Zuberbuehler 1

Rebekah Zuberbuehler

Subject: Reading/Math/Science/Social Studies

Lesson Title: If I Built a Car (Lesson 1)

Grade: 5th

STANDARDS

WV Next Generation Standards

Language Arts

ELA.5.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.

• Come to discussions prepared having read or studied required material;

explicitly draw on that preparation and other information known about the topic
to explore ideas under discussion.
• Follow agreed-upon rules for discussions and carry out assigned roles.
• Pose and respond to specific questions by making comments that contribute to
the discussion and elaborate on the remarks of others.
• Review the key ideas expressed and draw conclusions in light of information
and knowledge gained from the discussions. (CCSS SL.5.1)

ELA.5.SL.C14.1 report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace. (CCSS SL.5.4)

ELA.5.SL.C14.2 include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes. (CCSS
SL.5.5)

Math

M.5.OA.2 write simple expressions that record calculations with numbers and interpret
numerical expressions without evaluating them. (CCSS Math.5.OA.2)

Social Studies

SS.5.E.1 investigate the roles of consumers and producers in the United States and apply the
information to a real life event (e.g., bake sale, sporting events, booth at a fair, snack machines,
etc.) using the concepts of:
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• Sales (e.g., advertising and competition)

• Expenses

• Profits

• Supply and demand

SS.5.H.CL5.2 identify prominent inventors and scientists of the period and summarize their
inventions or discoveries, (e.g., Thomas Edison, Alexander Graham Bell, the Wright Brothers,
Henry Ford and Albert Einstein, etc.).

Science

SC.O.5.1.5 cooperate and collaborate to ask questions, design and conduct investigations to find
answers and solve problems.

SC.O.5.3.2 construct a variety of useful models of an object, event, or process.

SC.O.5.3.5 research everyday applications and interactions of science and technology.

SC.O.5.3.7 explore the connections between science, technology, society and career
opportunities.

21st Century Skills

21C.O.5-8.1.LS.3 Student presents thoughts, ideas, and conceptual understanding efficiently,

accurately and in a compelling manner and enhances the oral or written presentation through the
use of technology.

21C.O.5-8.1.TT.7 Student uses advanced features and utilities of presentation software (e.g.,
design templates, design layouts (fonts/ colors/ backgrounds) animation and graphics, inserting
pictures, objects, movies, sound, charts, hyperlinks, and graphs) to create an original product.

21C.O.5-8.2.LS.1 Student engages in a critical thinking process that supports synthesis and
conducts evaluations by applying comprehensive criteria.

21C.O.5-8.2.TT.2 Student collaborates with peers, experts, and others using telecommunications
and collaborative tools to investigate curriculum-related problems, issues, and information, and
to develop solutions or products for audiences inside and outside the classroom.

21C.O.5-8.2.LS.3 Student engages in a problem solving process that divides complex problems
into simple parts in order to devise solutions.

21C.O.5-8.2.LS.4 Student creates thoughtful ideas and solutions and takes risks as he/she works
toward goal despite mistakes. Student begins to consistently think of all the possibilities and
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diverges to become more expansive with his/her thoughts/ideas that lead to the creation of
original products.

21C.O.5-8.3.LS.1 Student manages emotions and behaviors, engages in collaborative work

assignments requiring compromise, and demonstrates flexibility by assuming different roles and
responsibilities within various team structures.

21C.O.5-8.3.LS.2 Student is flexible in approach to solving problems and completing tasks,

considers alternative methods, solutions and perspectives, abandons strategies that do not work,
and reallocates time and resources as priorities change.

21C.O.5-8.3.LS.3 Student sets challenging goals and strategically plans to reach those goals,
monitors performance and adjusts effort and strategies, seeks assistance when needed, and
demonstrates focused commitment to reaching the established goals.

21C.O.5-8.3.TT.3 Student analyzes current information technologies and the effect these
technologies have on the workplace and society.

ACEI

2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of

competence in use of English language arts and they know, understand, and use concepts from
reading, language and child development, to teach reading, writing, speaking, viewing, listening,
and thinking skills and to help students successfully apply their developing skills to many
different situations, materials, and ideas.
2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and
earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to
teach science, to build student understanding for personal and social applications, and to convey
the nature of science.
2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures
that define number and operations, algebra, geometry, measurement, and data analysis and
probability. In doing so they consistently engage problem solving, reasoning and proof,
communication, connections, and representation.
2.4 Social studies—Candidates know, understand, and use the major concepts and modes of
inquiry from the social studies—the integrated study of history, geography, the social sciences,
and other related areas—to promote elementary students’ abilities to make informed decisions as
citizens of a culturally diverse democratic society and interdependent world.

BIG IDEA- Engineers are constantly solving problems, and the engineering process is several
steps that build on one-another.

LEARNING OBJECTIVE(S)-

 Students will investigate the work of engineers, and their design process.
 Students will solve a problem by creating a product through the design process.
 Students will investigate the problem and solution of the assembly line.
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 Students will create a working robot, designed as a car, to market/sell to fellow

classmates.

ESSENTIAL QUESTION(S)-What is a robot? Why are robots important?

RATIONALE- In today’s fast paced world, technology is constantly growing and becoming
more important. In this lesson students will be provided with the unique experience to build a
working robot using a Hummingbird. This will provide students’ with an introduction to
programming, that they can later build upon.

DISCUSSION QUESTIONS-

 Why are robots important?

 What features are in your dream car?
 What jobs involve working with robots?
 What does an affective advertisement have?

ACTIVATING STRATEGY- Read If I Built a Car by Chris Van Dusen, and discuss his
designs as you read.

LESSON DEVELOPMENT

EXPLORATION:

Day 1 (Day 1 of Unit): My Dream Car

 After reading the book, and discussing his designs, spilt them into groups.
Once in groups, they are to draw their dream car and label its features.
o ESL Strategy: Record group discussion on white board/Smartboard.
 This will develop a list of important elements of the book for
ESL students. As well as, give them something to refer back to
during group time (Tissington & LaCour, 2010).
o ESL Strategy: Assign group roles.
 For this activity students will be allowed to assign the roles
themselves. They will need an artist (drawer), a leader/speaker
(this member will be responsible for reporting the group’s
progress), and a creative thinker/barnstormer (a member who
can think creatively to design a product and problem solve)
(Herrell & Jordan, 2012, p. 46).

Day 2 (Day 2 of Unit): Introduction to Robotics

 Today students will be introduced to robotics, and modifying their car design.
First, introduced children to the Hummingbird, and discuss what it is able to
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do (it is a tiny little computer; sky’s the limit on what it can do). A robot is in
the automatic sinks, towel dispensers, the thermostat, and many other things
we use and rely upon every day.
o ESL Strategy: Demonstrate
 Show students the steps they will take for a light, motor,
vibrator, audio, saving an expression, and making a sequence.
As you demonstrate ask students questions to clarify they
understand (black always goes in the …., to create an
expression what do I click, a servo is…, etc.) (Cervetti,
Kulikowich, & Bravo, 2015) (Tissington & LaCour, 2010).
 After the brief demonstration, students will return to their dream car groups,
they will now modify their design. They will start by re-drawing their car, and
again label its features, and add specify where the robotics will be. For
example, students might circle all robotic parts in a blue marker.

Days 3-5 (Days 3-5 of Unit): Building Robots

 For next few days students will work in groups to build their robots. As
students build provide assistance as needed.
o ESL Strategy: Teacher will move around room monitoring groups.
Seeing if any student needs assistance, and monitor ESL student
progress.
 If students are stuck on their design, show them the YouTube
channel Arts and Bots. This channel has videos of robots with
the same programing students are using. It will help stimulate
their creativity (Tissington & LaCour, 2010).
 On the last day students will present their robots to class. This present should
include an advertisement for their car, as they should try to sell it to the class.

LESSON SUMMARY- Students will choose to buy a car, the car with the most votes wins. As
a class discuss what made their car stand out. Discuss the other robots’ best features, and have
the groups tell where they got those ideas and how they were able to accomplish it.

o ESL Strategy: Record group discussion on white board/Smartboard.

 Teacher could make a chart on the board. Rows would
represent/hold groups, and columns would hold criteria/guiding
statements (see example below). This would guide class
discussion, and provide a visual for ESL students (Herrell &
Jordan, 2012) (Tissington & LaCour, 2010).
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What Needs Advertisement

Group # Strengths Other Comments
Improvement Likeability?
Example:
Example: I wish you would
Example: The AD showed have
Example:
Example: Care did not so many cool done/included…..to
Car had cool
Group 1 “roll/move” as features it made the car.
features
intended me want to buy
that car!! I really liked….

Group 2
Group 3

LESSON SUMMARY (CONTINUED) - Have a class discussion about the robotics. What was
easy? What was difficult? Was there anything you were not able to do? What went wrong? What
went well? How well did your group communicate with one another?

o ESL Strategy: Self-evaluation/reflection

 Before holding the class discussion, pass out individual
reflection charts (see example below- sentence starters seen in
right column will be provided to students on Smartboard via
projector). Ask students to complete. Once finished, provide
students the time to share/discuss with classmates. Afterwards,
place these in the students’ portfolios.

Question Personal Evaluation/Reflection

What did you find easy?

I found………….to be easy.

What did you find difficult?

I found………….to be difficult.

Was there anything you (or your group) I wish my group would have…..
were not able to do that you wish you
could have? I wish I could have…..
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Was there anything that went wrong or

……failed during my group’s robot
failed during your robot building?
construction. It made me feel….
How did you fix it?
However, we fixed the problem by….

What went well?

I think…..went well.
Why do you think so?
I think it went well because….

I think my group communicated well

because….
Was there successful communication
within your group?
I do not think my group communicated well
because….

I want to tell you….

Additional Comments
I would like to share…

FORMATIVE ASSESSMENT- (ESL Strategy) Anytime I ask students a question I will be

looking for any concepts that I might need to review again, as well as evaluating my teaching,
and what students already know.

SUMMATIVE ASSESSMENT-Will be post-test given at the end of the unit.

MATERIALS:

 If I Built a Car by Chris Van Dusen

 Robot Kits
 Recycled materials, and craft supplies for decorations
 Hot glue guns

REFERENCES
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Ansberry, K. R., & Morgan, E. R. (2005). Picture-perfect science lessons: Using children's books
to guide inquiry : grades 3-6. Arlington, VA: NSTAPress.

Cervetti, G., Kulikowich, J., & Bravo, M. (2015, January). The effects of educative curriculum
materials on teachers’ use of instructional strategies for English language learners in
science and on student learning. Retrieved from https://www-sciencedirect-
com.marshall.idm.oclc.org/science/article/pii/S0361476X14000605?via%3Dihub

Herrell, A. L., & Jordan, M. (2012). 50 strategies for teaching English language learners (4th
ed.). Pearson.

Tissington, L., & LaCour, M. (2010). Strategies and content areas for teaching English language
learners. Retrieved from
http://web.a.ebscohost.com.marshall.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=14&si
d=6069f0e9-8448-4c44-9f7a-e84334460927%40sessionmgr4008