Technology Time Travel: Day 4

5E Lesson Plan

Name: Leslie Ferre Pima Course: EDC 277 Instructor: Radloff

Subject: Science Topic: Technology Grade Level: 8 Duration: 1 class period

(52 minutes)
List of Materials, Handouts, Rubrics, and other Documents:
a bell or another type of signal, paper, pencils, smartboard showing results from student research on 1916
technologies

Purpose/Goal and/or Essential Question(s):

The purpose of this lesson in the unit is to give students an opportunity to come up with as many ideas as possible to
use when they design their devices during lessons 5, 6, 7. They will do this while discovering ways to have
productive, collaborative brainstorming discussions.

Components Description of Plan

Content Standards 8.SL.1 Engage effectively in a range of collaborative discussions with diverse
partners on grade 8 topics, texts, and issues, building on others ideas and
expressing their own clearly.
S2 C2 PO1 Apply (the following select) scientific processes to other problem
solving or decision-making situations: communicating.
Learning Objective After engaging in brainstorming sessions with various partners, students will
create guidelines for successful brainstorming that include:
five dos (with justification), and
five donts (with justification).
Est ENGAGEMENT This meme will be on the smartboard when students enter the room:
# of
Mins
5

(retrieved from
http://s2.quickmeme.com/img/ca/caf80492d78363881303c8e29823e2697c095
3781a34a1df019d2c34c076109a.jpg)

The teacher will tell students they will be doing a kind of speed dating during
class today. After letting them wonder for a second or two, the teacher will
explain that it will actually be speed brainstorming. Students will be trying to
come up with as many ways as possible that a 1916 technology could perform
a particular essential function. Students will be told that they will only have 3
minutes to brainstorm about a particular pairing and then they will have to
move on.
Students should be asking themselves how they are going to come up with
new ideas in such a short amount of time.
Est EXPLORATION Some of the students in the class will be assigned a 1916 technology to work
# of
Mins with and the other students will work with their essential function. The students
15 will participate in a brainstorming version of speed dating, where they are
paired up as one essential function with one 1916 technology. Each pair of
 Technology Time Travel: Day 4
5E Lesson Plan

students will then have 3 minutes to brainstorm with each other on how their
technology could perform the function it is paired with for that session.
After 3 minutes, one group of students will switch seats, creating a new
technology-function pair that will then brainstorm for 3 minutes.

Guiding Questions (to be asked after each 3-minute session)

As you move to your next date, ask yourself what worked and what didnt
work.

Est EXPLANATION After 4 rounds of brainstorming, the class will take a break so that it can share
# of
Mins ideas for successful brainstorming. These ideas will be written on the
7 smartboard for all to see and implement during the second half of the speed
brainstorming session. Students will be asked to justify or explain any
suggestions that they make during this discussion.

Checks for Understanding The first type of checks for understanding will come as the teacher circulates
around the room during the two brainstorming sessions. The teacher will be
listening for collaborative discussions where both students are engaged.
During the second brainstorming round, the teacher will also be asking
students which of the ideas from the board they have tried and whether they
worked or not.
A second check for understanding will come when students share their ideas
for how to engage in a productive, collaborative discussion.
A final check for understanding will come when students submit their
guidelines for effective brainstorming.

Est ELABORATION After students have shared ideas for how to brainstorm effectively, they will use
# of
Mins these ideas during a second round of speed brainstorming. This second round
15 will be done exactly the same way as the first round was done, but students
will meet up in 4 new pairs. During this part of the lesson, students will be
asked to assess how well the suggestions on the board worked.

Est EVALUATION Students will demonstrate their understanding after the first round of
# of
Mins brainstorming dates by sharing their ideas on how to brainstorm effectively.

on During the second round of brainstorming, students will demonstrate their

goi understanding by implementing the suggestions that were presented on the
ng smartboard.

Students will be able to assess their own progress by comparing how effective
the first round of brainstorming was when compared to the second round.

Est Closure Students will produce and submit written guidelines for successful
# of
Mins brainstorming that include five dos, five donts, and explanations (or
justifications) of each.
10 Students will complete the closure activity as homework.

Assessment Options Summative assessments will be done using the checks for understanding
 Technology Time Travel: Day 4
5E Lesson Plan

outlined previously. If the summative assessments indicate that students are

struggling with how to brainstorm effectively, the teacher may need to give
examples of things to do or avoid.

The final assessment for this lesson will be the written guidelines created by
the students. These guidelines will be graded out of a maximum score of 25
and points will be awarded as follows:

1 point for each DO

1 point for each justification or explanation of a DO

1 point for each DONT

1 point for each justification or explanation of a DONT

5 points for writing conventions, awarded as follows:

Writing is clear and there are no errors: 5 points
Ideas are clearly expressed, but there are typos or grammatical errors: 4 points
Ideas are expressed adequately and there less than five writing errors: 3 points
Ideas are expressed adequately and there are more than five writing errors: 2
points
Text is difficult to follow or filled with mistakes: 0 points

Differentiation Options Students will engage in both written and verbal communication of ideas, which
is a type of process differentiation. Content will be differentiated by the
students since they will be coming up with their own ideas about how to
brainstorm effectively (as well as technology functions). There will not be any
product differentiation for this particular activity of the unit.

21st Century Learning This lesson addresses critical thinking by having students determine effective
ways to brainstorm. Creativity is addressed because students are trying to
come up with creative uses for 1916 technologies. Finally, the brainstorming
sessions are a collaborative form of communication. Therefore, this lesson
addresses all four Cs in the 21st century learning skills.

Additional Information