CEP Lesson Plan Form

Teacher: Ms. Stanbro Date: 1-29-18 and 2-2-18

School: Shelton Elementary Grade Level: 3rd

Content Area: Science

Title:

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content Area: Reading, Writing, and Communicating

Standard 3 : Earth’s System
Concept 1: Earth’s materials can be broken down and/or combined into different materials such
as rocks, minerals, rock cycle, formation of soil, and sand – some of which are usable resources for hu-
man activity

Evidence Outcome:
a. Investigate and identify two or more ways that Earth’s materials can be broken down and/or com-
bined in different ways such as minerals into rocks, rock cycle, formation of soil, and sand (DOK 1-2)
b. Use evidence to develop a scientific explanation about one or more processes that break down
and/or combine Earth materials (DOK 1-3)

Understandings: (Big Ideas)

- Investigation of soil and sand to collect and explain data

- Engineering of structures

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select appli-
cable questions from standard)

- What type of structure is needed to hold a lot of weight?

- How can you use soil to make stable structures?

- What is needed for construction of buildings? What types of cements are there?

- How does this experiment apply to real life?

- Which structured worked the best and why?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

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CEP Lesson Plan Form

1. What are we learning: We are learning that combing different materials is necessary when us-
ing rocks, soils, and minerals for construction.

2. What we are learning? We are learning how engineers consider using different materials for
construction.

How will you know when your successful? I can explain how to choose and combine
different earth materials to create stable structures.

List of Assessments: (Write the number of the learning target associated with each assessment)

Pre-assessment - Questions to test previous knowledge.

What type of components make up a good structure?

If you had to build a house out of soil, would you rather it be built out of rough sand, medium-grain slit
or fine-grain clay? Why?

Assessment during the activity

Predict? Which type of structure will hold up the best with the water. Which will hold up the best with
with the added weight?

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 CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Thinking like an engineer

uld be a creative title for you and the students to
ociate with the activity. Think of the purpose as
mini-rationale for what you are trying to accom-
h through this lesson.

Approx. Time and Materials Approximate Time: 2 science periods

w long do you expect the activity to last and what - 50 minutes each
erials will you need?
Materials
- Sand x 6 cups
- Glue
- Cooking spray x 1
- Water can x 2
- Mixing bowls x 4
- Dixie cups x 24
- Blocks
Anticipatory Set What different materials are used to make buildings? Think what is your house made o
“hook” to grab students’ attention. These are ac- This school? What other types of materials do you know of or see being built.
s and statements by the teacher to relate the ex-
ences of the students to the objectives of the les- Engineers use lots of different types of materials to build structures for different pur-
To put students into a receptive frame of mind. poses. It is also important for engineers to pick the appropriate type of materials to us
 To focus student attention on the lesson.
 To create an organizing framework for the Would it make sense to build planes out of bricks? NoPlanes are made of aluminum be
ideas, principles, or information that is to fol- cause it is a light but stable structure that makes it easier for planes to fly.
low (advanced organizers)
anticipatory set is used any time a different activ- Engineers have to think about the strength of materials, how easy they are to put to-
r new concept is to be introduced. gether. How much they cost and what they look like.

Procedures Teacher Actions Student Actions

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 CEP Lesson Plan Form

ude a play-by-play account of what students and Day 1 - Whole class, guided
her will do from the minute they arrive to the mi- 1. First introduce activity using the hook state-
e they leave your classroom. Indicate the length of ments. Read target.
h segment of the lesson. List actual minutes.)
cate whether each is: 2. Explain to students that they are going to be
making mini structures, and after a few days
cher input
testing them with weight and water. On day 1
deling they are going to make the first four of the
estioning strategies buildings following the directions on their sci-
ded/unguided: ence sheets. On day 2 they are going to make
whole-class practice the final two structures and test all the buildings
group practice using weight and water.
ndividual practice
ck for understanding 3. Have students begin activity following the di-
er rections on the provided sheets.

4. During activity, support different students by

walking around and helping them.

5. After students have made structures, clean

- group practice, unguided
up.

Day 2

1. Explain to students that we are doing day 2

of the science experiment. Explain that today
we are making structures using only water to
build the next two structures.
2. Have students make predictions/ hypothesis
about which type of structure will hold up Day 2 continued
the best and why? Which will hold up better
with water (weather) which will hold up bet- 3. Draw a table on the board, and have stud
ter with (weight) Answer = C glue holds and copy on a piece of paper. They will write the
together better Have students write their observations in the boxes.
predictions on a piece of paper.
4. Have students do the second part of the e
periment following the directions on the she

5. At the end of the experiment discuss wha

they saw. Answer inquiry questions.

6. If time do the math extension problem.

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 CEP Lesson Plan Form

Closure Ask students:

se actions or statements by a teacher that are de- - What type of structure is needed to hold a lot of weight?
ed to bring a lesson presentation to an appropri-
conclusion. Used to help students bring things to- - How can you use soil to make stable structures?
her in their own minds, to make sense out of what
- What is needed for construction of buildings? What types of cements are ther
just been taught. “Any Questions? No. OK, let’s
e on” is not closure. Closure is used: - How does this experiment apply to real life?
 To cue students to the fact that they have ar-
rived at an important point in the lesson or - Which structured worked the best and why?
the end of a lesson.
 To help organize student learning - Come back and discuss results. Which structure worked the best? Why do you
help form a coherent picture and to consolidate. think that is?

- Write a conclusion about which structure was the best, why, and if your hypot
sis was supported or not.

Differentiation
modify: If the activity is too advanced for a child,
will you modify it so that they can be successful?
xtend: If the activity is too easy for a child, how
you extend it to develop their emerging skills?
at observational assessment data did you collect
upport differentiated instruction?
-If the activity is too advanced we will work closely with struggling students to help ex-
plain the concepts deeper. We will mindfully place students so that they are working w
peers in all levels so one person in the group will be able to understand it and help out
the other members of the group.
- We will be walking around and helping out with different groups.

Assessment - We will carry out three assessments.

w will you know if students met the learning tar-
ts? Write a description of what you were looking Post assessment - discussion
n each assessment. How do you anticipate assess-
ment data will inform your instruction? During activity assessment - hypothesis, questions and discussion

Post assessment - discussion

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
For the most part the lesson objectives were achieved, the students were able to predict, write
observations and then write a conclusion about which structure was the most stable and able to
hold up. They were all able to grasp that different structures held up better due to having a mix-
ture of different components in the soil. For example, most of the students predicted and were
able to explain why mixture b with equal amounts of glue and water was going to be the strong-
est.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
Overall, the experiment went really well. It was a little hectic with 29 students having to share
materials and work together, but I think it was a good opportunity for students to problem solve
and learn how to work together in groups. If I would change anything I would have more materi-
als available and more sand. The students ran out of sand pretty fast and weren’t able to fill up
their cups completely. Secondly, one team had to delay their start because of the lack of materi-
als available. Another thing I would change is how I gave out directions. I printed out instruc-
tions for each group and instructed the third graders to follow it. This did not go as smoothly as I
thought it would because most of the third graders were to eager to mix stuff and did not read
the instructions. I think next time I will read the instructions with students and do the experi-
ment as a whole class or read the instructions prior and make sure students aware of all the
steps they need to complete.

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