Indiana Wesleyan University

Science Methods Lesson Plan

CAEP 2018 K-6 Elementary Teacher Preparation Standards

I. Rationale
This lesson is important because it teaches 4th graders that there are multiple ways to get to the
same solution by trying and experimenting with different methods to get to the desired solution.
II. READINESS
Goals/Objectives/Standard(s)
A. Goal(s)— Students will design and build bridges that can withhold most weight
possible
B. Objective(s)—
- Students will be able to brainstorm/research what makes a solid bridge
- Students will be able to design/test a bridge of their own
- Students will be able to distribute weight in a way that allows bridges to hold a maximum
amount of weight
- Students will be able to synthesize/explain their results/findings

Standard(s):

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the problem.

III. Management
Materials: Computer (Projector, SmartBoard etc), markers/pens/pencils, internet access,
10 notecards, 5 pieces of paper or cardstock, 5 pieces of tape, pennies, laptops/iPads,
maze (https://coolrain44.files.wordpress.com/2009/11/maze-easy.gif)

Time per Element:

Anticipatory Set- 7 minutes
Instruction- 10 minutes
Activity: 30 minutes
Assessment- 15 minutes
C. Space-Anticipatory set: At seats. Instruction: at seat, Activity: Around the classroom
Assessment: Around the classroom in their groups
D. Behavior: Groups will be pre-assigned by the teacher to avoid any arguing among
students. All students will be expected to participate in some way rather it be sharing
thoughts, sharing their discoveries, taking part in the activity, or answering questions
in the lesson
E. Procedure: The anticipatory set will take place at student desks, while the instruction
period will take place at the front of the room while the students are at their desks.
During instruction, the teacher will be at the front explaining how we can use
different strategies to achieve a common solution. Afterwards, groups will be
assigned by the teacher, and told where in the classroom they can work.
IV Anticipatory Set
Teacher: “Okay class, today we are going to start with a maze. I will give you a few minutes to
figure it out. Please do it on your own and do not get help from your peers and do not write your
name on it. Fill the maze out with pen. If you mess up, retrace your trail back and try again
where you messed up. When you finish, start drawing a picture on the back of your maze so I
know you are done. (Give students time to work on maze) Ok, I am now going to collect all of
your mazes. I am going to put two of your mazes in front of the Doc Cam for us to observe. Ok,
here are the first two. Do they look exactly the same? No. No? Why not? Right, one of them
went that way, messed up, then went that way. The other didn’t mess up until later and then had
to go back. (Show a few more examples of mazes). Now let me ask you guys a question. Is the
starting and ending point the same for each maze? Yes, you’re right, it is. But was the way of
getting there the same? No, you’re right. Although the starting and ending point were the same,
Our method of getting there was different.

Purpose: Today we will learn about how when solving a problem or completing a task there is
often more than one way to get to the same common solution. This shows us that there is not
always only one right answer but that we can be creative in finding new ways to come to the
same solution.

PLAN FOR INSTRUCTION

I. Adaptation to Diverse Students—
Early finishers- Create your own set of blueprints with a different idea of how you
would improve your group’s
ELL- Have them be the one to organize/position the pennies so that they are still
actively thinking and problem solving
Handicapped/wheelchair- Have a friend push them around and if they are able, they
could be the notetaker/scribe
ADHD- Provide flexible seating/fidget toys as needed, moving around the room as
needed
Multiple intelligences- Having to plan and build is evidence of visual-spatial
awareness, working in groups is evidence of interpersonal, student guided exploration
is evidence of naturalistic

II. Lesson Presentation (Input/Output)

Teacher: “Today we are going to be building bridges. Bridges are used to help get from one
place to another. In order to do that, bridges have to be able to support a lot of weight. I will put
you all into groups that I have already assigned. Your goal is to use the materials I give you to
build a bridge that can support more pennies than any one else’s. You will want to carefully talk
about and plan your bridge with your group. Think about what strategies you are going to
implement that will set your bridge apart from all the other groups and make yours more suitable
to hold the most weight in pennies. How are you going to space your pennies on the bridge?
How are you going to build the base and top of your bridge in a way that can support the most
amount of pennies? While being challenged, and having a friendly competition is fun, there is
one key idea I want you to take away today. First let me ask you some questions. Do you guys all
have the same kind and amount of materials? Yes you’re right, you do! Do you all have the same
common goal? Yes, yes you do! Will all of your bridges look the same? No, no they won’t. Does
anybody know what big idea/big takeaway I’m trying to get at? Yes, great job! The big takeaway
is that although you all start off with the same kind and amount of materials and although you all
have a common goal/solution, the way of which you get there is going to all be different. Okay,
now that you all know what you’re supposed to do, I’ll give you some time to work in your
groups and come up with the best bridge you can. After you have built your bridge, I want you to
test it in your group with pennies. Once everyone has had time to plan, build, and test their
bridge, we will test all of your bridges in front of the whole class to see whose can hold the most
weight in pennies. This should be fun and I cannot wait to see what you guys come up with!

VIII. Review learning outcomes / Closure

Teacher: “Alright, so now that we’ve tested our bridges declared a winner, let’s reflect. What
were some traits that you noticed about the most successful bridge and why did it work
well? (…) What were some traits that were lacking in the ones that maybe didn’t do so
well? (…) Well, students, as we reflected on what worked well and what didn’t work well,
we are again reminded that although we all started off with the same kind and amount of
materials and even though we had the same end goal/solution, we got there different ways.
This shows us that there is not always one right answer and that there are often multiple
ways to get to the same solution. Does anybody notice a connection between this topic and
the big idea we’ve been talking about lately on “Expanding our Horizons?” (…) That’s
right, as there is often more than one way to get to a solution and how everyone gets there
differently, our viewpoints and perspectives in life can be the same way: different ways of
achieving the same common solution. Did you guys enjoy that activity? (…) What part of
that activity was most interesting or rewarding for you? (…) What was hard about this
activity? (…) What was easy about this activity? (…) What problem did you face along the
way? (…) Was it hard to work in a group? What did you learn about working with other
people? (…)

PLAN FOR ASSESSMENT

Formative Assessment
- Ask students questions during the instruction
- Have students build a bridge
- Have students explain and draw out their blueprints/plans
- Have students explain their thought process behind their final product
- Ask students questions for understanding throughout the instruction and activity
Summative Assessment
- At the end of the chapter, students will respond to an essay question on a test explaining
more than one way to get to a solution

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. Do students know how to use inquiry and discovery to solve problems?
5. Can students use prior knowledge skills they already know to solve problems?
6. Can students identify different ways to get to a common solution?
7. Can my students work together with each other successfully in small group settings?
8. How would I pace it differently?
9. Were all students actively participating? If not, why not?
10. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences