Indiana Wesleyan University

Elementary Education Lesson Plan

Danielle Witkowski

Unit Big Idea: Teamwork Makes It Work

Lesson Rationale:
In this lesson, students will build and test a structure to mimic a building and test their
structure in a mock earthquake environment using Jello. The students will hypothesize what kind
of structures will best withstand the movement and then test their hypothesis. This process will
give students the opportunity to problem solve and test several ideas, helping them grow in their
critical thinking skills.

Readiness
I. Goals/Objectives/Standard(s)
A. Goal:
1. Students will create and test a structure made of toothpicks and
marshmallows to mimic building earthquake-proof structures.
B. Objectives:
1. Using their knowledge of structures and buildings, students will
brainstorm 2 or more different structures to create.
2. Given toothpicks and marshmallows, students will create a structure to be
tested in a mock earthquake environment using Jello.
3. Given a pan of jello, students will test and observe the strengths and
weaknesses, and make adjustments and retest.
C. Standard:
o 3.ESS.2 Develop solutions that could be implemented to reduce the impact
of weather related hazards.

II. Management
Materials:
o Earthquake sounds video:
 https://www.youtube.com/watch?v=mgLBmLoL2Aw
o Buildings PowerPoint
o Paper and pencils
o “Tool” bags (1 for each student)
o 25 toothpicks
o 25 mini marshmallows
o 2 small pans of Jello
Time per element:
 Anticipatory Set – 5 minutes
 Instruction – 35 minutes
 Assessment/Closure – 5 minutes
Space:
 The students will start at their individual desks for the anticipatory set and for the
exploring and building of their structures. They will test their structures at the
elbow table and return to their desks for the closure.

Behavior:
The classroom utilizes a system of a clip chart. When the student demonstrates an
inappropriate behavior, first the student is given a warning. Next the student will
clip down on the chart. The first clip down is a warning and they lose 1
Classroom Dojo point. The second clip down is spending recess in study hall and
losing 2 Classroom Dojo points. The third and final clip down is a call home
and/or being sent to the office. If a student demonstrates positive behavior, they
can be moved up the chart earning 1, then 3 then 5 points.
Groups:
The students will work individually for a majority of the time but also will have
the opportunity to collaborate with those around them when building their
structures.

III. Anticipatory Set

o “I want you to close your eyes and imagine yourself sitting at home. All of a sudden you
hear a rumbling sound and you think ‘Maybe it’s just a semi-truck passing nearby.’ You
go back to what you were doing but it starts to get louder and more intense.” Start playing
video. “The ground starts to shake, things start vibrating off the counter and crash onto
the floor, shattering. You freeze. What do you do? Stay inside and take cover or go
outside?”
o https://www.youtube.com/watch?v=mgLBmLoL2Aw
o “Okay, you can open your eyes now. How did that make you feel?” Allow time for
student response.

IV. Purpose Statement: “Today we are going to brainstorm and build structures that will
survive our Jello earthquake so we can discover what makes a building strong so we know the
safest places to be during an earthquake.

Plan for Instruction

V. Adaptation to Diverse Students
 Four students in the class (H, G, KA, and M) have ADHD so I need to keep them actively
engaged by using hands-on materials, the marshmallows and toothpicks. I also am having
all of the students plan and draw out what they are going to build so they do not become
overwhelmed when they receive the materials or jump into building a structure before
they think through their plan.
 KY is an ELL student, so I accommodated him by providing many ways to communicate
the information, written and oral, as well as manipulatives such as using the toothpicks
and mini marshmallows to build the structure as well as writing simplified directions and
steps to follow on the board.
VI. Lesson Presentation (Input/Output)
o “Earthquakes can be really scary! During an earthquake the earth’s crust which is the
outside layer of the earth is shifting and moving.” Demonstrate with hands how the
tectonic plates rub up against each other. “This movement can have horrible effects such
as buildings collapsing, houses crumbing, and lots of people getting hurt. One questions
scientists have been trying to solve for a long time is: How can we build the strongest
structures that can survive earthquakes? Today you are going to be scientists and make
hypothesis, or smart guesses based on what we know and what we think, to build our
buildings.”
o “Today we are going to build structures using mini marshmallows and toothpicks to
explore and discover what makes a strong structure. Buildings come in all sizes and
shapes. Take a look up at the screen. This first building is the tallest building in the
world. It is called the Burj Khalifa and it is 2,717 feet tall! The next couple buildings are
uniquely shaped. Let’s look at them together.”
o Go through the 5 additional slides on the PowerPoint, allowing about 30 seconds on each
slide for the students to make observations.
o “Now it’s your turn! We are going to build structures using toothpicks and mini
marshmallows and then test them using our jello. Our pans of jello represent the earth
when it undergoes an earthquake. . On a blank sheet of paper, I want you to brainstorm
then draw out 2 structures that you think will be strong. Your structures don’t have to
look exactly like your drawings but I want you to begin thinking about what you think
will be the strongest! You will start with building one structure, testing it and then
making adjustments to see if you can make it better. If you have extra time at the end you
can build and test your second structure. The marshmallows you receive are not for
eating! Today they are science tools. You will have the opportunity to eat them later. If
you eat your building marshmallows you won’t have any left to build a strong structure!
Your tools should never touch someone else. When you’re carrying your structure walk
carefully back to the table.”
o “Once you have your blank piece of paper go ahead and get started on your drawings.
Feel free to talk quietly with the people next to you to help each other with ideas and
brainstorm but only with the people directly next to you, not across the room!”
o As the students are brainstorming, write directions on the board.
1. Brainstorm and draw 2 ideas for structures
2. Bring to Miss. W to approve and get materials
3. Build one structure
4. Test at circle table
5. Improve and retest
6. If extra time, build second structure and test
o After the students have drawn out their ideas, they will bring them to me to approve. I
will just be making sure they have 2 ideas thoroughly thought through, I will not be
critiquing the idea itself. Once their drawings have been approved, the student will
receive their ‘tool’ bag with their toothpicks and marshmallows. The students will then
build their structure.
o After the students finish building, they will come see me at the back circle table to test
their structure. I will have 2 small pans of jello so I can work with my cooperating
 teaching to test the structures. The student will place the structure in the jello and I will
shake it for approximately 5 seconds.

VII. Check for Understanding

o The student will observe what happens to their structure when it is shaken in the jello and
then we will discuss the following questions with each student:
1. What do you think worked well?
2. What do you think did not work?
3. How could you improve the weaknesses?
o The student will return to their desk and make improvements.
o After the student has made improvements, they will return and retest their structure. If the
student retests their structure and there is still time remaining they will begin building
their second structure and repeat the process.

VIII. Review Learning Outcomes/Closure

 “Great job today guys! I want you to clean up your area. Throw away any toothpicks that
are left and you may eat your marshmallows now you have not used as we talk a little bit
about what we saw today. What are some things that you found out did not work well for
building an earthquake-proof structure?” Allow time for student response.
 “What are some things you found out worked pretty well when you were making your
structure?”
 “What do you think the strongest building might look like? Just one toothpick or one
marshmallow?
 Guide towards: “Strong buildings have a combination of a strong base, sides that depend
on each other and a balance.”
 “Let’s double check our areas are cleaned up and all of our materials are either thrown
away or put back in our bag.”
 Transition to the next activity of the day.

Plan for Assessment

 Formative
o The students will draw two different structures and show them to me before they
are given their materials to build so I can check they have a plan.
o The students will build one structure using their marshmallows and toothpicks
and test the structure by putting it in the jello and shaking it.
o The students will analyze their structure after testing it and make improvements
then retest.
o I will ask the students questions after we test their structure to guide them to
critically think about how they can improve their structure.
o I will float around the room during the brainstorming and building phases,
listening to student conversations and observing their processes.

Reflection and Post-Lesson Analysis

1. How many students achieved the lesson objective(s)? For those who did not, why not?
All of my students achieved the lesson objectives by drawing 2 structures, building,
testing, making adjustments, and retesting.
2. What were my strengths and weaknesses?
I believe my strengths were engaging and working with the students as a whole and as
individuals as I had the minilesson in the beginning for the whole group but had a chance
to work with each student individually when questioning them after they tested their
structure(s) on its strengths and weaknesses. I believe I could have taken this lesson
further by going more in depth about different types of structures, more impacts of
earthquakes, how earthquakes affect us and our school/community as well as other
natural disasters.

3. How should I alter this lesson?

I think I should alter this lesson by talking through the directions as I write them on the
board. I could also create restraints for the students the second time they build such as
only using a certain amount of toothpicks or requiring it be a specific height.

4. How would I pace it differently?

I would love to give the students more time to explore and create different structures and
using different materials.

5. Were all my students actively participating? If not, why not?

All of my students were actively participating after J joined us after a few minutes into
the minilesson. He had a small behavior issue at the beginning but once we got into the
activity he was engaged and seemed to be enjoying himself.

6. What adjustments did I make to reach varied learning styles and ability levels?
I used several different styles to show and teach the information such as I used a youtube
video so the students could hear the sounds the earthquake made, I gave the students hand
motions for the different kinds of way the tectonic plates move, I allowed the students to
make their own structures and I gave the students visuals in the form of directions written
on the board and showing them different types of buildings. I catered to different ability
levels by adjusting my individual questioning after the student tested their structure and
offering support and ideas if necessary.

7. How could I strengthen my anticipatory set?

I could strengthen my anticipatory set by including an age appropriate video so the
students could see and experience the damage earthquakes can cause as well as what can
happen during earthquakes when buildings are not strong enough. My teacher and I
discussed using the school’s VR headsets but unfortunately they were already signed out
that day by another teacher so that was not possible.

8. How could I pre-correct behavior better?

I think I handled behavior during this lesson as each instance occurred. With J, I spoke
with him once and then gave him time to get himself together and join the group. I have
seen my teacher use this strategy of speaking to him once and then letting him join when
he’s ready, not giving any extra attention. Another student, G struggled since he works
 best with 1 on 1 attention so he did complete the activity but I gave him an additional bag
of materials to do with his mentor later in the day and explore further.

9. What other materials may work better for this lesson?

I could use bigger marshmallows for this activity to allow the structures to be stronger
and easier to manipulate. I could also use bigger, stronger pieces as the connectors such
as larger, rectangular toothpicks or even have the students experiement with flimsier
materials such as straws to see which work best.