Name: Jasmine Escobedo Date of implementation:

UCLA Center X Teacher Education Program - Elementary Lesson Plan Template

Key Content Standards: List the complete text of only the relevant parts of each standard.

• 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specific criteria for success and
constraints on materials, time, or cost.
TPE 3: Understanding and Organizing Subject Matter for Student Learning

Cross-Disciplinary Connections (TPE 4): Incorporating Visual and Performing Arts (TPE 1):
- Writing : Writing of reflections
- Visual Arts-Students create structures in
groups.

Lesson Objective: What do you want students to know and be able to do?

• Students will be able to define a simple design problem that reflects a need that includes a specific criteria for success
and constraints on materials.
• Students will be able to recognize and go through the engineering design process.

Learning Goals (TPE 4): What have you learned about students’ abilities that has informed the direction of your
lesson (based on assessments, learning experiences, IEPs)?

- Students require more interactive and hands on assignments in order to be engaged. As a cause of
the different learning abilities and ranges in the classroom there needs to be frequent checks for
understandings and reiteration of information in different modalities.

Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson?

- Prior to this students will have learned the engineering design process, which will be reviewed at the
beginning of this lesson.

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson?

- In order to gauge students understanding of the engineering design process thus far I will review the process
with the students prior to beginning.

Backward Planning: What evidence will the students produce to show they have met the learning objective?
TPE 5: Assessing Student Learning

- Students will be able to show their process of the EDP and understanding by completing the lab sheet
and reflection.
- Students will show understanding of EDP by going through the steps and engineering a structure.

Checking for Understanding: How will you monitor student learning to make modifications during the lesson?

- Students will review the independent parts of the EDP.

- Will ask for reiteration of instructions and material to check for student understanding.

Self-Assessment & Reflection: How will you involve students in assessing their own learning?

- Students reflect on whether they accomplished each step of the process.

 Name: Date of implementation:
Connections Engaging All Learners
§ Connections to Students’ Lives (TPE 1) & § Strategies to Support Wide Range of Learners
Culturally Responsive Practices (TPE 4): (UDL, MTSS, etc. – TPE 1):

-Students make connections on how the EDP -Students will participate in a hands-on activity to
can be used in their daily lives in and out of show understanding of the EDP.
the classroom. -Students will show understanding of EDP through
TPE 2: Creating and Maintaining Effective Environments for Student Learning

completion of a written lab sheet.

§ Connections to Real Life Contexts (TPE 1):

§ Approaches to Support English Language
TPE 1: Engaging and Supporting All Ss in Learning

-Students discuss the applications of the EDP
in real life relatable contexts.
§ Promoting Multiple Perspectives (TPE 2):
Working in groups each group has a different
interpretation on how to engineer a structure
that solves the given problem.
Learners & Standard English Learners (TPE 1):
-Students will receive easy o follow lab sheet with
instructions.
-Students will work in groups to receive added
support from peers.
-Students will share with a partner before writing
ending reflection to ,1) practice oral language
and vocabulary and 2) get ideas and support
from their partner before writing themselves.

§ Range of Communication Strategies & Activity

Modes (TPE 4):

-Students will present their end product orally to

the class.
-Students will write about process on paper.

Accommodations and Modifications: How will you differentiate content, process, and/or product?
TPE 3: Understanding and Organizing Subject Matter for Student Learning

-Students with IEPs will be given opportunity to retell their process in using the EDP orally to show their
understanding and application of the EDP.

Technology: How will technology be used to facilitate students’ equitable access to content?

-Lesson will be facilitated using SMART board technology.

-Prior to this lesson students watched different videos explaining the process.

Academic Language: What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic
or grammatical features will be explicitly taught?

- Students will not be explicitly taught any new content specific vocabulary, as it’s a review. We will review the
engineering design process: Ask, Imagine, Plan, Create, and Improve.
- Students will learn the meaning of: Prototype- the first or original model of something from which
others are then developed.

Instructional Learning Strategies to Support Student Learning:

What will the teacher do to 1) engage/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent
learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding?

List what the teacher will be doing and what the students will be doing.
Name: Date of implementation:
Time Teacher Student Resources/Materials

OPENING:

5 min 1. Review: EDP

- What is the engineering design process? -Students will review the engineering
- Why is it useful/important? ( think-pair-share) process from previous lessons.
- Review Steps as a class and what they Engineering process
mean. -Students’ pair-share, why the EDP is chart
important.
2. Introduce Activity:
- Today we will be putting this engineering
process to use in order to create a prototype
and help a village in need of our help.
- Define: Prototype (get student ideas on
definition)
- Students share ideas on the meaning of
I DO: the word prototype.

1. Introduce story problem:

5 min - An agricultural village is in need of water.
Their current structure that collects rainwater
is so low to the ground that the animals are
drinking it and leaving none behind. What can
we do to make it better?
- It is your job to create a prototype with your Problem Prompt on
group that may aid this village in need. board.

2. Criteria: -Students listen to the posed problem.

- Introduce list of criteria and constrains of
supplies that they will have to use per group .
o 20 straws
o 1 piece of string (36 in.)
o 1 piece of tape (36 in)
o 1 cup w/ holes punched in two
places.
- Review lab sheet they will need to complete -Students listen to the list of criteria and
throughout the build. constrains that they will be provided with. Constraints and Criteria
List
3. Check for Understanding:
- Ask students to reiterate instructions.

- Together we review the lab sheet

WE DO: students will be required to complete. Student Lab Sheet

1. Lab Sheet- - Students reiterate instructions of what

- Explain the fist two tasks on the lab sheet and they will be doing.
give students opportunity to work on it
independently.
- Take share-outs on the Background task.
- Give students opportunity to share imagine
10 min task with team and decide on one.

YOU DO:
- Students complete the first two lab sheet
1. Engineering Time! tasks independently.
Name: Date of implementation:
- Students collaborate in table groups to -Students share out (2-3 ) what they wrote
engineer a “Bucket Tower” . for the “background” task.
20 min - Students test out their towers and proceed to
improve design. - Students share their “imagine” task with
- Remind students to be completing lab sheet team and decide on one design.
as they work together.

WE DO:
Supplies for building:
1. Presenting! - Students collaborate as a team on the straws, tape, string,
- Students share their design as we do a engineering of a bucket tower. paper cup
10 min gallery walk of the prototypes around the
class. - Students complete lab sheet.
- Students share one challenge and how they
overcame it.
- Review whether we meet each step of the
Engineering Process as we build. (Thumbs
up/down).

-Students do a gallery walk of their

CLOSING: prototypes.

5 min 1. Exit Ticket/Reflection: -Team representative shares one challenge

- On a sheet of paper answer the prompt: they had and how they overcame it.
The needs of people change overtime so, what would
we need to do to our engineered structure if the amount - Students decide whether we meet each
of water needed to be collected was raised? criteria of the engineering process.

- Students reflect on how they

would change their design if the
needs of the village changed. Piece of Paper
-