Lesson Plan 4

Objective: After brainstorming about engineers, reading and responding to Secret

Engineer: How Emily Roebling Built the Brooklyn Bridge and a video about the
construction of the Brooklyn Bridge, and going through a tutorial on how to use
the Tinkercad tools, the third-grade students will work with their partner to design
a 3D model of their man-made landmark and check at least a 5 out of 6 boxes on
the Man-Made Landmarks Project Rubric Checklist.

Lesson Introduction:
Students will use a thinking map to brainstorm what “engineer” means.

Lesson Procedures:
Students will watch this TED-Ed video: One of the most epic engineering
feats in history and stop at 2:16. Students will write a response journal entry to this
news and write what they think will happen because of it. Students will be given
the chance to share out.
The students will listen to a read-aloud of Secret Engineer: How Emily
Roebling Built the Brooklyn Bridge. Then, students will finish the video. Students
will think, pair, share how their journal entry was similar/different from what
happened. Student that want to share with everyone after will have the opportunity.

Evaluation:
Students will work with their project partner and become engineers
themselves! They will use the tools on Tinkercad as well as a photo as a reference
to create a 3D model of their landmark. They were given a tutorial in lesson 1, so
some students may need scaffolding to recall the various tools.
The students will use the Man-Made Landmarks Presentation Rubric to
ensure they have incorporated what should be into their design. They should be
able to check boxes 6-10. The teacher will formally assess each model on the
project rubric in lesson 5.

Assessment Plan
Exceeds Expectations: The student has worked with their partner to design
a 3D model of their man-made landmark and checked 6 out of 6 boxes on the 3D
model design checklist.
Meets Expectations: The student has worked with their partner to design a
3D model of their man-made landmark and checked at least an 5 out of 6 boxes on
the 3D model design checklist.
Approaching Expectations: The student has worked with their partner to
design a 3D model of their man-made landmark and checked less than 4 out of 6
on the 3D model design checklist.
Far Below Expectations: The student has worked with their partner to
design a 3D model of their man-made landmark and checked less than 3 out of 6
on the 3D model design checklist.

West Virginia State Standards Covered:

SS.3.19: Compare and contrast regions of the United States in regard to plant and animal life, landforms,
climate and human interactions with the environment.
ELA.3.4: Ask and answer questions to demonstrate understanding of an informational text, referring
explicitly to the text as the basis for the answers.
ELA.3.10: Determine the meaning of general academic and domain-specific words and phrases in an
informational text relevant to a grade 3 topic or subject area.
ELA.3.11: Use informational text features and search tools (e.g., key words, sidebars, and hyperlinks) to
locate information relevant to a given topic efficiently
ELA.3.21: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
ELA.3.23: With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations for writing types are
defined in Text Types and Purposes.)
ELA.3.24: With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards up to and including grade 3).
ELA.3.25: With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.
ELA.3.29: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
ELA.3.30: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing ideas
clearly.
ELA.3.35: Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
ELA.3.36: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
ELA.3.37: Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
ELA.3.38: Use knowledge of language and its conventions when writing, speaking, reading, or listening.