UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Katelyn Milosevic PSMT Name: Christy Ferrari

Lesson Plan Title: Design and Engineering Lesson Plan Topic: Design and
Engineering
Date: 2/20/2018 Estimated Time: 30-40 minutes
Grade Level: 3 School Site: Blackhurst

1. State Standard(s):
● 3-5-ETS1-1​: Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
● SL.3.1:​ Engage effectively in a range of collaborative discussions with diverse partners
on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
● RL.3.10:​ By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 2-3 text complexity band independently
and proficiently.

2. Teaching Model(s):
● Read aloud
● Anchor chart
● Review
● Independent
● Direct
● Guided
● Modeling
● Projected work on the board
● Design models
● Testing

Lemov strategy:
Name the steps: Breaking down the tasks into steps.
● I will be breaking the design process into steps to make the lesson more structured and to
make following directions easier on the students.

3. Objective(s):
SWBAT:
● Abide by the constraints of a task-work under a limited amount of time and resources.
● Brainstorm and develop possible solutions as a group.
● Plan out the selected solution and create a diagram of it.
● Test their selected solution and improve on it if necessary.
● Compare designs and determine successful components.
● Understand the importance of each step in the design process.

4. Materials and Technology Resources

● Engineering design process poster
● Rosie Revere, Engineer read aloud book
● Sample of the design process to model
● Copies of the design process for each group
● Construction paper
● Tape
● Scissors-kids
● Yard stick
● Blue tape for floor “starting line”
● 10 minute countdown timer
● Prizes for winning group
● Model paper chain

5. Instructional Procedures:
a. Motivation/Engagement:
● TW: call students to library area
● Transition: 5 4 3 2 1 0
● TW: introduce book
● TW: read book
● TW: say “I bet you can guess… we’re going to be our own engineers today”
-----------------------------------------------12:10-12:16-------------------------------------------------------
b .Developmental Activities or Learning Experiences:
● TW: introduce the engineer design process poster step by step
● TW: align design process to Rosie’s process in the book
● TW: explain afternoon activities
-----------------------------------------------12:16-12:25-------------------------------------------------------
● TW: review design process
● TW: show question on elmo (How can I make the longest paper chain possible
using only one piece of construction paper?)
● TW: model paper chain
 ● TW: explain constraints (only 10 minutes, only one piece of construction paper and
limited tape)
● TW: answer questions
● TW: pass out worksheets (assign writers, everybody contributes, team color)
● TW: ask “What question do you think we are going to put in that first box?”
● SW: write question in their “question” box
● TW: model “imagine”
● SW: fill out the imagine box
● TW: model “plan”
● SW: fill out the plan box
● TW: model “create”
● SW: fill out the create box
● TW: set up timer on board (10 minutes)
● SW: start the design
● SW: bring designs up when finished
● TW: collect all designs and find winner
● TW: say “Why did this chain win? Talk to your group.”
● TW: say “seeing the winning design, fill out the “improve” box with your group
with how you would change your design if we did this again”
● TW: pass out prize during “improve” stage.
--------------------------------------------2:15-2:40-------------------------------------------------------------
c. Closure:
● TW: lead class discussion-Which step was most important to the creation of the
design?
● TW: lead into: every step is important.
d. Extension:
● If students finish early, the teacher will direct them to write in their journals with
the prompt: During the activity, what could you have improved on and how would
that have affected your end result?
--------------------------------------------2:40-2:45------------------------------------------------------------

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● Struggling students: There will be a lot of opportunity to discuss ideas and thoughts
with partners before they share with the whole class. This will allow the kids to
think through their ideas and practice verbalizing their thoughts before sharing
which will minimize their anxieties. There will also be a lot of modeling, guided
instruction, and scaffolding before they are sent off on their own. Working in
groups the whole time will also help give them the support they need.
● High flyers: These students will be able to write in their journals if they get done
 early so they will not be bored. They also will most likely take the lead in the group
work which will stimulate their advanced cognition.
● ADHD/ADD: There will be a lot of movement and transitions in this lesson. They
will be on the floor for only 15 minutes and then the group work is very hands on.
● Behavior issues: I will be careful to be explicit in my expectations and directions.
They will know what is expected of them and so when issues arise, we will follow
the consequence plan. We will also move quickly in our transitions and our work.
Hopefully this means no dead time and therefore, less behavior problems.

7. Assessment and Evaluation of Learning:

a. Formative:
● I will read their journal entries if anyone gets to the extension assignment. This will
give me a good idea if they understood the “improve” part of the design process.
● I will be making observations of group work and discussions.
● I will collect design process worksheets from each group and review their
understanding after the lesson.
● I will be able to see their understanding during the discussion about what
components of the winning team’s chain were so successful.
● The closing discussion will also clue me in to who gets it and who needs more
work.
b. Summative:-

8. Homework Assignment:-

9. Reflection:
a. Strengths:
● Management: I felt more relaxed, confident, and in control than I ever have been
which is crazy because it was a lesson with a lot of movement. When there was a
behavior issue, I did not hesitate like I usually do, I immediately corrected the
behavior.
● Engagement: Mrs. Ferrari let me know that I had total engagement from the
students. I feel like I am developing an ability to create excitement about a topic.
b. Concerns:
● Vocabulary: I used some higher level vocabulary in this lesson. Although I thought
that I included enough context clues for the students, it went over the heads of
some kids.
● Pacing: I was more aware of my pacing this time and really tried to slow it down. I
am not yet there.
c. Insights:
● I will continue to work on my pacing and add more explanation to my introduction
of new words.