Terilyn Bufkin

Date of Lesson: October 8, 2018

Science Lesson Plan
Part One:
1. Student Learning Objectives:

State Standards [e.g. CCSS, NGSS, HGSS]

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.

Student Learning Objectives [i.e. Domain, Level] [audience, behavior ONLY]

The students will create a tool that could be used in their future career.

2. Assessment [based on Student Learning Objective]:

Objective 1 Objective
2 [if
needed]

Assessment Career Tool

Score/Level/Criteria N/A
needed to master
Objective

Scoring Guide I will use informal observation to determine if the

students have mastered the objective or not. The
students will create a design of the tool used in their
career, on a piece of paper. They have to think about
materials in the classroom that could be used to build
it, and once I approve it, they can move on to the
building process. Once the students build their model,
they will share to the class.

3. Description of Classroom Environment

Arrangement of -Well organized, easy to get around
Classroom -Windows along the wall facing the playground for recess
-Desks are all connected (side by side)
-Library is located next to the teacher’s desk
-Word Wall is located at the back of the room
-Manipulatives and Computers are located in a cabinet next to the
word wall
-Clip chart for math and reading rotations is located next to the
horseshoe table at the front of the room by the smartboard

Technological -Chromebooks (5)

Resources -Smartboard

Instructional - Scratch paper (17)

Resources - Crayon/Markers/Pencil
 Terilyn Bufkin
Date of Lesson: October 8, 2018

- Building Materials: Clay, Construction Paper, Cardboard, Pipe

Cleaners, Foil, Popsicle Sticks, and Straws

Environmental -Classroom door open/closed

Distractions -Disruptive and defiant students
-Weather
-Windows that face outdoor recess

4. Description of Students
ELL 1 male student
1 female student

IEP [speech, PT, OT, gifted, 1 male student (Speech)

academic]

Behavior 1 male student is easily distracted and needs extra

encouragement to work
1 male student is moody, usually for attention
1 male and 1 female that are clingy

Other Male (4) Female (1)- 5 students total

[e.g., gender] 1 - Puerto Rican
4 - Caucasian

Direct Instruction/Gradual Release

Introduction
Anticipatory Set
 Today, we will continue learning/reviewing our future careers.
 As you can see from the board, your future job is listed. We are going to go into more detail
about why I wrote your job on the board, but for now, we are going to watch a short little
video.
 So that we can hear the video, our voices need to be off, our bodies should be still, and we
should have listening ears. (When students are ready, I will play the video)
 Terilyn Bufkin
Date of Lesson: October 8, 2018
 This video talks about engineers. Can someone raise their hand and tell the class what an
engineer does?
 An engineer solves problems by designing and building! For an example, in order to cross
the ocean or lake, we needed a bridge. Therefore, an engineer built one, which solved our
problem.
 On the board I will write the following questions:
- What is the problem that needs to be solved?
- Who has the problem that needs to be solved?
- Why is it important to solve?
 Last week, we focused on tools that are needed for your job. On the board, we are going to
brainstorm and refresh our memory, by listing what those tools are for each of our jobs.
 *I will go through each of the jobs, and allow the students to share ideas while I write their
responses on the board.*
 We have a great list of tools located on the board! I am going to pass out a piece of paper
that we will use to sketch out a design of our tool. But first, we have to think about how we
could make our tool using the following items: (the materials in the classroom)
 On your piece of paper, you are going to draw your model, keeping in mind the items you
would use. You will have ten minutes to complete your drawing (displays timer on the
board), and when the timer is up, I will give you further directions. We are going to be
working the entire ten minutes! Does anyone have any questions before we begin our
designing process?
 *Timer goes off* *Gives callback* Everyone should have finished their design. Would
anyone like to share how they are going to design their tool?
 Now, I’m going to call one table group at a time, and you are going to come to the back table,
gather your materials, and head back to your seat.
 You will have the remainder of our PBL time to complete your tool. If we have time at the
end, we will share our creations.
Communication of Objectives
 The students will review what their career is and what tool that particular career needs.
Once they have a better understanding, they will design and create that particular tool by
using the materials in our classroom.
Input
 I will provide a video that explains what engineers are, and how they are going to be
engineers today.
 I will explain to the students that engineers have to remember what the problem is, how the
problem can be solved, and why they are solving that problem.
 I will review their future careers and tools that are needed for each particular job.
Modeling
 When discussing what engineers are, after the video, I will model by giving different
scenarios. I will explain to the students that engineers built our bridges, and why they
decided to do that. The problem is that in order to get to the other side of the lake or river,
we needed a stable surface that our cars could get across. They designed a model on paper,
tested their model, and eventually built that model.
 Before discussing their future jobs and tools that are needed for that job, I will give my own
example. I will write the job, Teacher, on the board. I will then tell the students that I need
the smartboard to show you videos.
 Terilyn Bufkin
Date of Lesson: October 8, 2018
 After going over their careers and tools, I will model by creating a sketch of a smartboard,
and brainstorm what tools I would need to design it. I will explain to the students that I
could use pipe cleaner for the outline, and fill in the middle using clay.
Guided Practice
 As a class, we will brainstorm what an engineer is and what they do.
 Their jobs will be listed on the board, and as a class, we will brainstorm what each job
needs. Next to each student’s career, there will be a tool that the students will design and
create.
 During the designing process, the students will have the opportunity to share how they are
going to create their tool (which materials they are going to use in the classroom)
Checks for Understanding
 Questions to consider:
- How is your tool being used in your job?
- What is the purpose of your tool?
 As we work on creating a list of tools for each student’s job, I will informally observe to see
if the students are understanding the objective by listening to their responses. If the
students are having difficulty understanding, I will give another example.
 In the designing process, I will have each student share how they are going to create their
model. This gives me the information needed, to know if the students need to continue
designing, or if they can move on to building their tool.
 Lastly, students will share their end product to the class, explaining what their tool is and
why it is important for their career.
Independent Practice/Assignment
 After reviewing what each student’s career is and what tool they need, the students will
design a model on a piece of paper. They will think about what classroom materials could be
used, and the overall purpose of their tool.
 The students will work on designing their model for a full five minutes. When the timer goes
off, they will share their design ideas.
 If I approve their design, they can come up, grab materials for their building process, and
get started.
 The students will have the remainder of PBL time to create their end product (10 minutes).
If we have time, the students will share their tool, what they used to make it, and how it is
used in their job.
Closure
 As a group, we will discuss what they have learned from this assignment, and how it could
be applied outside of the classroom. I will explain to the students that engineers are
everywhere, and it doesn’t matter how big or how small you are, but how big your dreams
are. You can do anything you set your mind to! Anytime you build or create something, you
are being an engineer!
 Concluding Statement: What are some other tools that your job could use?

5. Differentiation [based on Descriptions of Classroom Environment and Students]:

How will the teacher make the learning objective accessible for students identified in Description of
Students?
 Terilyn Bufkin
Date of Lesson: October 8, 2018

Who? What will I How will I differentiate?

differentiate?

Kinder  content If there is confusion, I will provide more examples, and will give
and 1st  process guidance where needed.
 product

 content For my ELL students, I will give more time for the designing
2nd  process process, if needed.
 product

How will the teacher provide enrichment for students identified in Description of Students?

Who? What will I How will I differentiate?

differentiate?

None  content If students finish early, they will create a second design of
identified  process another tool that could be used in their career. (they will only
at this time  product create a sketch drawing and tell me why that tool is important)

 content
 process
 product

5. Integration within and across content fields with the goal of extending student learning and
fostering a deeper understanding of the content.
Within Content Fields [if applicable] Across Content Fields [if
applicable]

Science is integrated with Science when the students design a _ [content field] is integrated
model, while discussing the function that it solves in a with _ [content field] when _.
problem.

6. APA Reference List: