TCNJ Lesson Plan

Title: Building Bridges KATE Unit #: STEM Engineering

4/27

Aim/Focus Question
Write out the Learning Objective from the Unit Plan

Learning Target: Can we successfully build bridges that stand on their own?

Daily Learning Objectives/ Corresponding Assessments

Skills/Dispositions (SWBAT) Include the formative assessment or summative assessment that
Include the learning objectives specific to the lesson and correspond to each objective.
skills/dispositions from the Unit Plan.

Daily Learning Objectives: Corresponding Assessments:

- SWBAT improve teamwork skills through a - Bridge building activity
group activity
- SWBAT create a 3d model of a bridge using
household items

Standards – Cut and paste full standards here.

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to
change (e.g., climate change) to define a simple problem that can be solved through the development of a
new or improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object
helps it function as needed to solve a given problem.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the
strengths and weaknesses of how each performs

Beginning (Do Now/Opening/Hook)

Your beginning should engage students in the material for the day and be related to the objectives above. It is good to make your
beginning relevant to the students’ lives and to make an overt connection between the beginning and the Aim/objectives for the
day.

“So today we’re going to be doing something super fun. We are going to be building our own bridges! We’re
going to build them in our table group!”

Transition – Explicitly connect the discussion of the “Opening” to the day’s “Aim” and then to the first “Activity.”
“I’m going to show you what they look like first so we all get an idea of what ours should kind of look like!
Once I send you to your groups I’m going to give you 5 minutes to huddle up with your team to make a game
plan. Now! We might not finish today and that is okay! This takes time!”
 Middle – Context/Application (Mini Lesson, Activity, Guided Practice)
1) balance of instructional time and time for application; 2) transitions (in italics) when moving to another topic/activity; 3) clear
instructions for the students (often in a list/outline) that you model activities for the students, when needed; and 4) questions w/
anticipated answers.

- I will give 25 minutes for students to build bridges and give access to ample supplies if they need
more

End/Conclusion of the Lesson

End each lesson together as a class to sum up the material for the day and bring the class back to the “Learning Objectives” and
“Aim” for the day. (For example, an “exit slip” or another short activity that brings the lesson full circle.)

- For a conclusion way to end the activity I will drive a tiny car across the bridge to see if it is
functional

Materials
List any materials you need for the lesson.

- Paper towel rolls

- Toilet paper rolls
- Masking tape
- Popsicle sticks
- Tiny car to drive across bridges

Differentiation
How will you differentiate your lesson for students based on the following:
Readiness, Interest, Learning Modality, Content, Process, and Product

- Each person can have different tasks in the group to ensure it is the right fitting task