Name: Christine Nicholson Grade: 4th Grade Lesson duration: 45 Minutes
Topic/Title of lesson: The Engineering Process
VISION-SETTING: KNOW, SO, SHOW
STANDARD(s) 5.1.4.A.2- Use outcomes of investigations to build and refine questions, models, and explanations.
ADDRESSED 5.1.4.B.1-Design and follow simple plans using systematic observations to explore questions and
predictions.5.1.4.D.2-Work collaboratively to pose, refine, and evaluate questions, investigations, models,
and theories.
8.2.8.A.1- Research a product that was designed for a specific demand and identify how the product has
changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs).
8.2.5.C.4-Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the
best results with supporting sketches or models.
8.2.5.C.3-Research how design modifications have lead to new products.
EU/EQ What is engineering? What is the engineering process?
LEARNING Students will have a general understanding of the engineering process and will be able to use the steps of
OBJECTIVES this process to engineer a tower during class.
PRE-ASSESSMENT Prior to teaching this lesson, students will be given a pre-assessment sheet on the Friday before, asking
them to draw and explain what an engineer is/does. These will be used to see just where each student is at
in their knowledge of what an engineer is, and will shape how the lesson is conducted.
Updated 10/21/19- J.Bacon
ASSESSMENT The pre-assessment will be used as a way to compare the level of learning from before the lesson, to after.
The assessment during the first part of the lesson will be ensuring that the students properly filled out their
graphic organizers during the video. I will walk around the room and ensure that every student has
participated. The assessment during the building activity will be a visual and oral assessment taken by
walking around and talking to each group about their designs. I will ensure that every student is taking an
active role in the assignment. I will ensure that each child is comfortable pitching in to the group, and
make modifications by giving some students the option of making a smaller group, or working
individually if necessary. Each of these assessments are formative as this is the beginning of the unit.
POST-ASSESMENT The post assessment is a verbal conversation between the students and teacher on how they think their
design process would have been better, as well as the things that went well. Students will be able to reflect
on the activity and can use these reflections for future activities. I anticipate that we will hear many
frustrated views, as well as learn how students problem solved their way to a successful tower.
ACADEMIC Engineer- a person who designs, builds, and maintains engines, machines, or public work.
VOCABULARY/ Engineering process-The engineering design process is a series of steps that engineers follow to come up
SASE version approved 7 December 2016
LANGUAGE with a solution to a problem. Many times the solution involves designing a product (like a machine or
computer code) that meets certain criteria and/or accomplishes a certain task.
Prototype- preliminary model of something
Constraints- limitations or restrictions
PRIOR Students will have used graphic organizers in the past.
KNOWLEDGE AND Students will have worked in groups in the past.
CONCEPTIONS I anticipate that many students will think that engineers only work on things like cars, bridges, planes etc.
I anticipate that many students will be frustrated thinking they cannot get their tower to work.
UDL/PLANNED SUPPORT
Focus Learner Name Qualities of focus learner Barriers to instruction UDL solution:
Multiple means of representation
Multiple means of action &
expression
Multiple means of engagement
Valentina • English Language Learner Representation:
• Provide pictures next to the
• Below grade level in reading vocabulary words.
and writing • The scientific vocabulary will • All ELL students are given a sheet
• Excels in mathematics be difficult with vocabulary words and definitions
in both English and their native
• One year older than the other language. This sheet also includes
children • Often times Valentina can images to compliment the vocabulary.
• Re-read instructions and provide
• Accommodations include become frustrated when she additional translations when needed
having a word bank in both cannot communicate effectively • Review unfamiliar vocabulary
SASE version approved •7MayDecember 2016
English and Spanish, and • Make instructions as concrete as
possible
google translate
be bothered if she is not Action & expression:
• Extremely outgoing the leader of the group. • Provide access to Google Translate
• Loves to help her classmates • Provide opportunities for oral
discussion and practice of the topic
with things • Give regular feedback and
• Works best when she is given encouragement.
the role of a leader Engagement:
• Provide materials that are relevant and
• Works well when given praise interesting
and assurance • Provide a peer partner for support
• Students are given the decision
• Loves to sing and Dance making power to make their tower
however they see fit
• Students will be able to help their
teammates be successful.
Kiersten • Gifted Learner • Boredom from a lack of Representation:
• Multiple means of representation were
challenging information could used in this lesson, including the
• Easily distracted result in a lack of participation. whiteboard, smartboard, youtube, as
well as hands-on activities.
• There is the option for students to use
• Excels when she is in a state of • May not enjoy doing group headphones and/or subtitles and watch
motion work the video individually at the
computers.
Action & Expression:
• Loves animals • May become bored during the • Students are able to stand up, sit down,
video portion or move around however they wish
during the design process.
• Learns best when given • Allow students who wish to work
challenging materials individually whenever possible
• The building process itself is
extremely hands on and Kiersten will
• Learns best when being spoken be able to touch and feel things during
to directly this process.
Engagement:
SASE version approved 7 December 2016
• The designing activity is extremely
• Prefers individual work engaging for students who enjoy being
in a state of motion. Students will be
able to sit or stand during this time,
• ADHD medication can and will be able to use their hands to
sometimes affect her mood and begin designing their towers.
ability to work • Kiersten will enjoy that the design
project involves the use of a stuffed
animal, as she shows affection for
animals of any type.
• Students are given the decision
making power to make their tower
however they see fit
• While they are only separated in to
groups of four, Kiersten will have the
option to work with just a partner,
rather than a full group if she is
overwhelmed with the four person
group.
Ethan • Excels in Science and English • May have difficulty presenting Representation:
the design idea with his group • Ethan will have the opportunity to
come up with his own ideas for
• Works well when given options to the rest of the class. how the tower should be designed.
and likes to be able to feel some This type of autonomy is
sort of autonomy • May not agree with his fellow something that Ethan thrives on,
classmates on the design. and I will ensure that he is able to
express his ideas to his group
• Does not enjoy public speaking members.
or presentations • May not enjoy being told to • This lesson is both oral/visual/
build using the specific hands on.
• Does well when there is a mediums. • Ethan will have the option of
sitting out during the presentation
combination of oral/visual/ phase of the project.
hands on learning Action & expression:
• Ethan will be able to express his
• Loves building, engineering, ideas in whichever way he sees fit,
whether it be verbally, or he can
trains draw or write down his design
SASE version approved 7 December 2016 ideas.
Engagement:
• The relevance of this topic should
be of interest to Ethan as he enjoys
engineering and building. Much of
the designing process is based off
of scientific knowledge and will
spark his idea process.
• This project fosters collaboration
and communication in a small
group setting, which may be better
for Ethan, rather than giving his
ideas to the entire class.
Daniella • Enjoys scrapbooking • May have difficulty building the Representation:
• Does well with routines design. • The idea of engineering is
• Special interest in photography, illustrated through multiple
Taylor Swift, bicycle riding and • May have difficulty with the forms of media.
the game UNO brainstorming process and • Will be given direct instructions
• Aspires to be independent and abstract thinking period and will re-read as much as
necessary.
“grown up”
Action and Expression:
• Can be triggered by any sudden • May not enjoy being in a group
• Students can communicate their
changes ideas through multiple different
• Excellent organization skills • May be difficult to adjust to the forms of expression, either
• Concrete thinker new subject matter. verbally, written, or through a
• Likes assignments to be as picture.
direct as possible Engagement:
• It is difficult for Daniella to • The idea of engineering
hold a pencil something is relevant to all
SASE version approved 7 December 2016
• Receives occupational therapy
twice a week to work on fine-
types of students.
• Daniella can be given the job of
motor skills being the communicator or a
different job that is less tactile.
MATERIALS, RESOURCES, and INSTRUCTIONAL TECHNOLOGY
What materials, resources and/or technology do you need to What materials, resources and/or technology will students
teach the lesson: need?
• Stuffed animal
• Smart Board • Index cards
• https://www.youtube.com/watch? • Science journal
time_continue=40&v=MAhpfFt_mWM&feature=emb_title • Tape
• Engineering process Graphic organizer • Pencils
• Index cards • Paper
• tape • Desk
• Stuffed animal • Blank graphic organizer
• Blank graphic organizer • Filled out graphic organizer
• Filled out graphic organizer
SASE version approved 7 December 2016
INSTRUCTIONAL STRATEGIES AND LEARNING ACTIVITIES
Time Stamp What are you (the teacher) doing? What are students doing?
Launch/ • Prior to the lesson, I will boot up the • Students will be actively participating by
projector, and have the video on the sharing their ideas of what an engineer is.
Anticipatory Set engineering process ready to go.
• I will start off the period by asking the • Students will have the opportunity to talk to
students a critical question, “What is an their peers and feed off one another’s ideas.
Engineer?”
• “Everyone take out their science journals and
brainstorm for the next 2 minutes anything
that comes to mind when you think of an
engineer. It can be who they are, what they
do, etc.
• Students will have the opportunity to brain
storm answers for 2 minutes, and then we will
share as I write their ideas on the board,
using a round robin brainstorming technique.
Introduction of new • I will tell the students that in our next • Students are watching the video, and
SASE version approved 7 December 2016
material. activity, they are going to be engineers.
• I will hand out a blank graphic organizer
are looking for key clues that will help
them with their upcoming activity
on the engineering process and tell the
students to pay attention during the
upcoming video, and fill in their graphic
organizers accordingly.
• The lesson will begin by watching a short
video on the engineering process.(https://
www.youtube.com/watch?
time_continue=40&v=MAhpfFt_mWM&
feature=emb_title)
• Once the video is done, I will go over how
their graphic organizer should be filled
out, and answer any questions on the
process.
Guided Practice/ • I tell students that they will be • Students are broken up in to small
Independent engineering a paper card tower of their groups
own. I will pick out popsicle sticks to
practice/ break students in to groups of 4, and
Exploration/ explain that they will have 100 3” X 5” • Students are engineering/planning
index cards and one foot of tape to their design plans for their tower
complete their project.
• “Today, you are going to have to work as
a group to build a tower using nothing • Students are working collaboratively
but these 100 index cards and a foot of to come up with the best design
scotch tape. The tower has to hold this
stuffed animal for no less than 30 • Students are problem solving with
seconds. The group that holds the animal
at the highest elevation, wins”. each other to come up with the most
• I will break down the “need/problem” practical design.
that the tower will have to hold a small
stuffed animal for 30 seconds or more
without falling. I tell students that they
will need to go through the engineering
SASE version approved
•
7 December 2016
design process to create their tower.
I tell students they must include a written
record of their brainstorming and design
process.
• I put a timer on for 10 minutes for the
design process, and go around the room
checking on each group of students
during this time.
• During this time, students are allowed to
ask me questions that are relevant to
their design, as long as the answers would
not be overbearing.
• I allow another 5 minutes during the
design phase to ensure that all groups
have ample time.
• During the building phase, I let the
students problem solve on their own with
minimal advice from me.
CLOSURE/ • I gather students to the front of the room • Students are coming together to
End to debrief the activity. I ask them reflect on the activity
thought-provoking questions such as
“Can you guys give me some final
thoughts on your designs? What were • Students are encouraged to say
some of the pro’s and con’s of your something they would have done
designs? If you could go back and change differently about their towers
one aspect, what would it be?”
• I imagine this will be a venting time for
some of the more unsuccessful groups • Students are encouraged to give
who are frustrated that their tower did positive and constructive criticism to
not work. their group as well as the other groups
• I share with students that “the tallest
building in the world, the Burj Dubai had
some serious design problems that were • Students are given a real-life situation
not discovered until mid-construction. that should tie everything together.
They found out that the dimensions on
the 12th floor were slightly off. Engineers
had to redesign the entire building
SASE version approved 7 December 2016 because of this error to ensure that the
building would stand.”
• “This story is a real-life example of how
important each step of the engineering
process really is, and that this goes on in
real life, not just the classroom.”
• “If engineers had not went back to re-
design the building and fix their errors, a
major catastrophe could have happened,
killing innocent bystanders.”
Extension/ Reinforcement/Homework
Students who finish early are encouraged to help other groups who may be struggling. I want them to use this
time to become the “teachers” and share their newly learned strategies with the other groups. This type of
collaboration should foster team work amongst the entire class.
Pre-assessment
SASE version approved 7 December 2016
Blank graphic organizer- during video clip
Principle of UDL Example
Multiple Means of 8.2 Vary demands and resources to optimize challenge: The building activity
Engagement uses very little resources, 100 flash cards, and 1 foot of tape. This gives the
students opportunity to be as creative as they can to use their resources to build a
tower sturdy enough to hold their animal. This lesson plan also uses a variety of
tools to make things interesting such as a youtube video, building activity, and a
group discussion at the end to tie things together.
8.3 Foster collaboration and community: This entire lesson foster collaboration
as the goal is to work together to build a sturdy tower. Once a group has ended, I
encourage students who have finished to help the other groups succeed.
9.3 Develop self-assessment and reflection: The ending activity is a great way for
students to reflect on their design flaws and how they did well during the design
process.
Multiple Means of 1.2 Offer alternatives for auditory information: The youtube video and the
Representation visual demonstration of the graphic organizer is an example of creating both
auditory and visual options for retaining the information.
2.5 Illustrate through multiple media: Students will be able to watch the video,
SASE version approved 7 December 2016
listen to the video, and physically write down the information on their graphic
organizer. Students will also be able to use a hands on approach by following the
design process to make their tower.
2.4 Promote understanding across languages: ELL students will be given a
graphic organizer that includes Spanish, as well as will be able to watch a similar
video in Spanish that explains the design process.
Multiple Means of 6.1 Guide appropriate goal-setting: Students will be told that many of their
Action & Expression towers will not stand. This is to ensure that the learners develop an appropriate goal
so they do not get overly frustrated when they cannot successfully balance the
stuffed animal. This is scaffolding for when they learn further about how important
the design/re-design process iss, and just how long that takes engineers in real life.
6.4 Enhance capacity for monitoring progress: The teachers follow up activity is
a great way for both the students and the teachers to talk about how the design
activity could have been better, as well as some of the great ideas that the students
had and implemented.
SASE version approved 7 December 2016
Graphic organizer to use during design process
Name(s)
Engineering Design
Process:
SASE version approved 7 December 2016
SASE version approved 7 December 2016
