuss content-based ideas. Reviewing and
when two objects collide. Students will then refine altering design to ensure the best system (lander)
their design to improve their likelihood of safely outcome.
keeping the astronauts inside the cup.
IV. Curriculum Connection
- By creating the lander, student will understand the transfer of energy from when object to another when the objects
collide.

V. Academic Language: Language Demands, Vocabulary, Key Genre

- Engineering and Design Process
▪ Ask
▪ Imagine
▪ Plan
▪ Create
▪ Improve
- Lunar/ Moon Module
- Energy/ Energy transfer
- Shock absorbing
- Strut/spring
- Crush core
VI. Materials
- EDP – Landers PowerPoint
- EDP landers Worksheet
- 4x5 cardstock
- Small cup
- 3 index cards
- 2 regular marshmallows
- 10 mini marshmallows
- 3 rubber bands
- 8 straws
- Scissors
- Tape
VII. Instruction
a. Engagement (Motivational Activity, Recall of Prior Knowledge, Connection to Background Experience. Include
academic and literacy scaffolding and differentiation strategies for EL, special needs, struggling, gifted, at risk, etc.)

• Engagement Scaffolding and Differentiation Strategies for Academic and Literacy

Development
- Students will be advised that Nasa needs help creating the next moon lander but must first understand how a moon
lander works and what contributes to achieve safe landing.
POWER POINT PRESENTATION TPE 5.4
- To begin students will first need to learn about the history of lunar modules. Students will watch about the first
moon landing and the lander that made the trip…Apollo 11.
https://www.youtube.com/watch?v=CbTaDOuSePk

• Engagement Assessment Strategies (Formative and checks for understanding including scaffolding
strategies for individual learners)
- Age appropriate videos will be provided.
- After the video, students will be asked questions based off the historical video (in PowerPoint). TPE 1.1 & 4.3
 b. Instructional Sequence (Teaching Methodology With Student Activities - includes academic and literacy
scaffolding and differentiation strategies for EL, special needs, struggling, gifted, at risk, etc.)
• Instructional Scaffolding and Differentiating for Academic and Literacy Development
- After learning about the first moon landing, we will focus on the structure of the Apollo 11, more specifically the
legs.
- Students will learn about the struts and its components by watching a video and having visual representations of the
mechanisms that made the landing gear.

https://www.youtube.com/watch?v=xlPO0PKP4Fs
Start: 6:18
End: 6:58
TPE 4.3
- Students will then be advised that they will make their own lunar models but must follow the same steps the
engineers of Apollo 11 did (Engineering and Design Process.)

Students will have 2 minutes.

- On this slide, students will “ask” what problems they are trying to solve, what problems they think they are going to
come across when creating their lunar module, and other questions. TPE 5.5
**This will be done in the “ask” section of the worksheet**

Sentence frame:
The problem I am trying to solve with the lunar module is ______________________________.
One problem I may come across when building my lunar module is _______________________.
One thing that may stop me from keeping the astronauts safe in the module is _____________.
 Students will have 2 minutes.

- On this slide, students will “imagine” and write out their thoughts and solution to the questions they asked
previously. TPE 5.5
**This will be done in the “imagine” section of the worksheet**
• Instructional Assessment Strategies (Formative and checks for understanding including scaffolding
strategies for individual learners)
- Students will answer questions about the shock absorbers used in Apollo 11. (In engagement section)
- Teacher will walk around to check for student understanding as they fill out their Engineering and Design Process.
TPWE 1.8
c. Application Activity
• Application Activity scaffolding and differentiating strategies for Academic and Literacy
Development
- Students will apply their knowledge of the mechanisms of lunar modules into creating their own lunar module, in the
3rd step of the Engineering and Design Process.

Students will have 3 minutes.

- In this slide, students will “draw” out their module. I will tell the students what materials they will be using to create
their lunar modules using the following slide. TPE 4.3 & 5.5
 Students will have 20 minutes.
- Students will then go into their groups; they will have 3 minutes to discuss which design is the best. Students will then
have 20 minutes to create the chosen design. TPE 1.2 & 5.5
**Groups are on a power point slide, not provided for privacy reasons**

- Once students have finished creating their lunar modules, they will test them, dropping them from a certain height
with the astronauts inside them. They will record their results in the “test” section of the worksheet. TPE 3.4 & 5.5

Students will have 10 minutes.

- After students test their lunar modules with the “astronauts” inside them, students will then come up with ways to
“improve” their lunar module. They will fill out the “improve” section of the worksheet. Sentence frames will be
provided. TPE 5.5

Sentence frame:
One way I can improve my lunar module is by _____________________________________________.
Another way I can improve my lunar module is by __________________________________________.
 • Application Assessment (summative)
- Students will fill out an Engineering and Design Process worksheet, they will follow the EDP steps and use their
knowledge of shock absorbers to create their own moon lander.

TPE 5.5
VIII. Accommodations for Individual Learners
- Sentence frames will be provided.

Sentence frame: (ASK)

The problem I am trying to solve with the lunar module is ______________________________.
One problem I may come across when building my lunar module is _______________________.
One thing that may stop me from keeping the astronauts safe in the module is _____________.

Sentence frame: (IMPROVE)

One way I can improve my lunar module is by _____________________________________________.
Another way I can improve my lunar module is by __________________________________________.

- Strategic partnership.
IX. Homework (if appropriate)
- N/A
Last Updated 2016-vdc