Collecting Materials Lesson Plan
Learning rationale
This lesson will provide the student with an opportunity to relate what they have been learning in class to real life situations. The students will make use of locally available materials to understand the relationship between pressure and force. The key ideas that the student wil learn during these lessons are materials locally available that can be used to make classroom rocket ships
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Teacher: Lesson Title: designing and building a rocket ship out of soda bottle Grade/Subject: Engineering |
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Overall Central Focus: National Core Visual Art Standards Ability of students to use locally available materials to design a scientific object Central focus: Collecting of materials necessary for building rocket ship, getting to experience and understand the structure of each material Essential literacy strategy: Following keenly on a complex multistep procedure when conducting the experiments, taking keen notes of any change, taking measurement and carrying out technical tasks while also paying attention to the exceptions and special cases outlined Required/ Prerequisite skills: 1. Basic understanding of various laws related to force and pressure 2. Understanding the basic operations of rocket ship Reading and Writing connections: Students will be exposed to ideas in the sequence in which they are presented and moved to the more complex activities once the students start showing a level of fluency and comfort in what they are doing |
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Content/Common Core Standards: National Core Visual Art Standards / Anchor Standards: Creating ( NYS/NCAS Anchor Standard # 1, 2, 3) Generating and conceptualizing on artistic ideas and work of how the rocket ship will look like and its mode of operation Organizing and developing artistic ideas and procedure Refining and competing artistic work Presenting: ( NYS/NCAS Anchor Standard # 4, 5, 6) Selecting, analyzing and interpreting artistic work for presentation Developing and refining artistic techniques and work ready for presentation Conveying meaning through the completed work Responding: ( NYS/NCAS Anchor Standard # 7, 8, 9) Perceiving and analyzing artistic work Interpretation of the purpose and meaning of the artistic work Applying a specific criteria to evaluating artistic work Connecting: ( NYS/NCAS Anchor Standard # 10, 11) Synthesizing and relating knowledge and personal experience during the making of the art Relating artistic ideas and works to the cultural, societal and historical context to increase understanding of the work |
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Learning Objectives associated with the content standards (The students will…) Creating ( NYS/NCAS Anchor Standard # 1, 2, 3) The students will come up with the idea of a rocket ship and also a model under which the rocket ship will operate The students will then put down a list of materials that they may need to develop the idea and eventually come up with the rocket ship The students will know the purpose of all the materials and how their structures will help towards the final creation of the artistic work Presenting: ( NYS/NCAS Anchor Standard # 4, 5, 6) Responding: ( NYS/NCAS Anchor Standard # 7, 8, 9) Connecting: ( NYS/NCAS Anchor Standard # 10, 11) |
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Academic Language Vocabulary: Water rocket Force Pressure Rocket ship Ballast Language function: The vocabulary that will be used in this lesson plan will be aimed at making the students to understand the basic concepts of force and pressure. They will be simple terms that the students will learn and know the principles under which they operate Additional language demand Discourse: The teacher will have to meet with the students in the classroom and discuss how the shapes of the materials collected will help in achieving the core goal of the lesson |
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Monitoring Student Learning: Formal & Informal Assessments prior to, during & after learning Description of assessment: What is being assessed: In this lesson, the students are required to collect the materials that will help in building a rocket ship from bottle. They are required to list down all the materials that they will need based on what they observed and were taught during the field trip to Long Island’s Air and Space Museum Cradle of Aviation. The ability of students to collect the right materials in the required shapes that will in building the rockets will be assessed during this lesson Assessment accommodations: Distraction-free rooms Extended time Screen reading technology |
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Feedback Type of feedback that will be given to students: The students will be informed whether the acquired materials are of the required quality and shape to help complete the experiment What students will do with the feedback: For students who would have collected faulty materials for the experiment, for example, faulty bottles, not having ballasts, will be required to change materials for the experiment and also look for materials that will help them complete the assignment |
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Instructional Resources and Materials: The teacher will fully instruct during this lesson |
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Connection to prior academic learning and requisite skills: The lesson will be based on student’s prior knowledge of the field trip to the air and space museum where they were taught on how things like rocket ship operate |
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Connections to cultural/personal/community assets: The community is experiencing great technological advancements. Understanding how to build the rocket ship using locally available materials will make the students to understand how the community is operating and also expose them more to be more innovative |
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Instructional Strategies & Learning Tasks that support diverse student needs |
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Motivation: To make every student comfortable during collection of materials and have fun with the whole process |
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Procedure: |
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Time |
Teacher Action (include higher order thinking questions, grouping strategies) |
Student Action |
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Day 1 10 Minutes 5 Minutes 40 Minutes 5 Minutes |
The student will explain to the students the materials that they will need for the experiment and in what structures they will help complete the experiment The teacher will then ask the students to ask any questions regarding the collection of materials and the whole experiment in general Grouping the students to different groups. They will then be sent out to look for the materials from the school store. The teacher will provide materials that they can’t access such as the ballast. The groups will be based on the student’s ability as well as the personality of students, i.e. the introverts and the extroverts Checking of the materials collected |
The student should be very attentive at this phase to ensure they understand every instruction from the teacher to avoid any possible error The students will be asking random questions concerning the experiment as they will be receiving clarifications from the teacher The students will settle in groups. They will then walk to the school workshop to collect the materials that they will need for the experiment and then come back to the classroom Handling over of materials collected to the teacher for assessment |
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Closure: |
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How students will reflect on their own learning: When they shall have collected all the materials required for completing the experiment Answering all the informal questions that will be asked during the lesson |
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Accommodation/Modification based on IEP or 504 plans: Extra time for explanation to students with disabilities that will not be understanding the concepts explained during the lesson |
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Differentiation strategies: A whole class activity where the students in their various groups will be completing an investigation in engineering investigation. It will be an engaging lesson throughout the class |
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Technology integration to support learning: Projector screen to explain the structure and shape of materials that will be needed for the experiment |
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Integration of Theoretical Concepts Lesson Plan
Rationale
The lesson will provide a platform for the students to have a deeper understanding of theoretical concepts relating to pressure and force. It will be a session for looking into areas that they are weak into and gain deeper understanding. It will also help them understand how they can relate the theoretical work to real components
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Teacher: Lesson Title: Force and Pressure Grade/Subject: Engineering |
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Overall Central Focus: Understanding engineering concepts of force and pressure Central focus: integrating theoretical concepts from this class and other classes with practical Essential literacy strategy: Writing a scientific explanation- This literacy skill helps students in making sense of natural phenomenon and developing scientific explanations to the phenomenon. The explanations are based on observed and empirical evidence accompanied with scientific reasoning Required/ Prerequisite skills: 1. Basic understanding of various laws related to force and pressure 2. Understanding the basic operations of rocket ship Reading and Writing connections: Students will be exposed to ideas in the sequence in which they are presented and moved to the more complex activities once the students start showing a level of fluency and comfort in what they are doing |
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Content/Common Core Standards: National Core Visual Art Standards / Anchor Standards: Creating ( NYS/NCAS Anchor Standard # 1, 2, 3) Generating and conceptualizing on artistic ideas and work of how the rocket ship will look like and its mode of operation Organizing and developing artistic ideas and procedure Refining and competing artistic work Presenting: ( NYS/NCAS Anchor Standard # 4, 5, 6) Selecting, analyzing and interpreting artistic work for presentation Developing and refining artistic techniques and work ready for presentation Conveying meaning through the completed work Responding: ( NYS/NCAS Anchor Standard # 7, 8, 9) Perceiving and analyzing artistic work Interpretation of the purpose and meaning of the artistic work Applying a specific criteria to evaluating artistic work Connecting: ( NYS/NCAS Anchor Standard # 10, 11) Synthesizing and relating knowledge and personal experience during the making of the art Relating artistic ideas and works to the cultural, societal and historical context to increase understanding of the work |
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Learning Objectives associated with the content standards (The students will…) Creating ( NYS/NCAS Anchor Standard # 1, 2, 3) Presenting: ( NYS/NCAS Anchor Standard # 4, 5, 6) Responding: ( NYS/NCAS Anchor Standard # 7, 8, 9) Connecting: ( NYS/NCAS Anchor Standard # 10, 11) The student will synthesize and relate lessons taught before as well as personal experiences during the making of the rocket ship in classroom The student will relate artistic ideas and works to the cultural, societal and historical context to increase understanding of the work |
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Academic Language Vocabulary: Liquid Design Motor Launch Combination Language function: The language introduced at this point will help students develop new idea that will help them before they can finally assemble the material parts they have in building the rocket ship using bottles. It will give them a wider perspective and better understanding into what they are doing Additional language demand Discourse: Description and exposition discourse will be used in this lesson to make the student have a clear picture of the material being constructed |
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Monitoring Student Learning: Formal & Informal Assessments prior to, during & after learning Description of assessment: What is being assessed: Student’s cognitive ability in understanding the operations of machines operating under the principles of force and pressure. A lot of informal questions will be asked to assess whether students have an understanding of the operation of air and space and relationship between force and pressure Assessment accommodations: Distraction-free rooms Extended time Screen reading technology |
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Feedback Type of feedback that will be given to students: Students will be given an assessment based on theoretical lessons earlier taught and from practical done. Their results on that assessment will help show how competent and ready they are to the final learning objective What students will do with the feedback: The students based on their feedback, will be required to research more and learn a lot of theoretical concepts relating to pressure and force |
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Instructional Resources and Materials: The class syllabus, online journals and explanations from the teacher |
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Connection to prior academic learning and requisite skills: This lesson aims at examining student’s understanding of past taught concepts on force and pressure |
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Connections to cultural/personal/community assets: The lesson objectives are connected to working mechanism of cultural and community assets that are used in day to day activities |
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Instructional Strategies & Learning Tasks that support diverse student needs |
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Motivation: Application of classroom learned concepts to real life situations |
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Procedure: |
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Time |
Teacher Action (include higher order thinking questions, grouping strategies) |
Student Action |
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Day 1 10 Minutes 5 Minutes 40 Minutes 5 Minutes |
Recounting on the core theoretical concepts that have been taught on force and pressure Setting the students ready for a formal assessment on the theoretical concepts that have been taught before Students answering the following assessment What is the relationship between force and pressure How is pressure related to force, area and shape Are pressure and force directly proportional Collecting of the papers from the students |
The student’s actively listening to the teacher as they take down notes on areas that they might have forgotten Getting ready for the experiment The student will answer the three questions individually Issuing and handing over of the assessment to the teacher |
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Closure: |
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How students will reflect on their own learning: The students will assess their learning through their ability while answering the questions in the assessment |
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Accommodation/Modification based on IEP or 504 plans: Extra time and room free from distractions to students with disabilities |
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Differentiation strategies: Two forms of assessment, i.e. paper and pencil test where the students will answer questions provided in the question sheets |
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Technology integration to support learning: No technology will be used during this classroom |
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Creation of Rocket Parts Lesson Plan
Learning rationale
The lesson will be a learning opportunity for the students to put together different materials to come up with a machine component that can apply the principles of force and pressure. In this, they will know the shapes and structures needed for coming up with a fully functional rocket ship. The engineering concepts that students will learn will be making engineering component parts
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Teacher: Lesson Title: Force and Pressure Grade/Subject: Engineering |
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Overall Central Focus: Understanding the key concepts of engineering: Force and Pressure Central focus: Implementing plan through using various STEM skills to create the rocket ship parts Essential literacy strategy: Following keenly on a complex multistep procedure when conducting the experiments, taking keen notes of any change, taking measurement and carrying out technical tasks while also paying attention to the exceptions and special cases outlined Required/ Prerequisite skills: 1. Basic understanding of various laws related to force and pressure 2. Understanding the basic operations of rocket ship Reading and Writing connections: Students will be exposed to ideas in the sequence in which they are presented and moved to the more complex activities once the students start showing a level of fluency and comfort in what they are doing |
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Content/Common Core Standards: National Core Visual Art Standards / Anchor Standards: Creating ( NYS/NCAS Anchor Standard # 1, 2, 3) Generating and conceptualizing on artistic ideas and work of how the rocket ship will look like and its mode of operation Organizing and developing artistic ideas and procedure Refining and competing artistic work Presenting: ( NYS/NCAS Anchor Standard # 4, 5, 6) Selecting, analyzing and interpreting artistic work for presentation Developing and refining artistic techniques and work ready for presentation Conveying meaning through the completed work Responding: ( NYS/NCAS Anchor Standard # 7, 8, 9) Perceiving and analyzing artistic work Interpretation of the purpose and meaning of the artistic work Applying a specific criteria to evaluating artistic work Connecting: ( NYS/NCAS Anchor Standard # 10, 11) Synthesizing and relating knowledge and personal experience during the making of the art Relating artistic ideas and works to the cultural, societal and historical context to increase understanding of the work |
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Learning Objectives associated with the content standards (The students will…) Creating ( NYS/NCAS Anchor Standard # 1, 2, 3) The students will generate and conceptualize on artistic ideas on the material parts that will be used in making the rocket ship The students will come up with ideas and procedures of how to build the materials parts for the rocket ship Refining and completing on making the rocket parts for the ship. Presenting: ( NYS/NCAS Anchor Standard # 4, 5, 6) The students will select, analyze and interpret the model used in creating the parts and the engineering concepts applied The students will develop and refine artistic techniques for creating the parts that will be assembled during the next lesson The students will convey meaning through the parts made by being able to explain why the final shapes are the way Responding: ( NYS/NCAS Anchor Standard # 7, 8, 9) The students will analyze the parts they have made and make any necessary correction in their work The student will be able to interpret the purpose and meaning of every part that they have created The students will be able to apply engineering principles in evaluating the rocket parts created Connecting: ( NYS/NCAS Anchor Standard # 10, 11) The students will synthesize and relate the theoretical concepts to the lesson learnt Relate the artistic ideas to the societal connection in understanding why the materials are built the way they are |
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Academic Language Vocabulary: Propulsion Propellant Ambitious Computational Language function: The language used will be very essential in assembling together the parts that will be used to make the rocket ships. The vocabulary will be the guiding principle in making the parts. There will be computational part of work to ensure the parts propel when they have been assembled Additional language demand Discourse: The teacher will guide the students in areas that they will be having trouble |
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Monitoring Student Learning: Formal & Informal Assessments prior to, during & after learning Description of assessment: What is being assessed: Ability of the students to apply STEM skills in coming up with all the parts that will be needed in making the rocket ship using the plastic bottle Assessment accommodations: Extended time |
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Feedback Type of feedback that will be given to students: The teacher will look into the components parts of the rocket that the students have made and give feedback on the changes that need to be made or whether they are good and ready for final assembling What students will do with the feedback: The students that have received a negative feedback will redo the work by ensuring the components are well put together to ensure a proper working rocket ship is made |
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Instructional Resources and Materials: The guidance of the teacher |
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Connection to prior academic learning and requisite skills: The students are expected to make the material based on their existing knowledge of force and pressure |
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Connections to cultural/personal/community assets: The final rocket parts made should ensure are environmental friendly and in no way pose a threat to the environment |
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Instructional Strategies & Learning Tasks that support diverse student needs |
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Motivation: To make eco-friendly rocket ship using locally available materials |
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Procedure: |
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Time |
Teacher Action (include higher order thinking questions, grouping strategies) |
Student Action |
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Day 1 10 Minutes 5 Minutes 40 Minutes 5 Minutes |
The teacher will draw on board how the final rocket materials are required to be The teacher will be responding to students questions The teacher will monitor the respective groups as they make the rocket components Assessing the materials made |
The students will look through the drawn materials and conceptualize ideas on how to make them real The students will ask questions that they may have on making of the rocket parts The students will be making the rocket components using the materials available Handing over the components made to the teacher |
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Closure: |
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How students will reflect on their own learning: The student will reflect on their learning through making quality components parts that will have no issue during the assembly |
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Accommodation/Modification based on IEP or 504 plans: Extra time for students with disability |
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Differentiation strategies: A whole class activity where the students in their various groups will be completing an investigation in engineering investigation. It will be an engaging lesson throughout the class |
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Technology integration to support learning: The students will have desktops and laptops to aid the process as they build the rocket parts. |
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Assembly of Rocket Ship Component Parts Lesson Plan
Learning rationale
The student in this lesson plan will demonstrate their understanding of how to follow experimental procedure to come up with a fully functional engineering component. It will demonstrate a full understanding of the learning objectives. The key ideas learnt in this lesson will be new terminologies in engineering and how they can be executed in real life
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Teacher: Lesson Title: Force and Pressure Grade/Subject: Engineering |
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Overall Central Focus: Understanding the engineering concepts of force and pressure Central focus: Assembling the rocket components and launching it Essential literacy strategy: Following keenly on a complex multistep procedure when conducting the experiments, taking keen notes of any change, taking measurement and carrying out technical tasks while also paying attention to the exceptions and special cases outlined Required/ Prerequisite skills: 1. Basic understanding of various laws related to force and pressure 2. Understanding the basic operations of rocket ship Reading and Writing connections: Students will be exposed to ideas in the sequence in which they are presented and moved to the more complex activities once the students start showing a level of fluency and comfort in what they are doing |
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Content/Common Core Standards: National Core Visual Art Standards / Anchor Standards: Creating ( NYS/NCAS Anchor Standard # 1, 2, 3) Generating and conceptualizing on artistic ideas and work of how the rocket ship will look like and its mode of operation Organizing and developing artistic ideas and procedure Refining and competing artistic work Presenting: ( NYS/NCAS Anchor Standard # 4, 5, 6) Selecting, analyzing and interpreting artistic work for presentation Developing and refining artistic techniques and work ready for presentation Conveying meaning through the completed work Responding: ( NYS/NCAS Anchor Standard # 7, 8, 9) Perceiving and analyzing artistic work Interpretation of the purpose and meaning of the artistic work Applying a specific criteria to evaluating artistic work Connecting: ( NYS/NCAS Anchor Standard # 10, 11) Synthesizing and relating knowledge and personal experience during the making of the art Relating artistic ideas and works to the cultural, societal and historical context to increase understanding of the work |
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Learning Objectives associated with the content standards (The students will…) Creating ( NYS/NCAS Anchor Standard # 1, 2, 3) The student will create a fully functional rocket ship through the components made in the previous class The student will organize the right procedure of assembling the individual parts The student will refine and complete artistic work of assembling the parts Presenting: ( NYS/NCAS Anchor Standard # 4, 5, 6) The student will be able to analyze and interpret the rocket ship made The student should have the rocket ship ready for presentation after pumping the bottle using the bike pump The students will be able to make the relevant audience understand the meaning of the work Responding: ( NYS/NCAS Anchor Standard # 7, 8, 9) The students will be able to analyze rocket ship of other student groups The students will be able to interpret why other groups decided to choose certain criteria while making their ship The students will be able to apply the force and pressure principle criteria in evaluating the performance of the rocket ship Connecting: ( NYS/NCAS Anchor Standard # 10, 11) The student will be able to relate a personal experience to the process of making the rocket ship The students should be able to relate the artistic ideas of making the rocket ship to the cultural, societal and historical context |
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Academic Language Vocabulary: Propulsion Propellant Language function: This is the final lesson of making the rocket ship using the locally available materials. They should be able to understand a lot of terminologies relating to force and pressure. At this point, they are also aware of many terms as they had been introduced before Additional language demand Discourse: The teacher will monitor the students as they assemble the component parts |
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Monitoring Student Learning: Formal & Informal Assessments prior to, during & after learning Description of assessment: What is being assessed: The ability of students to assemble all the parts to make a fully functional rocket ship Assessment accommodations: Extended education |
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Feedback Type of feedback that will be given to students: The teacher will assess the final rocket ship and award marks to the students What students will do with the feedback: The student that will receive negative feedback will have to go back and read more on theoretical concepts |
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Instructional Resources and Materials: Classroom textbook Teacher’s guidance |
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Connection to prior academic learning and requisite skills: The student during this lesson is required to have a full understanding of the relationship between force and pressure |
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Connections to cultural/personal/community assets: The final rocket ship is required to be environmental friendly |
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Instructional Strategies & Learning Tasks that support diverse student needs |
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Motivation: To see theories studied in class applied to a fully functioning rocket ship |
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Procedure: |
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Time |
Teacher Action (include higher order thinking questions, grouping strategies) |
Student Action |
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Day 1 10 Minutes 5 Minutes 40 Minutes 5 Minutes |
Briefing the students on the guiding principles that will assist during the assembly process The teacher will answer any question posed by the student The teacher will be supervising the individual groups as they assemble the parts Collecting the rocket ships made by students and assessing them |
The students will be paying attention before they start the assembly process The students will ask questions that they have regarding the assembly of the rocket ship Assembling of parts by the students to come up with a fully functional rocket ship Handing over of the final rocket ships to the teacher |
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Closure: |
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How students will reflect on their own learning: A fully functional rocket ship will be a reflection of students that have fully understood the learning objectives |
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Accommodation/Modification based on IEP or 504 plans: Extra time for students with disability |
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Differentiation strategies: Lecturer discussion entailing content of the unit |
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Technology integration to support learning: There will be no technology that will be used during the experiment |
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Summative Assessment
Paper and pencil test
What is the relationship between force and pressure
How is pressure related to force, area and shape
Are pressure and force directly proportional
Performance Assessment
Coming up with a fully functional rocket ship using water bottle
