Aleatra Nading, Jerica Nelson Science Methods Discovery Box Lesson Title of Activity: Tower Challenge Unit of Study:

4th Grade Design Learner Profile/Contextual Factors: 22 students 12 Caucasian, 7 Hispanic, 3 Asian American 4 LEP 5 students on IEPs1 speech, 3 special ed., 1 autism spectrum SES is 40% free and reduced lunch Wisconsin Model Academic Standards: C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations Description of the Activity: The students will be given newspaper, popsicle sticks, and tape. The challenge will be to build the tallest standing tower out of the materials given. Science Concepts: Building and designing a tower requires planning, observations, predictions, and explanations. Students should be curious about alternative designs for towers. Science Processes Addressed: Measuring, forming models, recognizing relationships, sequencing, and controlling variables. Lesson Objectives: The student will hypothesize what the best technique is to building the tower. The student will construct and design a tower that is self-standing. The student will collaborate with their partner to construct a sturdy tower. Time Frame: 30 minutes in the classroom Resources: Materials- Tape, newspaper, popsicle sticks, science notebook pages, pencils, yardstick

Primary Instructional Strategy Utilized: Inquiry

Instructional Procedure: Introduction/Motivation (2 minutes) 1.) Read the challenge out loud to the class. 2.) Put the students into groups of 2 and give each of them the sheet with the challenge typed on it. 3.) Tell the students the rules and show them the materials they can use. Developmental Lesson 1.) 2.) 3.) (26 minutes)

4.) 5.) 6.) 7.)

We will explain how to fill out the science notebook page, which they will complete when they finish their tower and then let them get their materials. We will leave the example notebook page up on the Elmo, for the students to follow. They can use this as a guide. As the students start building their towers, we will walk around and answer any questions that they might have as well as asking them questions to think about too. Such as: - What would result if you use just newspaper? - What might you try instead? - What can you do next time? - How are you going to do that? - Why did you decide to try that? - What elements would you choose to change if you did it again? Have the students put their finishing touches on their towers. Measure to see what group has the tallest standing tower. Bring it back as a whole group and allow the students to share their towers. -Have them explain what worked and what didnt work. -Ask them what they would do different. Clean up materials. Include procedures or instructions to students. Use of Science Notebook Questions for Students: - What would result if you use just newspaper? - What might you try instead? - What can you do next time? - How are you going to do that? - Why did you decide to try that? - What elements would you choose to change if you did it again? Accommodations and Modifications (for students with special learning needs such as learning disabilities, Title I, gifted and talented students, or limited English proficient students)

` Contextual Factors (examples listed, not limited to)

Accommodations: Materials, resources, and physical attributes needed to enhance student performance. Addresses the physical, cognitive, emotional and social needs of every learner.

Modifications: Adjustments to what the student is asked to do based on their learning style and contextual factors. Allows for multiple pathways of meaningful learning. It is comprehensive and flexible.

Why necessary?

HPL SES ELL Spec. Educ. Other: Cultural, religious, etc.

N/A Materials Provided N/A Teacher will determine groups to balance classroom dynamics. N/A

Closure (2 minutes) 1.) Discuss with the students the elements that made the tallest standing tower work. 2.) Challenge the students to go home and try it. Assessment of Student Learning: We will assess that the tower is standing alone, and then measure the height of the tower. Have the students fill out a rubric on how well they worked with their partner and if he or she contributed. Further Investigations, Follow-up Activities: Take pictures of the towers the students build at home to see if they can beat their record. Bring other materials that might work better. Find pictures of real towers and use the new materials to make different towers. Connections with Other Content Areas: Use math to measure their tower Social studies- look up other towers around the world, and how they are designed