Lesson Plan by LeeAnne Lewis and Alisha Lopez

Grade Level:
2nd
NGSS Core Ideas/Science and Engineering Practices:
K-2 Engineering Design
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how
the shape of an object helps it functions as needed to solve a given problem.
Science and Engineering Practices
Developing and Using Models
Modeling in K-2 builds on prior experiences and progresses to include using and
developing models (i.e., diagram, drawing, physical replica, diorama, dramatization,
or storyboard) that represent concrete events or design solutions. Develop a
simple model based on evidence to represent a proposed object or tool.
(K-2-ETS1-2)
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions
Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problems solutions to
other people. (K-2-ETS1-2)
Crosscutting Concepts
Structure and Function
The shape and stability of structures of natural and designed objects are related
to their function(s). (K-2-ETS1-2)
Day #1
Learning Engineering: Power Tower
Objective(s):
Students will learn the basics to designing a structure that can withstand an
earthquake.
Materials:
-Toothpicks
-Marshmallows
-Premade Jello
5E Plan for Lesson
(might not use all 5Es)

Engage:
-Pass out foldable books. We will walk through the book and have the students fill
out the first four pages. Within these pages, we are introducing the engineering
design process. Direct students to record their activity observations as they work.

Explore:
-Tell students that today they are acting as if they are engineers. They will make
models of buildings and conduct an experiment to test how well their structures
stand up under the stress of an earthquake. Explain to them that this is similar to
what some civil engineers do as their jobs.
-Show students the display model of a structure.
-Illustrate how to make cubes and triangles using toothpicks and marshmallows.
-Show students how to break a toothpick approximately in half. Explain that cubes
and triangles are like building blocks that may be stacked to make towers. The
towers can have small or large "footprints" (or bases).
-Distribute 50 toothpicks and 50 marshmallows to each group. Explain that the
Earth has limited resources, so therefore engineers also have limited resources
when building structures.
-For this engineering challenge, students are limited to using only the materials
they have been given to make structures. They may make large or small cubes or
triangles by using full-size or broken toothpicks. They may use cross bracing to
reinforce their structures.
(https://www.teachengineering.org/view_activity.php?url=http://www.teachenginee
ring.org/collection/cub_/activities/cub_natdis/cub_natdis_lesson03_activity1.xml)
Evaluate: We will then test each structure and discuss as a class how they could
improve the towers to withstand an earthquake. (What went well or wrong?)
Discuss how the students used the engineering design process when constructing
and designing their towers.
Day #2
Engineering Design Process: Reach For The Moon
Objective(s):
Students will learn the basics to designing a structure that will be able to
withstand weight.
Materials:
100 Index Cards
Scissors
Object for the top
Yard stick
5E Plan for Lesson
(might not use all 5Es)

Engage:
-Pass out foldable books. We will walk through the book, and have the students fill
out the first four pages. Within these pages, we are testing what the students
remember about the engineering design process. Direct students to record their
activity observations as they work.

Explore:
-Students will first explore how they can use these specific items to build a mini
tower. (Things for students to think about - How can I get this tower to go up?)
Students will play around with the paper to see what they can do before building
the actual tower.
-Each team must complete the construction of its tower within 30 minutes.
-The index cards may be cut into pieces and reassembled as desired.
-A tower shall be declared free-standing if it remains self-supporting for more
than 10 seconds. The tower must support a stuffed animal. (no part of the animal
can touch the ground or anything else)
-Height is determined by measuring the perpendicular distance from the base of
the tower to the highest point of the tower/animal.
-The highest tower will be declared the winner with the rest of the competitors
ranked accordingly.
Evaluate:
-We will test each tower to see if it can withstand the weight of the object. We
will then discuss as a class the results and ask what they could have done better to
improve their tower.

Identify where in your lesson you find engage, explore, explain, elaborate, evaluate