Submitted by: Eva Miller
School: Nuckols Farm
Collaborators: Stephanie Wright, Kevin Schatz
Summary
SourceURL:file://localhost/Users/teacher/Desktop/H21/Eva%20Miller/h21_lessonplan_11_12.docEva%20mIller’s%20H21 @font-face { font-family: “Times New Roman”; }@font-face { font-family: “Arial”; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 1in; font-size: 11pt; font-family: Arial; color: black; }table.MsoNormalTable { font-size: 10pt; font-family: “Times New Roman”; }div.Section1 { page: Section1; }
The kindergarten students will listen to the story of the Billy Goats Gruff. They will act out the story. The teacher spends time reading stories about construction and building bridges. Students view pictures of different bridges. Children visit bookmarked sites to see bridges. The children also view the cd about bridges in Henrico available in each library. Students are divided into pairs. One child is the architect and the other is the engineer. They will work together in pairs using found items to create a new bridge for the goats. They will use Photo Booth to record their reflections on their bridge and the design. The teacher will send the clips to a local architect to provide feedback.
TIPC Ratings
The teacher will directly instruct students on search techniques and analysis of various information sources. Students will use cd’s, books, real plans, and posters as they become familiar with the construction of bridges.
The students will work in pairs to create a bridge without direct supervision. The task is designed to promote collaboration in an authentic task as they veiw authentic plans and show their designs to an architect. Students will then communicate via Photo Booth to explain their designs to the architect. He will then respond via email to critique and analyze the students designs.
The students will model a range of critical thinkng and/or problem solving strategies. They will create a new product from found materials. In the end, they will justify their decision-making practices as to which materials they chose or what design they chose for their bridges.
The teacher will designs opportunities to synthesize, research, communicate/collaborate, apply critical thinking skills to address an authentic task. Students use found materials to create a bridge envisioning a future use.
