Mollie Eichenberg

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
I wanted to create a STEM lesson that would focus on engineering and creating new products. The Dumpster Diver by
Janet S. Wong talks about kids who work with a man in their apartment to turn items that others no longer value into
items that are valuable to them. It also talks about the issues with dumpster diving and how recycling used items can be
safer. Because many students in my class are in poverty and some may have experienced dumpster diving before, I will
talk about this in a positive way. I hope that students will discuss why recycling things can be more beneficial than buying
new things. Their families may have experienced the financial benefits of this. Students will then choose a problem that
they can solve by combining old objects. As we do this, we will talk about what objects are safe to reuse. This lesson fits
into my big idea of Finding Value because it shows that different people value different things and requires students to
think about valuable solutions to a problem.
(CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— Students will find out what is valuable to others and what is valuable to them.
B. Objective(s)— After defining a problem in the school or community, students will use recycled items to create a
solution to the problem.
C. Standard(s):
SEPS.1 Posing questions (for science) and defining problems (for engineering)
K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data
to define a simple problem that can be solved through the construction of a new or improved object or tool.

(CAEP K-6 3.c)

II. Management Plan
Materials: The Dumpster Diver by Janet S. Wong, several items to be recycled (cardboard boxes, bottles, broken objects,
paper, etc.), paper, pencils, scissors, glue, tape
Space: Students will move to the carpet for the anticipatory set. Students will remain at the carpet to brainstorm problems
in the school and community. Students will return to their seat to create their product, but may get up and move around
the room as they get the supplies they need,
Behavior Management: Students will be asked to sign if they are misbehaving. Students who are behaving well will earn
Class Dojo points. I will also compliment students who are working well to reinforce the positive behavior.

III. Anticipatory Set (15 minutes)

 I will begin by reading The Dumpster Diver by Janet S. Wong. I will then have a grand conversation with
students and ask the following questions.
o What did you think of the book?
o What did you notice about the way Steve changed how he got his supplies?
o Do you think Steve is lazy or resourceful?
o What did Steve find valuable? What did Steve’s neighbor value?
o What problems did Steve solve by reusing old objects?
IV. Purpose: “Today we are going to be turning old objects into a valuable solution for a problem. This is important
because it will help you think about how you can solve other problems better in the future.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—Students who finish early will be asked to create a jingle
that they would use to advertise their product. My ELL student will have the opportunity to work with her buddy and
I will check in with her frequently. My students who do not enjoy drawing will have the opportunity to write about
their prototype, instead of drawing it. (CAEP K-6 1.b)

VI. Lesson Presentation (Input/Output) (30-50 minutes)

 “I want us to think about some problems in our school and community. I am going to list them on the
board.” If students struggle to get started I will begin by giving them some suggestions. One example may be
student desks are often unorganized. I will call on several students to give ideas. “Now that we have a list of
problems, I want you to choose one that you think you can create a solution to. Just like the kids in the story
used recycled items to build a wheel chair to solve Steve’s problem, you are going to use recycled materials

1
 to solve your problem. How can you use recycled materials to creation a solution to a problem? We will only
be using safe materials, ones that cannot cut us or get us sick because they are dirty. You also need to be
safe by having an adult cut materials for you. You have permission to cut paper as you normally would but
please ask me if you would like something else cut. Now, I would like you to go back to your desks and
brainstorm your solution. Draw a design plan that shows your product. Label the different types of objects
you will be using. You can see the material options on the table up here. You will also need to write a
hypothesis. How successful do you think your creation will be? Once you are done with your drawing and
your hypothesis, raise your hand and I will give you permission to begin creating the product. You will have
30 minutes to design your product and begin creating it.” (Students will likely not finish in the 30 minutes
and will be given more time as necessary.)
(CAEP K-6 3.d)

VII. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
 Having students show me their product design before creating it is a great way to check for understanding. I will
use it as a checkpoint to ensure students are on the right track. I will also have students reflect to check for
understanding with my closure question.

VIII. Review learning outcomes / Closure (10 min)

“I would like you to get out a piece of paper and write about your product. Tell me if you believe your final
creation is an effective solution to problem you chose. Why is it a good solution or why is it not a good
solution?” I will give students five minutes to write then I will call on some students to share out. “I am
looking for some students to share out. I would like you to tell us the problem you chose, the solution you
came up with and how successful you think it will be.”

PLAN FOR ASSESSMENT

I will assess students informally throughout the design process. I will also assess students’ products and rationales of
their effectiveness. Future assessment would provide students a solution and require them to brainstorm several
different design options, not necessarily creating them. (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to brainstorm problems they could solve?
8. Were students able to safely create their products?
9. Did students create products that directly addressed the problems they chose?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Revision Date: August 21, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards