ECED 407 Template for Lesson Plans

Gagne’s Nine What is in found lesson Re-write. My

Elements improvement:
Find an early Add title and a functional URL here:
childhood STEM https://www.teachersareterrific.com/2018/08/fabulous-
lesson that is boat-challenge-and-its-our.html
TRANSFORMED
by technology.
Materials and  Junk! (waxed paper, foam sheets, plastic  Junk/ materials
Technology wrap, cups, straws, anything else kids can use around classroom
Name all materials and to make a boat)  Bucket of water
 Big bucket full of water
explain HOW
 Cup/ small container to hold pennies
 Cups/ container to
technology is used to
transform the lesson  Pennies hold pennies
(SAMR)  Fake money  Cash register w/
card reader
 ‘credit cards/gift
cards’
1. Gain attention N/A Create a ‘materials
Giving learners a market’ with all the
stimulus to ensure supplies listed with a
reception of coming register. Fill a big bucket,
instruction of water that holds an
example of a boat that a
teacher made.
2. Objective Create a budget to purchase materials to create a boat Students will understand
Use strong action that will float on water. the concept of money on a
verbs that match the gift card and create a
assessment in #8 budget to purchase
materials and create a boat
that will float on water.
3. Stimulate prior Students think about what materials will float on  How does
learning water. someone buy
Retrieval and activation something at the
of short-term memory market?
 What floats on
water?
4. Present Fake money to buy materials stimulated students. Each student will be given
stimulus a gift card that holds a
Content certain amount of money
to buy materials.
5. Learning  Budget to buy materials- do I have enough  How much do I
guidance (with money? Will I have enough money for later? have on my card?
 If the boat floats- how can it be made  If the boat floats,
UDL)
stronger to hold pennies? how can it be
Supplying organization
and relevance to  If the boat sinks- what more do you need to stronger to hold
enhance understanding create a boat that will float?
more pennies, and
if the boat sinks,
(UDL = multiple modes students will be
of input and output) able to use their
card to buy more
materials to create
a better boat.
6. Practice Students are able to math skills (adding and Student will demonstrate
Asking learners to subtracting money) and practice building to see what concepts of adding and
respond, demonstrating floats and what will sink. subtracting without
learning virtually using cash. They
will also practice using
different materials to see
what floats.
7. Feedback Students do not have to wait for the teacher to give Students will get
Giving immediate feedback, but receive immediate feed back based on immediate feedback from
feedback to reinforce their boat’s ability to float and hold pennies. the boats ability to float or
and assess correct sink.
performance
8. Assess Yes, students created and built. Yes, students will
performance understand money on
Retrieval and card, create a budget and a
reinforcement of boat.
content as final
evaluation. Actions
match the action verbs
named in #2
9. Enhance Students are allowed to remake the boat if it sinks or Students will understand
retention and does not hold as many pennies. the concept of using a
They use prior building knowledge of what materials credit card- to young
transfer will create a boat that will float but hold weight.
Retrieval and children, use of credit card
generalization of may seem like a
learned skill to NEW parent/guardian is getting
situation things for free at the
market since there is no
exchange of paper money.
They will also understand
what will float and what
will sink.
References

Gagne, R.M., Wager, W.W., Goals, K.C., & Kelle, J.M. (2005). Principle of Instructional Design (5th
Edition). Belmont, CA: Thomson Learning, Inc.
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