Ahouseforchasethedog Edtpa Final

T&L
Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans,
this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Torin Sawyer
Date:
Cooperating Teacher:

Grade: 2nd
School District:
School:
University Supervisor:
Unit/Subject: Material/Physical Science and Engineering
Instructional Plan Title/Focus: A House for Chase the Dog (A House for Chase the Boy)
Torin Sawyer 11/3/2016 10:13 AM

Deleted: Second

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
This lesson will develop students understanding of testing multiple pieces of data to determine the
best fit, learning that different properties are suited for different purposes, solving a real-world
problem, and optimizing a design solution. This lesson will include testing different types of
material and determining which one would be the most efficient for the purpose intended. Before
this lesson, the students will have studied about the consistency of other materials, such as
concrete or fabric. As an extension of this lesson, the students will design their own house with the
material they chose to use as a roof and write several sentences about how this design material
helps their house, or if it lets the elements inside. During the extension of this lesson, I will teach
the students about the different types of building supplies that are used around Washington. We
will examine the cost of the building supplies and analyze the differences in types of residences.

b. Next Generation Science Standard:
2-PS1-2. Analyze data obtained from testing different materials to determine which
materials are best suited for an intended purpose.
PS1.A. Structure and Properties of Matter : Different properties are suited to different
purposes.
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
ETS1.C: Optimizing the Design Solution : Because there is always more than one possible
solution to a problem, it is useful to compare and test designs

c. Common Core State Standards:
CCSS.ELA-Literacy.RI.2.1: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
d. Social Justice Standards (Anti-Bias Framework)

Comment [1]: Original lesson was for a dog
and his doghouse, I will change it to be about a
human so its more easily relatable for the
students. I will try and use a child as my
example, so they are even better able to relate.

Deleted: for Chases doghouse
Deleted:

Formatted: Font:Bold, Underline
Formatted: Font:+Theme Body, 12 pt,
Bold, Underline
DI.K-2.7: Students will develop language and knowledge to accurately and respectfully
describe how people (including themselves) are both similar to and different from each
other and others in their identity groups.

Formatted: Font:+Theme Body
Formatted

e. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

SWBAT Analyze data and determine the most effective material for the intended purpose

2-PS1-2. Analyze data obtained from testing different materials to determine which
materials are best suited for an intended purpose.
PS1.A. Structure and Properties of Matter : Different properties are suited to different
purposes
SWBAT Test multiple designs and justify which should be the final result
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
ETS1.C: Optimizing the Design Solution : Because there is always more than one possible
solution to a problem, it is useful to compare and test designs

Formatted: Font:+Theme Body, 12 pt
Formatted: Font:+Theme Body, 12 pt,
Bold, Underline
Formatted: Indent: Left: 0.5", No bullets
or numbering
DI.K-2.7: Students will develop language and knowledge to accurately and respectfully
describe how people (including themselves) are both similar to and different from each
other and others in their identity groups.

or numbering

Comment [3]: While implimenting this into
my lesson, I will be taking a look at the cost of
living in two very diverse cities. First, the
students will learn about WA as a state and
how they compare to the nation. I will then
look at the city of Seattle and the city of
Yakima. We will discuss how much it costs to
live there (rounded to the nearest number) and
which types of people would be discriminated
against solely based on income.
... [1]

f. Language Objectives:

SWBAT Ask questions that demonstrate understanding of possible outcomes

CCSS.ELA-Literacy.RI.2.1: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.

g. Previous Learning Experiences:
In previous classes students have been learning about the properties of materials. This will
be their first introduction to using materials for building purposes. The students will have
also had some practice with making predictions, but will have more practice with
predictions during this lesson. Before this lesson, we have learned about living costs and
the importance of strong materials that keep out the elements.


Comment [2]: While implimenting this into
my lesson, I will be taking a look at the cost of
living in two very diverse cities. First, the
students will learn about WA as a state and
how they compare to the nation. I will then
look at the city of Seattle and the city of
Yakima. We will discuss how much it costs to
live there (rounded to the nearest number) and
which types of people would be discriminated
against solely based on income.
1 in 7 people in WA live below the poverty
line.
http://cost-ofliving.careertrends.com/l/3153/Washington
SWBAT determine which material is the most cost efficient

h. Planning for Student Learning Needs:

To plan for student learning needs, I would have several variations I could add to this
lesson. For students with an IEP or a 504 plan, the pictures I use will be helpful for their

Formatted: Font:(Default) +Theme Body
Formatted: No bullets or numbering
Formatted: Indent: Left: 1", No bullets or
numbering
Formatted: Indent: Left: 1", No bullets or
numbering
Deleted:
building. For students who are above grade level, I will have additional materials that they
can test if they finish early. We will also have a discussion about different types of homes
that people live in around Washington State, hopefully clearing up any confusion about
different circumstances.
f. Assessment Strategies (Informal and formal)

Content/Language Objectives
Assessment Strategies
SWBAT Analyze data and determine
Informal: Have students discuss with a partner the
the most effective material for the
reason they choose the materials they did choose.
intended purpose
Have students look at a list of building material

costs and think about which ones they would want
to use.

Formal: Have students write down on a sticky-note
the best material they found that would be placed
on the board by the end of the lesson.
SWBAT Test multiple designs and
Informal: Have students monitor their own
justify which should be the final result
progress by assigning roles to each group member
(material getter, rain dropper, roof placer, etc)

Formal: As a group, students will draw the model of
the house they think should be the final result.
SWBAT Ask questions that
Informal: Have students ask each other questions
demonstrate understanding of possible
about their past experiences with rain or with
outcomes
building a structure. I would also have students

discuss times they have seen other types of
residences (mansion, apartment, house, etc)

Formal: Have students write down one question
they have about an item on the material list, and
one question about alternate housing.

Deleted: will

Deleted: the inclusion of one of the
materials on the list.

g. Student Voice:

K-12 students will be able to:

Student-based evidence to be
Description of how
collected (things produced by
students will reflect on
students: journals, exit slips,
their learning.

self-assessments, work samples,

projects, papers, etc.)
1. Explain student learning
Journal entry
In their personal scientist
targets and what is required to
journals, the students will
meet them (including why they
take a few minutes to write
are important to learn).
down why they think they
are learning this subject.
2. Monitor their own learning
Sticky Note
Students will be provided
progress toward the learning
with one sticky note to
targets using the tools provided
answer the question on the
(checklists, rubrics, etc.).
board: Which material is

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).
Journal Entry
the best to build a roof of a

house with?
In their scientist journals,
the students will
brainstorm a list of other
possible resources that
they could use to finish this
assignment.

Deleted: dog
Comment [4]: This student voice section

can work for my original lesson as well as a
social justice alligned lesson.
Brainstormingpossible solutions is a big part of
critical thinking.

h. Grouping of Students for Instruction:
Students will work in the table groups that have been previously assigned to them. I have
divided the students so that there is an even mix of above target, on target, or approaching
target within each group. The reason I have mixed the students in this way is so the
students can work together as a team to come up with the best possible solution to the
problem, from all different background experiences.

Section 2: Instruction and Engaging Students in Learning (See Learning steps and supporting
theories at the end of this section)

a. Introduction:
I will begin this lesson by showing the students a picture a human, and will ask them
to help me shelter him from the rain because a big storm is coming through. If time
allows, I would play thunder sounds and try to make the feeling of impending rain
ominous. I will show a picture of four different types of residences from a tent for a
homeless family, to a big house. The pictures I want to use include children in them because
I want my students to feel a connection to the children in the pictures.
What the lesson suggests I say: Chase the dog loves being out- side. Although he has a
family and a warm, dry house, he prefers to hang out in the backyard, no matter the weather.
Chase has two loving kids in his house, and they are concerned for their pet. The kids have
decided that the best way to keep Chase both happy and safe is to design the perfect doghouse
to protect him from the elements. Your task is to begin testing roof designs and to decide
what is the best material to use for the roof of Chases doghouse to keep him dry in the rain?

b. Questions:
What materials are your houses made of?
Where do animals or people go when it rains?
What is an engineer?
What is a model?
Why is it a good idea to make a model first?
What is a prediction?
What does it mean to be homeless?
How much money do you think is necessary to survive?

c. Instructional Materials, Resources, and Technology:
4

Comment [5]: Already grouped in groups
that I would keep the same for the updated
lesson.

Deleted: of Chase the dog

or numbering
Cups to use as the base for the house

Approx. 6in x 6in pieces of materials
i. Aluminum foil
ii. Cloth
iii. Paper
iv. Wax paper
v. Plastic wrap
vi. Cardboard
Dropper to mimic rainfall
Rubber bands
Graduated cylinders to hold extra water
Scissors
Computer for PowerPoint presentation

Deleted: Cups with holes in bottom
to mimic rainfall

d. Closure:
I will have all of the materials on the board, and the students will place a sticky note with
their preferred material choice in the corresponding section.
After all of the students have finished testing as many materials as possible, we will come
back together as a class for a group discussion.
We will talk about different types of housing in WA and how not everyone lives in the same
type of residence.
I will ask the students if they can think of any solutions to help people who dont have a
house.
Learning Steps and Activities
1. Students will be introduced to the topic of
building materials, and asked about their past
experiences with these materials.
2. I will ask students some questions about the
materials to get them thinking about the lesson
3. Students will brainstorm a list of materials,
then I will reveal what materials we will be
using and the cost of each material we could use
to build a roof/house.
4. Students will make predictions about which
material will be the best suited for building a
house
5. Students will divide the responsibilities
among themselves
6. Students will collect their tables own
supplies and begin conducting the tests, taking
turns to drop water on their houses.
7. Students will select one material that they
think works the best to build their final house to
present to the class. The students will also tell
the rest of the class why they chose this
material and how much it would cost to use.
8. Students will put 2 colored sticky notes on
Supporting Theories/Principles
(Why are you doing what you are doing?)
Piaget & Bronfenbrenner: Activating prior
knowledge, each student comes in with a
different background
Vygotsky: With support (questioning)
students can master a task
Constructivism: Students construct their
own learning by being actively engaged
Bloom: Reasoning skills, justifying an
answer
Constructivism: Students are guiding their
own learning by making choices

Bloom: reasoning and justifying the answer
Constructivism: Learners are constructing

the board for which material they predicted,

and which material they ended up choosing in
the end
9. Whole class will discuss which material is
best and determine which they would use for
building their own house.
10. I would then ask students to make
observations around their own neighborhoods
about the different types of materials used. The
students will also make observations about
different types of housing that different types of
people live in. The students will also be asked to
come up with possible solutions for people who
have no house.
their own knowledge, or using their new

knowledge to disprove misconceptions
Vygotsky: Talking through a problem can help
self guide
Bandura: Learning by making observations
i.

Formatted: Numbered + Level: 3 +
Numbering Style: i, ii, iii, ... + Start at: 1 +
Alignment: Right + Aligned at: 1.38" +
Indent at: 1.5"

Formatted: Font:Bold

e. Independent Practice:
As independent practice, I would ask the students to look around their neighborhoods and
start to notice the different kinds of materials that are being used. Instead of assigning
homework, I would have an open discussion with my students about why certain materials
are used more than others and have them look up information about their favorite building
material.

f. Acknowledgements:
Marrero, M., Gunning, A., & Buonamano, C. (2016, January). A House for Chase the Dog.
Science and Children, 76-83.


Deleted: So today we have learned
all about different materials and the
properties that they have. We have
tested different materials for their
water resistance ability. Who would
like to share their design with the
class? I want everybody to share
with the class exactly WHY you
choose the material you did, and also,
why you did not choose the
remaining materials.
... [2]
Formatted: Font:Not Bold
or numbering
or numbering
or numbering
Deleted: Learning Steps and Activities
... [3]

... [4]
... [5]

Pictures I would show my students during this lesson.

Seattle homelessness:
http://static.seattletimes.com/wp-content/uploads/2015/11/3e87873e-79aa-11e5-a53fbd1c295bd800-1020x1393.jpg
http://www.sacbee.com/news/local/news-columns-blogs/citybeat/78ti1t/picture62941337/ALTERNATES/FREE_640/1_LS_SEATTLE_HOMELESS_0002
http://media.npr.org/assets/img/2015/04/07/44184164_h34277959_slide178e33b9f4859fdffe111186432da0e9dbb38e60-s900-c85.jpg
http://olgseattle.org/pictures/2015/12/seattle-2.jpg

Seattle apartment:
http://www.udr.com/handlers/GetResizedImageHandler.ashx?width=0&height=249&crop=False&imgsr
c=%2FuploadedImages%2FUDR3%2FMarket_Areas%2FCommon%2FAshtonBellevue_PlanDA1D_2010_
LIV1_EL.jpg
https://s3.amazonaws.com/citybuzz/2015/11/seattle-apartments-for-sale-real-estate/seattleapartments-for-sale-1.jpg
http://media.bizj.us/view/img/3831391/velo-apartments-fremont-07*750xx5472-3084-0-167.jpg
http://www.seattlehousing.org/housing/images/scattered.jpg

Seattle houses:
https://s3.amazonaws.com/citybuzz/2016/01/houses-for-sale-in-seattle-real-estate-trends-inburien/houses-for-sale-in-seattle-real-estate-trends-in-burien-1.jpg
http://activerain.com/image_store/uploads/5/5/3/6/6/ar122019928866355.JPG
http://blog.queenannerealestate.com/files/2012/10/Picture1-2.jpg
http://www.capitolhillseattle.com/wp-content/uploads/2016/01/IMG_2127-600x400.jpg

Seattle mansion:
http://3.bp.blogspot.com/_SexyGCV13kU/TMClbv955WI/AAAAAAAAAJw/WZ5TeMBhUk/s1600/315+c+DSC_2809.JPG

Yakima Homelessness:
http://www.kapptv.com/media/photologue/photos/cache/tent_city_still_display_large.jpg
http://kndu.images.worldnow.com/images/11821819_G.jpg

Yakima apartments:
http://www.thecastlecreekapartments.com/images/site_graphics/CC_3.31.10_037_web.jpg
http://www.megalodonpropertymanagement.com/wp-content/uploads/2013/01/Starliter-apartmentsYakima-001.jpg
http://www.megalodonpropertymanagement.com/wp-content/uploads/2013/05/starliter-w-pool2300x158.jpg
http://photos.zillowstatic.com/p_e/ISu8aqv2c36c6r1000000000.jpg

Yakima houses:
http://www.realityhomesinc.com/wp-content/uploads/2015/10/yakima-manufactured-mobilehomes.jpg
http://halloweensunseen.com/dsc_088house.jpg
http://photos.zillowstatic.com/p_e/ISa9hkl5s5tgwx1000000000.jpg

7
Yakima mansions:
https://a1.muscache.com/im/pictures/32007103/fee9aba6_original.jpg?aki_policy=xx_large
http://myzone.homesoftherich.netdna-cdn.com/wp-content/uploads/2013/10/Screen-shot-2013-1002-at-1.24.05-PM.png

Material cost per unit:
Basic framing lumber: $3 per board
Basic siding lumber: $4 per board
Aluminum roof: $10 per sq. foot
Cloth: $1 per sq. foot
Wax paper: $2 per sq. foot
Plastic: $5 per sq. foot
Cardboard: $0.10 per sq. foot

Ahouseforchasethedog Edtpa Final

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Ahouseforchasethedog Edtpa Final

Hochgeladen von

Copyright:

Verfügbare Formate

T&L

Instructional Plan Template

Torin Sawyer 11/3/2016 10:13 AM

Torin Sawyer 11/3/2016 10:56 AM

Torin Sawyer 11/3/2016 10:55 AM

Torin Sawyer 11/3/2016 10:18 AM

Torin Sawyer 11/3/2016 10:39 AM

Torin Sawyer 11/3/2016 10:39 AM

Torin Sawyer 11/3/2016 10:37 AM

Torin Sawyer 11/3/2016 10:45 AM

Torin Sawyer 11/3/2016 10:35 AM

SWBAT determine which material is the most cost efficient

Torin Sawyer 11/3/2016 10:39 AM

h. Planning for Student Learning Needs:

Torin Sawyer 11/3/2016 10:45 AM

Torin Sawyer 11/3/2016 10:49 AM

Torin Sawyer 11/3/2016 10:51 AM

Torin Sawyer 11/3/2016 10:18 AM

3. Explain how to access

the best to build a roof of a

Torin Sawyer 11/3/2016 10:56 AM

Torin Sawyer 11/3/2016 10:53 AM

Comment [4]: This student voice section

Torin Sawyer 11/3/2016 10:53 AM

Torin Sawyer 11/3/2016 10:54 AM

Torin Sawyer 11/3/2016 11:00 AM

Cups to use as the base for the house

Torin Sawyer 11/3/2016 11:00 AM

Constructivism: Learners are constructing

Torin Sawyer 11/3/2016 10:18 AM

the board for which material they predicted,

their own knowledge, or using their new

Torin Sawyer 11/3/2016 11:06 AM

Torin Sawyer 11/3/2016 11:05 AM

Torin Sawyer 11/3/2016 11:06 AM

Torin Sawyer 11/3/2016 10:18 AM

Das könnte Ihnen auch gefallen