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Formal Lesson Plan: 7 Minutes

This formal lesson plan outlines a science lesson for first grade students about gnome engineering. The objective is for students to identify a problem, propose multiple solutions, and draw a model structure. Standards addressed involve asking questions, defining problems, and developing drawings to illustrate solutions. Instruction will be differentiated through use of materials, group work, and iPads. Students will review a gnome story, identify transportation problems, design bridges, and then construct physical models to test in a later lesson.

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54 views2 pages

Formal Lesson Plan: 7 Minutes

This formal lesson plan outlines a science lesson for first grade students about gnome engineering. The objective is for students to identify a problem, propose multiple solutions, and draw a model structure. Standards addressed involve asking questions, defining problems, and developing drawings to illustrate solutions. Instruction will be differentiated through use of materials, group work, and iPads. Students will review a gnome story, identify transportation problems, design bridges, and then construct physical models to test in a later lesson.

Uploaded by

api-401792411
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Formal Lesson Plan

TEACHER: Sarah Lemanski GRADE: First DATE: November 16, 2017

SUBJECT AREA: Science UNIT/LESSON TITLE: Gnome Engineering – Lesson #2

MATERIALS NEEDED: Smart board, Gnome Engineering PowerPoint, Problem Solving Worksheet, Design a
Bridge Worksheet, crayons, markers

What is the lesson objective?

 Students will make observations and identify a problem.


 Students will identify multiple solutions needed to solve a problem.
 Students will draw a model of a structure that will help solve their problem.

What are the standards addressed and expectations of students? (Example: Common Core State Standard)

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to 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.

How will you differentiate instruction for different individuals or groups of students in the class?

 Students will have access to “life-size” copies of the gnome town to assist with building.
 Whole group and small group work time.
 Use of iPad to continue research

Anticipatory Set:
7 minutes

 Review the gnome story to activate prior knowledge. Remind students of the problem they identified last time.
 Complete the Problem Solving Worksheet by asking for volunteers to share ideas with the group.

1
Teaching/ Instructional Process:
7 minutes

 Tell students that building a bridge is the best way to help solve the gnome’s problem.
 Each student will be designing a bridge that they think can reach from gnome land to gnome town.
 Share pictures of real bridges with students.
 Compare and contrast (i.e. make observations about each bridge)

Guided Practice and Monitoring:


Leading students through the steps to perform the skill, monitoring understanding by questioning & engagement
15 minutes

 Remind students that good engineers always start with a plan.


 Ask students to complete a drawing or sketch of what they think the bridge should look like.
 Table groups may use iPads to continue researching.

Closure & Final Check for Understanding:

 While students are working, visit each table group. Give students reminders about what their bridge needs to help the gnomes
accomplish. Ask students to share why features of their bridge make it a good design.

Independent Practice:

 In the following lesson, students will independently construct physical models based on their drawings.
 Students will test their bridge by placing two gnomes on the bridge.
 Students will record bridge measurements on data sheet.
 Groups will report back to class on successes/struggles.

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