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Engineering is Elementary ~ A Work in Process: Improving a Play Dough ProcessMigrant Lesson Plan Template-Chemical Engineering

A Work in Process: Improving a Play Dough Process

Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) AdaptationsTitle: Improving a Play Dough ProcessTopic: Chemical Engineering

Lesson: Prep Lesson~ Technology in a Bag

Focus Question: What are technologies and who designs them?

Unit Learning Targets: Engineering, Technology and the Application of Science

Science and Engineering PracticeP8 Obtaining, evaluating, and communicating Information

Cross Cutting ConceptsCCC 1 PatternsCCC 6 Structure and Function

Time For Lesson: 30-40 Minutes without Supports50-60 Minutes with Migrant Supports

Content Objectives: (Student Friendly)I can identify and speak about technology in everyday objects.I can identify engineers as people who design objects to help people.

Language Objectives:(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)

I can identify and speak about technology in everyday objects.I can write complete sentences to share my ideas about what an object can do and what problems that the object solves.


Student Engagement: Leadership I can work with other people in my group cooperatively by showing respect, making good decisions and solving problems.

Developing Relationships Making Choices Setting Goals Problem Solving Future Action Planning

Students discuss in groups what an object does, who created that object and what problem the object solves. (Discussion of how problems can be solved through technologies)

- Prior to Preparatory prepare students to work in cooperative teams by using the GLAD Strategy of T-Chart of Social Skills- Set up groups, define cooperation

- Utilize the strategy of Numbered Heads together- Utilize Super Scientist Awards

Key Vocabulary: Engineering- Engineer Material Problem Technology Solution

Lesson SupportsSuper Engineer AwardsT-Chart of Social SkillsNumber Spoons(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)Inquiry Chart Observation Charts Prior to the Prep Lesson-students write questions, predictions, observations while looking at the pictures.What is…

An Engineer Technology

Template Chart-With Questions

Materials: Brown Paper BagMaterials from Pg. 33Include materials from the migrant lifestyle

- Asparagus cutter- Trompo- Molcajete- Recipe card for

traditional dish- Panuelo

Other Vocabulary:List of objects in bags found on page 33. (Realia)

Higher Order Questions: What is an engineer?What is technology?Do you know someone who is an engineer? What kind of work do they do?

During Lesson: Template/Chart…- Is the object natural or human-made?- What is material(s) is it made of?- What problem does it solve? - How else could you use it? - What other materials could the object be

made of? - Who do you think creates these

technologies?


Social and Cultural Processes: Adding migrant related realia during the Technology in a Bag activity.

Building Background Activities Introduction on pages 34-35

Comprehensible Input and Output - Charts-T Chart of Social Skills- Charts: Inquiry Chart- Realia-Items in Bag- EL Achieve Cards during student

discussions-Specific Strategies-Share your Thinking Card

Learning Strategies: Student Activities

Student NotebooksLearning Log-at the end of the notebook (write or sketch)Charts

Practice and Application:

Discussion of realia in bagsTechnology Around Us Worksheet P-1

Student Interaction

Discussion and Discourse of objects (EL Achieve Cards-Present and Idea… I think…, I noticed that… Collaboration using “Leadership” team building using Social Skills and Number Heads. Positive Interdependence Students discuss questions from page 34 and ideas are charted on chart paper.

Student Reflection

Return to the Inquiry Chart What is an Engineer-What is technology) (See page 37) Realize that nearly everything we use is engineered, that we all engage in engineering… How did you work in your group?

Review and Assessment A-1 and A-2 Prior to the Lesson- Place in notebook. At the end of the unit

Parental Support OpportunitiesHome-School Connection: Take or draw a picture, or bring in real object of a “technology” found in the child’s home. Explain how it is used in the child’s home, explain what problem it solves, who created it.

Ask your parents the following question:- What technology do you remember your parents (child’s grandparents) using? - How has the technology changed from your parents to your generation?




Lesson: Lesson OneMichelle’s MVP Award

Focus Question: What is a process? What are the steps in a process? What is a chemical engineer?

Unit Learning Targets: (Big Ideas Built Over Time)Solids retain their shape when movedLiquids take the shape of their container in which they are being heldThe three states of matter are solid, liquid, and gasEngineering Design ProcessScience and Engineering Practice Cross Cutting Concepts

Time For Lesson: 2-3 Class Periods 90- 120 Minutes without Migrant Supports3 Class Periods 120-150 Minutes with Migrant SupportsContent Objectives: I understand the difference between recipes and processes.I know that engineers solve problems by designing solutions. I know the Engineering Design Process can help solve problems.

Language Objectives:I can listen to a story that has a problem that will need to be solved. I can read a story about a girl engineer, Michelle. I can explain how the main character in the story used the Engineering Design Process

Student Engagement Developing Relationships Making Choices Setting Goals Problem Solving Future Action Planning

Continue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have you seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.“What does teamwork look like when you are having a discussion?” “What does it sound like?”


Key VocabularyChemical engineer Down syndromeEngineerEngineering Design ProcessLiquid ProcessSculptSolidTeamwork Technology

Other Vocabulary:(Other unfamiliar vocabulary from the story)

Lesson Supports(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)

Big Book of Engineers Observation Charts

Materials: (Science Lesson Specific Student handouts-

Section One Basic or Advanced depending on grade level

Big Book Observation Charts

Higher Order Questions: (See Lesson Specific Questions Embedded within Lesson)

Social and Cultural Processes: Change Pre-Reading Questions to reflect the migrant lifestyle

Discuss the location of the story-Canada (4-1)

Building Background Activities Observation charts-chemistry, solids, liquids, gas, chemical engineers Big Book of Engineers Pictorial (comparing two different engineers and their equipment)

Comprehensible Input and Output

- Charts: Observation Charts- Charts: T-Graph of Social

Skills- EL Achieve Cards during

student discussions-Specific Strategies-Agree-Disagree Reflection Pg. 50

Learning Strategies: Student Activities1. Discuss Chemistry and

Chemical Engineers-Good place for observation charts

2. Preview the story-Picture cards from the book-sorting, sequencing

3. Pre-reading questions4. Discuss the differences

between recipes and process after page 18

During Reading Discussion Questions

Practice and Application:Engineering Design Process (1-2, 1-3)Vocabulary: (1-4, 1-5)

Advanced or Basic depending on the grade level


Student Interaction By the end of chapter 4, discuss and review what chemical engineers do. Students can add or

modify their thoughts based on what they read in the story. Either during reading or after chapter 5, students can think about why the order of the steps of the

play dough process is important. o What do you think might happen to the play dough if someone does not follow the steps of

the process in the correct order?o What are some things Michelle could do to make sure people follow the steps in the right

order? Students work on record sheet 1-3 to decide how Michelle used the steps of the Engineering Design

Process Review vocabulary from the story

Student Reflection Use “Steps of a Process” (1-7) to check for students understanding of the definition of a process. Discuss student ideas and allow students to share their tasks and steps of a process.

o Do you think a process is a technology? Why or why not?o What are some things that Michelle had to keep in mind when she was engineering her play

dough process?Review and Assessment

Parental Support OpportunitiesHome School Connection: Share with your family, what you know about processes. Talk with your family about processes they have used in their lives.

Example- Describe the materials, instructions, steps to make tamales or other traditional foods.

Write, draw, or sketch your ideas.




Lesson 2: Get the Creative Juices Flowing

Focus Question: - How do chemical engineers

use product research to help them design and improve technologies so they are appealing to consumers?

Unit Learning Targets: (Big Ideas Built Over Time)Solids retain their shape when movedLiquids take the shape of their container in which they are being heldThe three states of matter are solid, liquid, and gasEngineering Design ProcessScience and Engineering PracticeP7 Engaging in argument from evidence

Cross Cutting ConceptsCCC 6 Structure and function

Time For Lesson: Prep 5-10 MinutesLesson 50-60 minutes without enhancementsLesson 2 days 40 minutes with enhancements

Content Objectives: (Student Friendly)- I can perform, collect, and analyze product research

to help a company decide what color to make their new juice product.

Language Objectives:

- I can discuss data from a survey.- I can write down a claim and back it up with evidence

about why a particular color is best for a new juice product.

- I can use and discuss the steps of the Engineering Design Process


Developing Relationships: Continue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have you seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.“What does teamwork look like when you are having a discussion?” “What does it sound like?”Problem Solving: Students work in pairs. As students work in pairs think about how to solve a problem using different materials?


Key Vocabulary: Vocabulary Specifically Taught before, during or reinforced after instruction

Analyze Chemical Engineer Consumer Data Ingredient Product Research Survey

Lesson Supports(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)

Record Sheets 2-1 2-3 2-4 2-6

Color A Color B Color C

Materials: (Realia) Chart paper 3 clear plastic 2 liter

bottles Spoon 10 clear plastic cups Water Food coloring Tape markers

Other Vocabulary: appealing

Higher Order Questions: (Introduction) Introduction questions on page 58 Either listen to or read the “Meet a Chemical Engineer Transcript” and answer the following

questionso What new product is Jenny working on and who are the consumers?o Are you surprised that a chemical engineer works for a juice company? Why or why not?o What problem is Jenny working to solve?o Why is it important to do product research?o Jenny asked you to do the product research for this new juice color. How do you think you

could help her solve this problem?

Social and Cultural Processes:

Building Background Activities Review the Guiding Question-How do chemical engineers use product research to help them design

and improve technologies so they are appealing to consumers?1. What are the steps needed to complete this product research survey?

a. What do we want to know? What is the research question?b. What might we do first?c. How could we brainstorm colors and choose the best ones for the survey?d. Who should we include in our product research serve? Why?e. How should we survey them?f. How should we analyze the data we collect from the survey?

Comprehensible Input and Learning Strategies: Student Practice and Application:


Output- Charts: Observation Charts- Charts: T-Graph of Social

Skills- Chants (Solid Liquid, Gas)- EL Achieve Cards during

student discussions-Specific Strategies- Cite Evidence (Change to reflect grade level)

ActivitiesAsk

What is the flavor of the new juice product from Creative Juices Company?

What color do you think the new juice should be?

1. Brainstorm possible colors2. Make samples of the juice

samples with food coloring3. Have the class vote on

which three juice colors to include in their product research survey (Chart paper and dots to record class data VISUAL)

Work through other challenges in pairs…

1. Mix the top three colors in bottles and label them A, B, C

2. A new class now votes for which color do consumers prefer for a new strawberry orange juice?

3. Students then ask the survey participants what they like and don’t like about the three samples A, B, C

4. Students tally the results from the survey participants

Student Interaction1. Students use page 2-3 to create a bar graph of the data.2. Discussion questions from page 63.3. Prepare a report for the president of the Creative Juices Company

o What information do you think might be important to include in our report?4. Students work in groups to complete the report (2-4)

Student Reflection Go over and discuss the reflection questions from page 65-66 Student Notebook- Claims, Evidence and Justification for answering the focus question

Review and Assessment EiE Assessments-

A/B-Multi Level A Advanced Level B Basic Level

Parental Support Opportunities: Home School ConnectionsAsk parents/family members about how they might have improved a process in their lives or childhood to make it work better or more appealing like you did for the juice company. Draw the steps they used in solving this problem that was solved through engineering.




Lesson 3: All Mixed Up Focus Question: How can we determine the quality of a play dough process?How do the play dough materials change when they are mixed together?

Unit Learning Targets: (Big Ideas Built Over Time)Solids retain their shape when movedLiquids take the shape of their container in which they are being heldThe three states of matter are solid, liquid, and gasEngineering Design ProcessScience and Engineering PracticeP1 Asking questions and defining problemsP2 Developing and using a modelP3 Planning and carrying out investigationsP4 Analyzing and interpreting dataP8 Obtaining, evaluating and communicating information

Cross Cutting ConceptsCCC 2 Cause and effectCCC 6 Structure and function

Time For Lesson: Part 1: Prep 10-15 minutes- Lesson 50-60 minutes w/o enhancements 70-90 minutes w/ enhancementsPart 2: Prep 25-30 minutes- Lesson 50-60 minutes w/o enhancements 40 minutes over 2 days w/ enhancements

Content Objectives: 1. Mixtures can have properties that differ from

the individual materials they contain.2. Mixing solids and liquids can sometimes result in

a solid and other times a liquid.3. Adding different amounts of material to a

mixture can change the properties of the mixture.

Language Objectives:1. I can critique quality levels of play dough

samples and determine how to change a process when mixing ingredients.



Key Vocabulary: CriteriaDissolveLiquidMixtureProcessPropertySolidTest Texture

Lesson SupportsLesson Part One: Use a box and t chart to show the similarities and differences of the two different engineers from the pictorial.

GLAD support

Materials: See materials list on page 72Buckets of soapy water and paper towels for clean up Texture Test scoring sheet 3-1Usage Test scoring sheet 3-2Engineering Design Poster 4-1

Preparation1. Students work in pairs2. Prepare a batch of low quality

play dough from page 733. MUST BE REALLY STICKY

Other Vocabulary:

Higher Order Questions/Introduction- What was the word that Michelle learned to describe the steps for making her play dough?- What is a process?- Discuss with students questions on page 74 regarding the Engineering Design Process.- How can we determine the quality of a play dough process and how do the play dough materials change

when they are mixed together?

- Have you ever used play dough before? What did you use it for?- Was it high-quality play dough? How do you know?


Building Background Activities In pairs, students receive a small amount of the store bought play dough.

o Do you think this is high quality play dough? Why?o What are some properties of this play dough? (Record ideas on chart paper)

Next, distribute to pairs a sample of the low quality play dough and ask the same two questions to students.

Student jobs as chemical engineers is to “Improve” the process that creates low-quality play dough so it creates high-quality play dough.

Show students Texture Test scoring sheet and discuss “Texture” and record properties for level 1 and level 3 play dough.

Brainstorm ways to test how well the play dough works Teacher Tip on pg. 78) Select a test and pairs try it with the high-quality and low-quality play dough. Discuss what a level 2 play dough might do in the usage test. Discuss questions from the Texture and

Usage test sheets as a class.

Comprehensible Input and Learning Strategies: Practice and Application:


Output Chart with properties of high quality and low quality play dough

Part 1 Reflection- What is your goal?- How will you know if you

have been able to “Improve” the low quality play dough?

Review the concept of “Process”Preview Part 2

Student Interaction (Part 2) Review the design challenge and the focus question for the lesson Discuss properties of the flour, salt, and water. Are they a solid or liquid? Use chart paper and a

table to chart student responses.o What materials are we testing in our experiment?o How many materials should we mix at a time? Why do you think so?o How much of each material should we mix? The same amounts of each, or different

amounts?o Which combinations of materials should we test?o What could we use to mix the materials?o How long should we mix them?

*discuss variables*

1. Model the first combination for students using sheet 3-32. Students continue mixing combinations and recording observations on sheet 3-33. Discuss questions about the mixtures on page 90

Student Reflection How could all of this information about the play dough materials help you to improve a play dough

process? What might you do if the play dough is too sticky? What might you do if the play dough is too dry? What might you do if the pay dough is too grainy?

Reflection questions could be answered in student notebooks or verballyReview and Assessment

Student Rubric

Parental Support Opportunities: Home School ConnectionsInterview your parents: Ask them to tell you about their favorite family recipe or dish. Try to list or sketch the solids and liquids used for that dish.




Lesson 4-Improving a Play Dough ProcessPart One: Ask/Imagine Part Two: Imagine/PlanPart Three: Create and Improve

Focus Question: How can we use our knowledge of the properties of play dough materials and the Engineering Design Process to improve an existing play dough process?

Unit Learning Targets: (Big Ideas Built Over Time)Solids retain their shape when movedLiquids take the shape of their container in which they are being heldThe three states of matter are solid, liquid, and gasEngineering Design Process

Science and Engineering PracticeP1 Asking questions and defining problemsP2 Developing and using a modelP3 Planning and carrying out investigationsP4 Analyzing and interpreting dataP6 Constructing explanations and designing solutionsP7 Engaging in argument from evidenceP8 Obtaining, evaluating and communicating information

Cross Cutting ConceptsCCC 2 Cause and effectCCC 4 Systems and system modelsCCC 6 Structure and function

Unit Learning Targets: (Big Ideas Built Over Time) Solids and liquids can be combined to create a mixture I can use the Engineering Design Process to improve an existing play dough process so the product is like store-

bought play dough

Time For Lesson: Part One: Ask, Imagine, Plan- 50 MinutesPart Two: Create- 50 MinutesPart Three: Create, Improve- 60-75MinutesPart Four: Improve 60 MinutesContent Objectives:

I can use the engineering design process to solve a problem. I can use the Engineering Design Process to improve an existing play dough process so the product is like store-bought play dough

Language Objectives:

I can use the Engineering Design Process to discuss and record the steps and materials needed to create and improve a play dough process. (Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)



Based on what students learned in lesson three, students will be asked to work together to create a play dough similar to store bought play dough. These lessons lend themselves to connect with planning ahead in other areas of school and home. Key Vocabulary: DesignEngineering Design ProcessGoalImproveKneadProblemProcessRedesignSolutionTest Texture

Lesson SupportsSentence Frames or Observational Organizer in science notebooksI noticed…I observed…When the…. Part 4: Use claims and evidence to answer the following: “Did the redesign of the mortar strengthen the wall?

Materials: Part 1 Materials- Page 100

Part 2 Materials Page 108

Part 3 Materials Page 115

Other Vocabulary:constraints-

Higher Order Questions: (See Lesson Specific Questions Embedded within Lesson)


Building Background Activities

Comprehensible Input and Output : Use student sheets to create booklet for students using the design process- Student sheets for ask, imagine, plan, create and improve

Learning Strategies: Part 1 Intro: 1. Review the

Engineering Design Process

2. Review Lesson 33. Sheet 4-3 (do question

3 together as a class)

Practice and Application:Part 1: Activity

1. Discuss the low quality play dough so students can be thinking how to improve it.

2. Cut out and tape together the following process cards 4-10 through 4-14 in the correct order.

3. Do the TEACHER DEMONSTRATION, going through all the steps to create the low quality play dough.

4. Discuss how we could improve the order of the steps “Imagine”

5. Come to a consensus so all pairs in the class will be using this order

6. Students complete sheet 4-16 (This is the PLAN step of the Engineering Design Process.


Student Interaction/Part 2 Today students will “Imagine” ways to improve the play dough process by observing what happens

when the amounts of materials are changed. Model the new steps for students to make the play dough and use questioning strategies after each

step. Students will now “Imagine” ways to change the amounts of materials to improve the play dough

further. Discuss adding more or less materials and give students time to brainstorm ideas on the sheet 4-5 Students then choose 1 of their ideas to “Plan” and “Create” Glue the steps in the order the class decided, either in a student notebook, or on sheet 4-6

Part 3 Review the goal of the design challenge and what technology students are working on. Review with students sheet 4-3 Review how students will test their play dough, reviewing sheets 3-1 and 3-2 and 4-7. Students look at the “Plan” section of sheet 4-6 and remind students to follow the steps of the process

exactly. Students will follow their steps to “Create” their play dough from sheet 4-6. Once the play dough is created, guide students in testing and scoring their designs. Use sheet 4-7 for

scoring the samples on texture and usage like they did before. After pairs have performed their tests, use the questions on page 119 as discussion questions. Next, discuss ways to “Improve” their play dough using sheet 4-9 Do we want to change the order of the steps using the sample process cards? Rearrange the steps like the manual suggests and give students new copies of sheet 4-16 Students change material amounts if they wish, follow the new order of steps, create their new sample

and record scored on #2 of sheet 4-7. Discussion questions from page 122.

Improving a Play Dough ProcessWhat worked well… What were some

challenges…

Student Reflection Use a t chart to reflect on the building of the wall. Use sentence frames or observational organizer to bring out ideas how the order of steps and amounts

of materials changes the play dough. Refection Questions on page 123.

Review and Assessment Administer the Pre-Post Test within the Engineering is Elementary Unit in the Assessment Tab Alternate Assessments on the EIE website

Parental Support Opportunities: Home School ConnectionTalk with your family about how you improved the play dough process and the ingredients you used. Work with your family to make more play dough and create a sculpture out of it. (You could create a plant, an


animal, an object out of the play dough. Sketch and write the steps you did in creating your object.

Home/School Connection (Prep Lesson)

Discuss with your parents/family members the following questions. Write or sketch what they talked about.

What technology do you remember your parents (child’s grandparents) using? How has the technology changed from your parents to your generation?


Parent/Adult Signature: ______________________________________

Home/School Connection (Lesson 1)

Share with your family, what you know about processes. Talk with your family about processes they have used in their lives.

(A process is a series of actions or steps leading to a result of goal)

EXAMPLE-Describe the materials, instructions, steps to make tamales or another favorite traditional food.




Ask your parents/family members about how they might have improved a process in their lives or childhood to make it work better or be more appealing like you did for the juice company.

Draw the steps they used in solving this problem.

(A process is a series of actions or steps leading to a result of goal)




Interview your parents: Ask them to tell you about their favorite family recipe or dish.

Try to list or sketch the solids and liquids used for that dish.




Talk with your family about how you improved the play dough process and the ingredients you used. Work with your family to make more play dough and create a sculpture out of it. (You could create a plant, an animal, or any object out of the play dough.

Sketch and write the steps you used in creating it.


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