Lesson Plan #1- Entry_Event(revised).docx
Download Lesson Plan #1- Entry_Event(revised).docx
Create a Word Document
or pdf that describes your entry event lesson plan, and upload the document to Canvas.
The lesson plan should include:
Lesson Title
Brief Overview/Goal
Learning Outcomes
Materials/Technology/Software
Content Links
Vocabulary Words
Time frame
Instructional Activities including:
Entry event activity
Discussion/asking questions
Sprint mini-project
Assessment/Closure
that describes how you will introduce your students to the unit topic-
How are you going to grab their attention and make them want explore this topic?
See examples at: http://www.leadingpbl.org/w/page/56227068/Entry%20Event
There are many type of 'hook' or entry event lessons.
Examples include:
Messing About: With limited directions, give the students a limited kit of materials, and let them just mess about with them, and get familiar with their properties. See video example of this at the college with
MIT 2.00b: Intro to Toy Design, also, read David Hawkins' article on messing about in science Messing About in Science.docx
Phenomena/Discrepant Events: See Bernie Zubrowski: Science Starts with phenomena rather than concepts https://vimeo.com/226932400
Literature: Read the students a selection from children's literature or non-fiction that discusses a problem of the lead character. See Novel Engineering
Video: Show a short video about a child who has a problem that needs to be solved
Real Client: Bring in a real client that has a technical issue that needs to be solved- see 'What is Human-Centered Design'
Asking Questions: Ask students to brainstorm at least 3 questions each( can post to a Padlet)
Working Towards Open Inquiry
If you need ideas, get some help from AI-- go to https://gemini.google.com/app
and give it a prompt, such as:
"Acting as an expert [ Grade 1 teacher], describe [ five] possible entry event lesson plans for a project-based learning unit on [energy and motion ] based on the MA standards [ 4-PS3-4. Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.*]
The Hook- Part II: Discussion: Divide students into groups, challenge them to each post three questions about the topic to a collaborative document- Padlet, Google Doc, sticky notes or blackboard for young children
The Hook- Part III: One-Period Project: Especially if students have had little previous experience with project-based learning, As Part III of the Hook lesson plan, walk students through a one-hour version of a design or research project that models the PBL process for the 'real' project, such as:
Science Buddies: https://www.sciencebuddies.org/science-experiments
http://steamcurriculum.weebly.com/arthritic-pencil-holder.html
( make a pencil holder for someone with arthritis)
See the attached student examples and blank forms under Documents, Forms, and examples.
Lesson Plan #1- Entry Event
Title of lesson: How do the people of Sudan get their water?
Brief Overview/Goal: I want students to understand the challenges of getting clean water in other parts of the world, particularly Sudan.
Estimated time for lesson (could be multiple periods): One class period
Massachusetts Frameworks that relate to the lesson: 7.SL.1 (MA). Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and clearly expressing their own.
7.G. 6 (MA). Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms."
7.RL.1 (MA). Cite several pieces of textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate.
References: See Handouts
Materials and Resources: One gallon of clean water, one gallon of contaminated water, jerry can, article on the challenges of finding clean water in Sudan, fact sheet about water on planet earth
Instructional objectives/Learning Goals: Students should make a text to self and text to world connection. Gaining background knowledge on the setting of a story as well as gaining knowledge about real world conflicts that the characters in the book will encounter.
Language Objectives/Targeted Academic language: text to self, text to world
Anticipated student preconceptions/misconceptions: Students might have trouble contextualizing the challenges of transporting water long distances.
Instructional tips for teacher/possible problems to anticipate: Using water can be problematic, have extra towels on hand.
· Instructional activities: Hands on: Have students interact with materials depicted in the text.
o Two Jerry Cans; one empty, one filled with water. Have the students walk down the hallway with the empty can and then walk the hallway with the full can.
o Progressively dirtier water: Have a student go fill a bottle with Melrose water from a faucet. One by one bring out water that is dirtier and dirtier asking students to report on what they see, think and wonder for each of the water samples.
Closure:
o Assessment:
Exit ticket: Report on how much harder it was to travel with the full can of water.
Active reporting: see, think, wonder when reviewing water samples
Meeting Diverse Needs/ Differentiation: Deliberate groupings, optional activity (students can observe rather than participate)
Implementing 21st Century Skills: Collaboration/Communication/Critical Thinking:
Working in pairs, answer the question “How do the people of Sudan get their water?” Students will need to communicate ways they believe water can be transported long distances. There will be defined roles such as the person carrying the water, the person directing them where to go and the person assisting them in arranging a most comfortable way to transport water using only a jerry can and their body. Standard SL.7.1A: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Handouts/links: “Clean Water Runs Dry”: https://drive.google.com/drive/u/0/folders/1qsFUWnNCiPJuMeCgAG_jA1bNBZJusRzI