Michaela Stoffel

Teaching Date: 11/19/19

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
Students will realize that to achieve a desired outcome one must carefully follow steps, initiate a plan, and execute the
plan. Using hands-on materials will allow students to visually see the complexities of igloos in real life. As they build their
igloos, they will be making connections between their igloo and how real igloos serve the purpose of protecting humans.
They will act as engineers and manipulate variables while forming a product.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will be able to follow the engineering steps necessary to create a product that is used for a
purpose.
B. Objective(s)—
- Students will demonstrate their understanding of how to build an igloo by planning for, creating, and testing
ideas.
- Students will articulate how igloos can be constructed to provide a protective, warm shelter.
C. Standard(s):
K-2:E.2- Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an
object helps it function as needed to solve an identified problem.

II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and procedures.
Time: Anticipatory set (5 minutes), Purpose Statement (1 minute), Lesson Presentation (23 minutes), Closure (3
minutes)
Space: Students will start by sitting on the front floor for the anticipatory set and part of the mini-lesson, and
then return to their seats when the steps of creating igloos are beginning to be explained.
Materials: Large and small marshmallows for each table group, Elmer’s glue from each student (borrow from art
room), spoons, 22 small Styrofoam bowls for each student to use as the base of their igloo (like the ones from
wildcat), paper plates, paper towels, ends of toilet paper roles, coloring utensils, worksheet, pencils, computer
access.
Expectations: As students are sitting on the front floor, I expect them to be active listening while I speak and
their peers share. Students will be encouraged to participate in answering questions posed. As they begin to
work on building their igloo, students will not argue over supplies or say any rude words to a peer about their
igloo. Students are to stay on task and quiet while working in their groups. Students who are not following
directions will be asked to move seats, or move their color on the color chart. Students will only receive more
materials if they raise their hand to ask me, and I see fit. They are not to take materials from other table groups,
or moving around the room.

III. Anticipatory Set (5 minutes)

• I will create an “I Can Build” chart on the front dry erase board. I will print different graphics of nouns that can
either be built or cannot be built. (garage, race track, sky scraper, road, house, bridge, ocean, mountains,
volcanoes, rivers etc) These will be clipped to the dry erase board for students to see as they go throughout the
lesson.
• “When I hold up a card, you will give me a thumbs up if this is something that human beings can build with our
hands or with equipment. Give me thumbs down if this is something that cannot be humanly made, and can only
be created by nature.” Watch as students provide feedback. Address any misconceptions that students may have.
• “Share with me a few more examples of things that we can build, or things that we cannot build as humans.”
Allow students to share whole group. Expect them to give answers such as an airplane, a playground, a store etc.
Engage the class in discussion as to why/why not the place or thing is buildable.

• Purpose (1 minute): Today, we are going to follow certain steps to create a model of an igloo from the beginning
to the end. Igloos have a special place in the real world and help block people from the harsh winter weather.
Your igloo creation will follow a plan that you have decided on, and should look a little bit like a real igloo. We
will carefully plan how to build our igloos just like someone who lived in the Artic would.

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PLAN FOR INSTRUCTION
IV. Adaptation to Individual Differences and Diverse Learners—
• Students will have the benefit of learning in a large group setting, and as individuals. Students are allowed to
help each other with the building process and interact creatively with each other as they work
• Each table group will be given a paper with the “engineering steps” for building an igloo clearly outlined.
• Students who finish early can add details to their igloo and its background by using markers. They can also assist
their peers who will accept help.
• Caroline would benefit from guided help during the building portion of the lesson. I will make her “buddies” with
her neighbor at her table group Caleb, and ask them to help encourage each other when building their bridges.
• Jace and Landon are easily triggered by circumstances that are unfair. If someone in their table group got more
of the supplies than they did, they would likely refuse to participate in the activity, or require intervention. I can
have pre-grouped the marshmallow for these table groups so that all students have an equal amount to work
with. Mrs. Edgington (the aide) could also distract these students during the distribution of supplies by asking
them guided questions.
• Mrs. Edgington will be available to also circle the room while students are working, and guide them in filling out
their worksheet and completing their building. She will likely have to spend a good amount of time guiding
Reilly as she works.
• There are no ELL learners.

V. Lesson Presentation (Input/Output)

Mini-lesson (8 minutes), Building/Illustrating (15 min)
• “We are nearing the end of the season of fall. What season comes after fall?” Allow one student to answer.
“That’s right, the season that is coming up is called winter. What kind of weather do we see in the winter?” Call
on students to answer. “In the winter, we get all of the weather that we do in the other seasons. However, in
Indiana where we live, it often snows in the winter. What is one of your favorite winter activities to do?” Allow
students to answer. “One of my favorite activities is to go ice skating. When I was your age, I loved to build
igloo’s with my brother. Has anyone ever built an igloo?” Allow students to answer.
• “Today, since we are getting ready to prepare for a new season, we are going to make our own igloo’s. Not out
of snow, of course. In order to make an awesome igloo, we must know how to build it the right way. Can
anyone tell me the name of the person who builds or designs thing for their job? Call on a student to answer.
This person is called an engineer. They are taught how to use many different materials to construct things like
buildings or equipment. The roads, railroads, and bridges that we drive over every day on our way to school
were created by the engineers in our city.”
• “Each of us are going to get to be engineers today. But first, we need to know a little bit what the purpose of an
igloo is. People who live in the Artic actually LIVE in igloo’s and can stay warm inside. How does this happen
when snow is cold? We are going to watch this video to tell us more.” Play the 2:33 minute video titled “How
do people in Igloos stay warm” for students. “What is one new idea that you learned about how igloos provide
warmth?” Allow students to answer. Brainstorm ideas from the video by leading a grand conversation. “Now
that we have learned more about the purpose of Igloo’s, we are ready to build our own.”
• “To be an engineer today, we are going to follow four steps. The first step in our process is called plan. We are
going to plan what we want our igloo to look like, or what we think it will look like. We will do this by drawing
a picture. Then, we are going to create our Igloos out of the materials that I will give you. After, we will test our
igloo by looking back at our plan we drew to see if they match up. I am going to hand out each person a piece
of paper that says the words plan, test, and create. I am going to create a plan of what I think my igloo will look
like, and you will follow along and draw your own on the top half of the paper.” Pass out papers to students.
“The materials we will use to build our igloo are large and small marshmallows, Styrofoam bowls, the end of a
toilet paper roll, and glue. These will sit on top of a paper plate while we work.” Hold up each of the materials
for students to see. “I am now going to draw what I think my igloo will look like. After I draw, I want you to
draw what you think your igloo will look like on the top half of your paper above the black line. It does not
have to look like mine, and can have more marshmallows.” Draw example for students and allow time for
them to draw. “Survey the room and check students plans for building. Guide them to add details if needed,
and ask clarifying questions
• The next step in our process is to create our igloo. I am going to show you one way that you can construct your
igloo. I will glue the bottom piece of my toilet paper end to the Styrofoam bowl. I am then going to glue the top
of my bowl and add marshmallows to cover it. You may add more than this to your igloo, and can also
decorate it using your markers.” Model for students. “I am going to come around and give materials to each
table group. You must share all these items with your neighbors. If you happen to need more marshmallows,
please have one person from your group raise your hand and I will bring you more. If you have any questions
about your igloo, or need any help, please raise your hand. We can quietly whisper with our neighbors during

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 this time.” Allow students approximately 12 minutes to build their igloos. Leave the igloo that I created on the
document camera.
• “Even if you are not completely finished with your igloo, that is ok. We will have time to add finishing touches
to our igloos tomorrow. I would like you to clean up your supplies on your table. Put all the marshmallows you
are not using back in the bag. You may take no more than 10 marshmallows out for yourself to eat. Place the
glue bottles and the extra toilet roles on the paper plates that you are not using. I will come around and collect
your groups supplies. The only things left on your table should be your igloo, your paper, and your pencil. Let’s
look back at our worksheet. We already drew the “plan” of what we thought our igloos would look like, and we
also created our igloos. Now, we get to fill in the bottom part of our chart that says test. We are going to draw
what our igloos look like now. It may look much like the first drawing. If not, make sure you draw what is
different about the igloo you made.” Model for students, then allow them to draw.
• “Can anyone share with me why they think their igloo would provide a warm place for someone from the Artic
to live? Think back to the video we watched earlier if you need to.” Call on students to share. Students may say
that the dome shape of their igloo stops air flow from coming in and provides a tight space for body heat to be
conserved. Students may share that marshmallows mimic packed snow that forms to provide a barrier to the
outside world.
• “Finally, if you think that your first plan worked- the plan on the top half of your paper, circle the word yes at
the bottom of the page. If your plan does not look the same as your igloo does in real life, or if your design just
did not work, circle the word no. Who can tell me what three letters make up the word yes?” Allow a student
to answer. “And what letters are in the word no?” Allow students to answer. In real life, if you were an
engineer creating a plan to build train-tracks. You might try lots and lots of times to create a plan that works.
This is called re-planning. We will not do this step today, but think in your head how you could make your
igloo better if you had to make it again.”

VI. Check for understanding.

• After watching the video about how igloos keep people warm, I will ask guide students in a grand conversation
to make sure that students know what was necessary to build an igloo and how they are effective in keeping
occupants warm.
• I will survey the room as students are constructing their igloos to monitor if they are following their illustrated
plan. I will ask students why they chose to use certain materials, and how it effects the igloo overall. I will ask
students questions about the construction of their igloo that point to our topic of discovery (how igloos provide
warm shelter)

VII. Review learning outcomes / Closure (3 minutes)

• “Everyone did such a great job today building their igloos. You really were engineers today! Who can remember
what the first step was that we did today, before we even began making our igloos? Turn to a neighbor and tell
them this step. After we made plan to build our igloo, what was our next step? Tell your neighbor this step.
“Then, after we planned and created our igloo, how did we see if our design worked? Tell your neighbor.”
• “At the beginning of our lesson, we discussed as a class how igloos can provide warmth for people who live or
spend time inside of them. Can I have 3 volunteers that would be willing to share about their bridge and how it
could help keep people safe and warm?” Allow students to show their design to their peers and present their
reasoning.

PLAN FOR ASSESSMENT

• As I ask questions and guide conversations, I will be observing to see which students are participating and
listening to their peers.
• I will gauge students’ levels of understanding of what an engineer is by how they answer my question during the
mini-lesson, and how well they follow the steps provided on the worksheet.
• Students will show me their building plans for creating their igloo. I will evaluate whether students understand
what an igloo looks like and the materials that must be used to provide warmth.
• I will collect student’s worksheets at the end of the lesson.
• Students will share their finished igloos and give explanation as to why they structured their igloo the way they
did.
• Students will not be formally assessed on this standard.

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. How would I pace it differently?

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5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How can I better manage the building portion of the lesson?
8. What else could students need to know about this topic that should be included in the lesson?
9. How can I assess that students know how to use engineering to solve a problem or develop a purpose?
10. Were any of the instructions confusing for students?

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