Running head: Unit Plan 1

Regina Romanjenko

Unit Plan: 3rd Grade Engineering Design

Dr. Tracie Pollard

EDFD 2100 Educational Psychology

4/20/17

Concept: Patterns
Unit Plan 2

Essential Understanding:
Utilizing patterns may create stability.
Predictions can be made by observing patterns.
Essential Questions:
How might patterns play a part in stability?
How do patterns contribute to predictions?

Subject: Engineering Design

Integration: Literature

Standards:
3 ETS 1-1 Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time or cost.
3 ETS 1-2 Generate and compare multiple possible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the problem.
3 ETS 1-3 Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be improved.
CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge
about a topic.

Day 1
Unit Plan 3

Objective: Students will identify need vs. want and relate both to their lives.
Standard: 3 ETS 1-1 Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time or cost.
Prerequisite Skills: introduction to the terms want and need, schema of each
Motivation: read Prudys Problem by Carey Armstong Ellis,
Vocabulary: need, want, problem, solution

Body of Lesson:
9:00 9:10 Read Prudys Problem
9:10 915 Discuss Prudys problem and how she solved it
9:15 9:25 Classify items/situations on SmartNotebook as want or need in small groups
Keep track of classifiers for each. Walk around and ask questions/encourage discussion
for each side. Review each item as a class at the end and bring up conflicts in our data.
9:25 9:45 Introduce extremes of both needs and wants (water vs. cell phone)
As a class, agree upon what needs are compared to wants (define not using examples)
9:35 9:45 Discuss in small groups and come up with three thoughts to share for each:
Why do we have wants and needs? Is there anything we can do about them?
9:45 9:50 Ticket out the door: List of three wants and needs in your life not already discussed

Evaluation: List of three wants and three needs in your life.

Materials: Chromebooks, Prudys Problem, SmartNotebook presentation
Adaptations: Hard copies of want/need classifications

Day 2
Unit Plan 4

Objective: Students will evaluate real world constraints on materials, time and cost.
Standard: 3 ETS 1-1 Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time or cost.
LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic.
Prerequisite Skills: basic research/information seeking, typing
Motivation: Students have 10 minutes in groups of three to build the tallest and strongest
building with the materials they are given. (Spaghetti and marshmallows, index cards and tape,
playdough and toothpicks, blocks, soup cans, bouncy balls, hay) determine the tallest tower,
vote on the strongest.
Vocabulary: structure, materials, constraints, resources

Body of Lesson:
9:00 9:10 Motivator- groups build towers using the varying materials provided to each group
9:10 9:20 Discuss what the problem with the towers was.
How might this relate to a real life situation?
Bring up building a house in the desert vs. forest, student building a water slide using
classroom materials vs. a millionaire building a water slide
9:20 9:30 Introduce constraints of time, materials and cost.
Sometimes we dont have what we need/want because of constraints.
9:20 9:40 In tower groups research constraints on materials, time and cost (google doc)
(Regarding building the playground of their dreams) Why cant we have everything?
9:40 9:50 Individually make an organizer with main points from research on these constraints.

Evaluation: Does the students organizer reflect realistic/justified constraints?

Materials: Chromebooks, Organizers, Spaghetti and marshmallows, index cards and tape,
playdough and toothpicks, blocks, soup cans, bouncy balls, hay (tower materials)
Adaptations: Provide extra time for student to conduct research/turn in organizer. Provide
specific links/article to read about constraints.

Day 3
Unit Plan 5

Objective: Students will analyze the problem Help Mr. McOwen and our pizzas get across
the river, discuss given limitations, brainstorm possible solutions to the problem and pick
at least two solutions to the problem.
Standard: 3 ETS 1-1 Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time or cost.
3 ETS 1-2 Generate and compare multiple possible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the problem.
Motivator: https://www.youtube.com/watch?v=OyTEfLaRn98 (Defining a Problem)

Body:
9:00 9:05 Watch Defining a Problem and talk about questioning for clarification
9:05 9:10 Review Engineering Design Process: ask, imagine, plan, create, improve,
repeat
Provide students with engineering design process (EDP) sheets to guide problem
solving
9:10 9:15 Introduce the problem: Mr. McOwen has pizza for the third graders but while
he was out getting the pizza the bridge across the river collapsed and he cant get back to
the school! Mr. McOwen needs our help to get him and our pizzas back across the river.
a. River is 20ft wide and too polluted to get in/touch
b. Materials: 15ft of board (popsicle sticks), 40ft rope (yarn), sheet (cloth)

9:15 9:25 Give time for questioning and discussion

9:25 9:35 Have students start writing down ideas and discussing with classmates
possible solutions, recording thoughts/ideas on EDP sheets
9:35 9:45 Ask students to decide on two solutions each would like to further explore
9:45 9:50 Ticket out the door piece of paper with additional questions and a short
explanation/quick drawing of the students two selected solutions

Evaluation: Ticket out the door piece of paper with questions and a quick drawing/short
explanation of the students two selected solutions
Materials: projector, prompts, EDP sheets, notebooks/pencils,
Accommodation: Allow student extra time to complete project, move due dates for each portion
of the project.

Day 4
Unit Plan 6

Objective: Students will design in detail two different solutions to the problem Help Mr.
McOwen and our pizzas get across the river and identify for each solution what materials
will be needed, the cost of each and estimate time that will be spent carrying out each
solution.
Standard: 3 ETS 1-2 Generate and compare multiple possible solutions to a problem based on
how well each is likely to meet the criteria and constraints of the problem.
Motivator: Parents with two children came to a river. There was no bridge there. The only way to
get to the other side was to ask a fisherman if he could lend them his boat. The boat could carry
only one adult or two children. How does the family get to the other side and return the boat to
the fisherman?
Vocabulary: estimation

Body:
9:00 9:10 Motivator, compete and discuss
9:10 9:15 Re-visit the problem students are trying to solve, go over limitations and
available materials. Designs should be completed on two separate pieces of paper.
9:15 9:25 Teach how to estimate time, materials and cost.
9:25 9:30 Review constraints researched on day 2 and relate this to constrains students
will face while completing this problem
9:30 9:35 Ask students to record which constrains will primarily affect them and why
9:30 9:50 Students will progress their designs for each proposed solution.

Evaluation: Students record which constraints will primarily affect them and why
Materials: Motivator print outs, day 2 organizers
Adaptations: Provide hard copies of estimating time, materials and cost for student.

Day 5
Unit Plan 7

Objective: Students will design in detail two different solutions to the problem Help Mr.
McOwen and our pizzas get across the river and identify for each solution what materials
will be needed, the cost of each and estimate time that will be spent carrying out each
solution.
Standard: 3 ETS 1-2 Generate and compare multiple possible solutions to a problem based on
how well each is likely to meet the criteria and constraints of the problem.
Motivator: Two minute talks students pair up, each gives a one minute summary of what they
are working on and where they are in their project. After two minutes students rotate partners and
repeat.

Body of Lesson:
9:00 9:10 Two minute talks, four rotations. Then reflect on individual projects and changes
students might want to make.
9:10 - 9:15 Review estimating time, materials and cost.
9:15 9:20 Reflect: Do your solutions still address our problem, Help Mr. McOwen?, Are
you using just the provided materials?
9:20 9:50 Check in with individual students to see progress, answer questions and support
Students focus on determining materials needed, time required and estimated cost for
each of their solutions.
As students finish determining materials, time and cost they will start comparing their
two solutions.

Evaluation: During individual check ins determine where there are misunderstandings and what
should be retaught and what could be extended upon.
Adaptations: Spend one on one time with student/s who are not on track, give support and
outline plans to get back on track.

Day 6
Unit Plan 8

Objective: Students will compare and contrast their own two solutions to the problem, then
compare their solutions to another students solutions and determine improvements that
could be made to each solution. Each student will determine which of their solutions best
solves the problem and is most cost effective.
Standard: 3 ETS 1-2 Generate and compare multiple possible solutions to a problem based on
how well each is likely to meet the criteria and constraints of the problem.
Motivator: https://www.youtube.com/watch?v=4TYLXqrdUMw (changing variables)
Vocabulary: variables, improvements

Body of Lesson:
9:00 9:05 Watch changing variables video and discuss what variables are
9:05 9:15 Talk about comparing two things and determining what should be
considered/prioritized.
Is it ok to prioritize different aspects of the project?
9:15 9:25 Provide students with evaluation sheets to act as a guide as students compare their
own two solutions. And give self feedback. Describe in words thoughts behind their comparisons
(will be turned in).
9:25 9:35 Students pair up and evaluate each others solutions to the problem. Students provide
peer feedback and discuss and apply changes that could improve each solution.
9:35 9:50 Students determine which of their solutions is better, describe in words your thoughts
behind this, defend your decision (turn in).

Evaluation: Student defense of their comparisons and which solution was better when
considering cost, materials and time.
Adaptations: Provide a more structured evaluation sheet to the student.

Day 7
Unit Plan 9

Objective: Students will construct a prototype of one solution to the problem Help Mr.
MrOwen and conduct tests to identify points of their model that can be improved.
Standard: 3 ETS 1-3 Plan and carry out fair tests in which variables are controlled and failure
points are considered to identify aspects of a model or prototype that can be improved.
Motivation: The Human Chair
Vocabulary: prototype

Body of Lesson:
9:00 9:10 The Human Chair activity, discuss strength in structures
9:10 9:20 What is a prototype? What is the purpose of a protoype? How can we test them?
9:20 9:40 Students build prototypes using given materials 10ft of board (5 inch popsicle
sticks), 40ft rope (40 inch pieces of yarn), sheet (cloth)
9:40 9:45 Clean up materials
9:45 9:50 Ticket out the door: What is working? What isnt working?

Evaluation: Ticket out the door

Materials: Popsicle sticks, yarn, cloth
Adaptations: Provide hard copies on prototype discussion. Allow extra time to build prototype.

Day 8
Objective: Students will construct a prototype of one solution to the problem Help Mr.
MrOwen and conduct tests to identify points of their model that can be improved.
Unit Plan 10

Standard: 3 ETS 1-3 Plan and carry out fair tests in which variables are controlled and failure
points are considered to identify aspects of a model or prototype that can be improved.
Motivation: Broken Toys play with broken toys and identify weak points and usefulness of
each
Vocabulary: prototype

Body of Lesson:
9:00 9:10 Broken Toys
9:10 9:25 What tests should we use? How do we keep track of our tests?
Create data sheets as a class.
9:25 9:50 Continue building prototypes. Walk around asking questions, clarifying and helping.
As students finish prototypes they will begin conducting tests.

Evaluation: Did students create data sheets? Did students complete prototypes?
Materials: Popsicle sticks, yarn, cloth, blank data sheets, broken toys activity
Adaptations: work one on one with student to provide support during construction, allow extra
time to complete prototype.

Day 9
Objective: Students will conduct tests on their prototypes to determine failure points.
Students will redesign and retest prototypes based on at least one failure point.
Unit Plan 11

Standard: 3 ETS 1-3 Plan and carry out fair tests in which variables are controlled and failure
points are considered to identify aspects of a model or prototype that can be improved.
Motivation: Exploding Bags (fill balloons, ziplock bags, paper bags, Walmart bags with air
and pop to observe failure points)
Vocabulary: redesign, retest

Body of Lesson:
9:00 9:05 Exploding Bags
9:05 9:15 What are failure points? Have you experienced failure points in anything?
9:15 9:35 Students will carry out tests to determine failure points in their prototypes.
9:35 9:50 Students will redesign their prototypes taking failure points into consideration.

Evaluation: Turn in data sheets. Were tests carried out? Consistently?

Materials: Popsicle sticks, yarn, cloth, blank data sheets
Adaptations: work one on one with student to provide support during testng, allow extra time to
complete tests

Day 10
Objective: Students will redesigned prototypes based on discovered failure points. Students
will evaluate successes and failure points of their prototypes.
Unit Plan 12

Standard: 3 ETS 1-3 Plan and carry out fair tests in which variables are controlled and failure
points are considered to identify aspects of a model or prototype that can be improved.
Motivation: Famous Engineering Disasters Video
Vocabulary: failure points

Body of Lesson:
9:00 9:05 Famous Engineering Disasters Video
9:05 9:10 Can you test/plan for everything?
9:15 9:35 Students will redesign/retest prototypes based on previous failure points.
9:35 9:50 Written evaluation of what worked and what didnt. Did you get Mr. McOwen back
to the school?

Evaluation: Turn in evaluation of what worked and what didnt work

Materials: Popsicle sticks, yarn, cloth, blank data sheets
Adaptations: work one on one with student to provide support during testing, allow extra time to
complete tests/evaluation