How are we better together?
DAY 1 - PLAN 1
DAY 2 - PLAN 2
DAY 3 - PLAN 3
DAY 4 - PLAN 4
DAY 5 - PLAN 5
DAY 6 - SEED 1
DAY 7 - SEED 2
DAY 8 - SEED 3
DAY 9 - Seed 4
DAY 10 - PLAN 6
DAY 11 - SEED 5
DAY 12 - SEED 6
DAY 13 - PLAN 7
DAY 14 - SEED 7
DAY 15 - SEED 8
DAY 16 - PLAN 8
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
This is a 4 to 5-day lesson in which students will complete a STEM project. Students will compare the concept of bridges represented in literature and informational text to launch a collaborative exploration of bridge building using readily available materials. Students will work in teams to design, construct, and weight-test a simple bridge. Finally, students will compose three or four related sentences to explain their bridge building and testing process.
Viewing bridges would be an important part of a lesson on this subject. If you are lucky enough to have a bridge nearby, or will be going on a field trip near bridges, use this time to have the students take a look at the real thing. Discuss what they see and what they think the functions of the bridge may be.
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and make adjustments accordingly.
Apply appropriate elements of UDL:
Apply WIDA Performance Definitions and CAN DO Descriptors to differentiate lesson for English Language Learners.
The following websites provide alternate strategies and information for differentiation of lesson.*
English Language Learners
National Association for Gifted Children
Special Education and 504 LD Online
*Consider the need for Accessible Instructional Materials (AIM) when selecting texts, and captioned/described video when selecting video or other media for this lesson.
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the unit concept of Our Environment wherever possible.
Quantitative Measure (Readability measures and other scores of text complexity): Lexile Level: 630L
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands): Young children who have worshipped a parent will relate to Robert's assertion that his father's job as a skywalker is the most important in building the Golden Gate Bridge in this historical fiction. Background knowledge is important since students will likely not know the challenges of building the largest and longest suspension bridge of the time over the San Francisco Bay with it strong wind gusts (up to 80 miles an hour) that drive high waves (up to 50 miles high) and salt air that can rust iron (the primary bridge material). It takes a construction accident to transform Robert's egocentrism into a new understanding: "Equal work, equal danger, for skywalkers and for painters." Thoughtful discussion and questioning can help students transform Robert's insight into a true life lesson: Each person is important to the team and shares the challenges and the rewards. Written by a masterful author of over 200 children's books, Eve Bunting's powerful word choice creates the changing voice of the narrator and the mood throughout the story. Her strong verbs and figurative language demand a close reading.
Reader and Task Considerations (Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed): A close reading of this text along with a collaborative discussion can drive the insights and teamwork needed to launch a bridge-building STEM project.
Allow students to listen to Pop's Bridge on Tumble Books at a computer to develop oral reading fluency.
Have students write one statement and one question about the Golden Gate Bridge in their journals. Remind students to use correct sentence capitalization and end punctuation. (Allow for phonetic spelling, as appropriate.) Allow students to illustrate one sentence.
Text Complexity Considerations
Quantitative Measure (Readability measures and other scores of text complexity): Reading Level 3.2
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands): Although this informational text includes technical details and terminology, simple sentences accompanied by relevant text features support comprehension.
Reader and Task Considerations (Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed): Learning about the different types of bridges and design considerations will motivate student groups to plan and build their own bridges.
Provide a cloze sentence or a sentence starter for students who need this scaffolding.
Journal entry – Have each student draw a picture of their team's bridge and write a sentence about it. Remind students to use correct sentence capitalization and end punctuation by referring to a model sentence. Suggest that students refer to the list of new content vocabulary for correct spelling (and accept phonetic spelling, as appropriate).
For each group of students
Optional – Provide the same materials as used on Day 3 and allow students to use their ideas to build a better, stronger bridge.
Use a created rubric or use a website like http://www.rcampus.com/rubricshowc.cfm?sp=true&code=S59WB4& to create and apply an writing rubric to evaluate student explanations.
Reading: Informational Text
Speaking & Listening