Lesson Plan 6

Lesson Topic: Command/Bridge Vocabulary Grade level:9th/10th

Length of lesson: 45 min

Stage 1 Desired Results

Content Standard(s):
n/a

Understanding (s)/goals Essential Question(s):

Students will understand:
Students will Recognize appropriate Design
Vocabulary and its connection to related
concepts of Design Process
Students will understand and apply bridge
engineering vocabulary.
Can I use the Design vocabulary
appropriately and in the correct context?
Can I use this engineering vocabulary for
the bridge appropriately and in the correct
context?

Student objectives (outcomes):

Students will be able to:
Define Design Vocabulary terms & use these terms appropriately
Define Bridge Engineering Vocabulary terms & use these terms appropriately.

Stage 2 Assessment Evidence

Performance Task(s): Other Evidence:
Be able to define the command vocabulary and Entrance Slip
apply them. Discussion
Be able to define the bridge engineering Hands-on Activity
vocabulary and apply them.

Stage 3 Learning Plan

Learning Activities:

Time Teacher Will Be: Students Will Be: Rationale:

1:15- Administering entrance slip, Completing entrance slip by We want to see how
1:25 participating in prior accessing prior knowledge and much of the vocabulary
knowledge discussion with actively participating in they already know,
students. discussion. linking to prior
I think this was a good knowledge
activity to use, because the
students were able to think
deeply about the words and
guess as to their definition.
They make connections to
other things in their life
such as air compressors and
much more. I would use
this activity again, or lead a
attention getter that included
big questions about these
words. This I could use
from the attention getters
article by Fisher and Frey.
1:25- Leading students in a hands- Tying yarn to different objects We want the students to
1:35 on activity that incorporates that are varying weights to get a hands-on
tension and force. She will understand tension and force. experience of the
be leading a discussion after Students will discuss what understanding of tension
completing the activity. they learned and can conclude and force.
Like the lesson before, this about tension and force from
went extremely well. I the activity.
should have included more
objects. I decided to do this
activity based on the story
in Effective Vocabulary
Instruction.
1:35- Leading students in hands- Compressing a pop can in any We want the student to
1:45 on activity that incorporates way they choose. They will get a hands-on
compression. She will be also be decompressing baggies experience of the
leading a discussion after filled with air to understand understanding of
completing the activity. the concept of compression. compression.
Students enjoyed this and
made the connection to the
actual word, but I wish that
I could have found better
examples and more to
explain this word. I think
that students need to see
these new vocabulary words
in a variety of ways. Next
time, I should try to find
some videos that represent
these words.
 1:45- Facilitating the discussion Participating in discussion and Analyze to see if the
2:00 about the vocabulary and completing the exit slip. activity was successful
how it connects to the in learning the
activity. Also, they will vocabulary, wrapping up
administer exit slip to see what they learned.
what the students learned.
This connects to slide #7 of
the PowerPoint on the
planning process. We first
allowed the students to
guess definitions of words.
After they used them, they
were able to rethink and
evaluate their work.

Reflection: What did I learn through teaching this lesson? What do I want to remember the next time I teach this
lesson? How will assessment data from todays lesson impact tomorrows teaching?

I learned that students learn best by doing. If you put the vocab words in action, you can better
understand the concepts. I need to remember that we need to do more hands on examples, because
the lesson was a bit short. We also had the boys close their eyes and pull each object tied to the
shoelace. They would say whether there was more force and tension than the object before than
guess what the object was. They really liked this. We could have used more compression examples.
This assessment shows and tells us that we can move on and to keep doing application activities.