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Section 1: Lesson PreparationTeacher CandidateName:Grade Level:KindergartenDate:March 1, 2020Unit/Subject:STEM Problem Solving/ Unit 6 Weather for All SeasonsInstructional Plan Title:What makes the best shade?Lesson Summary andFocus:We will be reading the book Penny’s Problem that focuses on STEM andengineering. Students will be combining their sense of engineering andtheir opinion to create the “best” shade for Penny. Students will be givenmaterial to create shade for Penny. Students will be working in groups –using their materials given to find the best shade and testing their shadesout by holding a flashlight (the sun) above the shade to see if it works toprotect Penny from the light. Students will collect their data on theworksheet give out to each group. Students will then create a sentencestating their groups findings on what they found to be the best shadematerial will be for Penny – this will be done indepentently.Classroom and StudentFactors/Grouping:We will activate prior knowledge by reviewing the problem within the book,review that the sunlight produces heat, review ideas that students haveabout how to cool penny off (shade). Frontload Vocabulary: Material,Protect, Shelter with vocabulary cards and visuals. Collaborative work withpreassigned partners that will work with them for the rest of the unit.Project the book to increase visibility and allow more visual engagement.National/State LearningStandards:K-PS3-2 Use tools and materials provided to design and build a structurethat will reduce the warming effect of sunlight on Earth’s surface.CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations withdiverse partners about kindergarten topics and texts with peers and adultsin small and larger groups.CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, andwriting to compose informative/explanatory texts in which they name whatthey are writing about and supply some information about the topic.Specific LearningTarget(s)/Objectives:Science: Learning TargetWhat: I will determine which materials work well to create shade.How: I will do this by testing different materials and making observationswith my group.Why: This will help me engage in the engineering design process.Academic LanguageMaterialProtectShelter
ShadeObservationThese unit vocabulary words will be displayed with vocabulary cards onthe white board, they will be pair with visuals.Resources, Materials,Equipment, andTechnology:Premade structures out of sticks, cardboard, and tape.Students will need construction paper, cellophane, plastic tablecloth,aluminum, foam, parchment paper, tape, picture of Penny, flashlight.Technology needed: ELMO, projector, pencils, paper, whiteboard.