1. Lesson Plan Review Committee: Jane Dong, Elaine Kang, Ethan Lipton, Nancy Warter-Perez Lesson Plan Do’s and Don’ts (and other useful information) Improving Minority Partnerships and Access through CISE-related Teaching An NSF Graduate Teaching Fellows in K-12 Education (GK-12) Program

2. Overview The Review Process The Meat of the Lesson Plans Nuts and Bolts of Lesson Plans Looking Good! –Formatting Suggestions It’s All About Engineering! –Engineering Context Suggestions for TeachEngineering Lessons and Activities http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

3. Review Process 1.Submit draft of lesson plan 1 month prior to due date 2.Review process complete within 2 weeks –2 reviewers for every lesson –Meet with lead reviewer to discuss review (lead reviewer will contact you to arrange a meeting) 3.If rejected, resubmit as soon as possible (discuss new timeline with reviewers) 4.If accepted, revise lesson plan according to reviewers suggestions and comments –Meet with teacher co-authors and share review and get their input 5.Resubmit lesson plan by due date –Include original lesson plan copies with reviewers comments and review rubrics 6.Reviewers will review revised lesson plan. If any further revisions are required, you must complete them and resubmit within one week of getting feedback. If not upload final version as a pdf.

4. Why might a lesson plan be rejected? Lesson plans must –Be novel (otherwise you can’t publish it!) –Engage student in STEM activity –Be easy for teachers to use

5. My teacher wants be to do a specific activity that has been done before, how can I make it novel? Oleg’s example – teachers wanted him to have conduct an activity to build animal and plant cell models –This is standard activity for all 7 th grade Life Science courses Suggestions to make it novel –Introduce Jojoba oil (plant cells) research on rabbits (animal cells) –Write the lesson in the context of this research problem

6. The Meat of the Lesson Plans Overview Engineering/Science Connection Lesson Background and Concepts for Teachers Introduction/Motivation Procedure (and Supplementary Material) The Triumvirate! –Objectives, Standards and Assessment

7. The Meat of the Lesson Plans Overview Engineering/Science Connection Lesson Background and Concepts for Teachers Introduction/Motivation Procedure (and Supplementary Material) The Triumvirate! –Objectives, Standards and Assessment

8. Engineering/Science Connection Required for every lesson and activity to write a few sentences that clarify and associate the presented science and math material and concepts to real-world engineering relevant to youngsters. Provide 60-100 words or ~3 sentences clarifying how the scientific and mathematical concepts being studied in this activity pertain to real-world engineering. Do not recap the activity. It often works to associate activity concepts to particular fields of engineering. For example, if the activity is about tension and compression, you might say that mechanical engineers use these principles when they design structures such as bridges and roller coasters. Must be one paragraph of plain text, which means no images or formatting. http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

9. Engineering/Science Connection Example from TE 20/20 Vision Activity: http://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.org/coll ection/cub_/activities/cub_human/cub_human_lesson06_activity1.xml

10. Engineering/Science Connection – Do’s and Don’ts Don’t: Simply summarize the activity Don’t: Forget to make it relevant to kids From Victor’s lesson: In this activity, students explore the steps a calculator takes in order to perform certain calculations, such as finding the square root of a number. Students learn and explore the concept of an algorithm through flowcharts. Computer scientists design algorithms to solve specific problems in computation. … Victor actually did a really nice job with engineering connection, but it was in the Lesson Background and Concepts section http://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.org/coll ection/cub_/activities/cub_human/cub_human_lesson06_activity1.xml

11. Engineering/Science Connection – Do’s and Don’ts Do: Tie it to your research as the real world example From Victor’s lesson (Edited and Moved from Teacher Background Section): This activity allows students to explore the concept of an algorithm, which is essentially a series of steps and instructions to perform a specific task. Computer scientists design and implement algorithms to solve problems in areas such as robotics, computer vision (e.g, optical character recognition systems found in envelop-free deposit ATMs), and networking. In this particular activity, students explore the algorithm that a calculator, which is a “mini-computer”, uses to calculate the square root of a number. ** Expand upon this connection in the Teacher Background Section. For example, give a simplified example of how a computer vision program would count money in a envelop-free ATM (high level steps). ** For Nancy’s reviews – follow these guidelines instead of expanding the engineering/science connection.

12. Engineering/Science Connection – Do’s and Don’ts Don’t: Refer to “My research” or “In our lab” Fix 1: Make the connection clear to the teachers in the Lesson Background & Concepts for Teachers section so that they can effectively use this connection in class. Perhaps include in presentation material and/or Introduction/Motivation section. Fix 2: If adding context to a previously established science/math activity, set your research (simplified!) as the context of the lesson, integrate into the entire activity including: Lesson Background & Concepts for Teachers section, the procedure, presentations, worksheets, etc. Two approaches: Connection vs. Context Which fix should you use?

13. The Meat of the Lesson Plans Overview Engineering/Science Connection Lesson Background and Concepts for Teachers Introduction/Motivation Procedure (and Supplementary Material) The Triumvirate! –Objectives, Standards and Assessment

14. Lesson Background & Concepts for Teachers http://www.teachengineering.com/documents/TETemplateLesson_v12_2010Sept.pdf Written for the teacher only Include a clear and complete explanation of the lesson subject covered In layperson’s terms Summarize pertinent background to make the teacher’s job easier Do not just copy information from other resources (can provide a few hot links/URLs to high-quality relevant information links) Provide teacher with a bit more information than needed to teach the lesson, so the s/he can answer student questions competently. Why???PLAGUERISM!!!

15. Lesson Background & Concepts for Teachers Suggested organization of section 1.Introduction of activity 2.Overview of engineering/science concept/context including a more detailed example that relates to your research (but simplified) (Ex: how a computer vision program would count money in a envelop-free ATM ) 3.Background concepts – Ex: what is a flow chart, define flow chart symbols, what is tolerance and why is it important 4.Discussion of activity – Ex: square root flow chart with step by step explanations 5.Review of math/science concepts used – Ex: How to solve equations using absolute values and inequalities and how to plot them. Ex: work out an example for the teacher

16. Lesson Background & Concepts for Teachers Do: Include a review of the math/science concepts From Jessica’s lesson:

17. Lesson Background & Concepts for Teachers Don’t: Use terminology/concepts that you don’t explain Do: Provide teachers with enough information to feel comfortable conducting the lesson and answering questions From Mark’s Lesson Plan (Don’ts): “It is important to set the device to a DC voltage and not an AC voltage. Understanding the difference between DC and AC voltage is not necessary, but know that batteries provide a DC voltage and that the multimeter must be set to read that type of voltage. ” “When they are connected in parallel they do not. It is important to know the difference or this activity will not work.”

18. The Meat of the Lesson Plans Overview Engineering/Science Connection Lesson Background and Concepts for Teachers Introduction/Motivation Procedure (and Supplementary Material) The Triumvirate! –Objectives, Standards and Assessment

19. Introduction/Motivation Write this section as if you were directly talking to the students Suggest how the teacher might prepare the students for the activity. –Provide an engineering/science context –How do you grab the students’ interest? This could be a demo, an example or real-world context – Ask questions of the students to engage them (Pre-assessment too!) –Create a storyline that flows with the objectives to make the activity more challenging and exciting –Suggested half-page minimum –Address the learning objectives identified earlier –Incorporate vocabulary –Include teacher instructions and answers in parentheses, such as: (write on the classroom board) or (Possible answers: xxx, yyy, zzz.).

20. Exercise: Which of these suggestions can you find in Victor’s Introduction/Motivation? What is the square root of 25? 5. The square root of 144? 12. What about the square root of 155? We don’t know the exact answer but we can approximate it. We know it should be between 12 and 13, but do you know an exact answer? (Have students speculate a bit.) Have you ever wondered how a calculator finds the square root of a number? It turns out that the calculator that you are holding in your hand is actually a computer. A computer scientist, and more specifically, a software developer, wrote the software and programmed it into your calculator so that it can perform several functions, namely finding the square root of a number. But how does a computer think? How does it know to find the right answer? It turns out that computers will carry out instructions you tell it to do. In order to make sure of this, computer scientists first think like computers, in a series of mechanical steps. As a result, computer scientists have to invent algorithms, which are a series of instructions to be carried out in order to solve a problem. Computer scientists then program these algorithms into computers, like your calculator, so that it can help you easily compute things such as the square root of a number. Vocabulary words: Algorithm, Flowchart

21. Exercise: Which of these suggestions can you find in Jessica’s Introduction/Motivation? Have you ever looked at a globe? Let’s look at one. [At this point, you may show Google Earth to spark the students’ interest. Show them locations familiar to them as well as places on the globe that they have not travelled to but are familiar with.] What do you notice? There are lines running horizontally and vertically on the globe, creating a grid. Why is that? Those are lines of latitude and longitude. Just like we use the x-y coordinate system in math to plot points on a graph, the lines of latitude and longitude are used to provide coordinates for places on earth. GPS satellites in space are used for navigation, providing a user with a GPS receiver with information on the receiver’s location. We can even use Google Earth to type in our address and we can find our latitude and longitude coordinates. But how could we apply math to this new type of coordinate system? Latitude and Longitude lines are given in degrees. They can be treated just like normal coordinates. [Give students the coordinates for two major cities and show them the map with where those cities are located. This may be either with the computer or on a hand out. Google maps or Google earth is great for this purpose. Make sure the map has some other cities on it so they can make guesses. Giving a prize for whoever gets the closest is a great incentive.] Vocabulary words: Longitude, Latitude, Distance between lines, Minutes and Seconds

22. The Meat of the Lesson Plans Overview Engineering/Science Connection Lesson Background and Concepts for Teachers Introduction/Motivation Procedure (and Supplementary Material) The Triumvirate! –Objectives, Standards and Assessment

23. Procedure Clearly explain the step-by-step procedure to follow to conduct the hands-on activity. –Use numbers and maybe subsection headings Make sure to include connections to engineering and address activity objectives. To clarify the activity set-up and procedure, place images, photographs and diagrams throughout this section and the activity write-up. Use figure numbers if the image is referenced in the text and has a caption. Remember to use metric units. http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

24. Procedure Do’s and Don’ts Do: Include pictures Don’t: Forget figure numbers, captions, ADA formatting, and copyright (discussed later)

25. Handouts and Other Supporting Material Do: Make them easy to understand/use –If using software (such as Google Earth) provide handout for kids to use at home or for teachers to use with kids that have computers in classroom –Can also provide links to online resources and/or youtube videos –Use the tips effective communication for your presentations – engaging, interactive, eye-catching Do: Make it “generic” for all teachers/students –Don’t refer to a specific textbook, to “my research”, etc. Do: Follow Victor’s lead! Use Prezi (http://prezi.com/)http://prezi.com/ –Don’t: Forget to give directions on how to use (another handout!)

26. The Meat of the Lesson Plans Overview Engineering/Science Connection Lesson Background and Concepts for Teachers Introduction/Motivation Procedure (and Supplementary Material) The Triumvirate! –Objectives, Standards and Assessment

27. The Triumvirate! Effective Lesson Plans (…over to you Ethan)

28. Assessment Example from TE 20/20 Vision Activity: http://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.org/coll ection/cub_/activities/cub_human/cub_human_lesson06_activity1.xml

29. Standards Be accurate in listing educational standards. For example, if students need a skill to complete an activity, but the activity assumes they already have that skill, then the activity does not teach the skill. For instance, a standard might say, “students use protractors to measure angles.” An activity in which students use protractors to measure the angle of a shadow while making a sun dial would not teach this standard unless it contained specific language designed to introduce students to the use of protractors in the activity. If it does not contain that language, then it assumes students already have previously used protractors. In this case, students would be practicing the skill — but not learning it. (Note: In this case, you might mention the skill under the Pre-Requisite Knowledge section.) http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

30. Standards List 2 – 4 educational standards that students would learn as a result of completing this lesson or activity. For engineering/computer science activities, at least one must be from the International Technology and Engineering Educators Association (ITEEA) http://www.iteaconnect.org/TAA/PDFs/Benchmarks.pdf. http://www.iteaconnect.org/TAA/PDFs/Benchmarks.pdf The standards you choose should be treated like learning objectives, and it should be clear in the curriculum where students will learn them. If you need to identify more than four standards, make sure that they are specifically taught in the lesson or activity. http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

31. Standards Format Include the source, year, standard number(s) and text of each standard, and for ITEEA, provide the standard number, grade band, benchmark letter and text. Ex: North Carolina, science, 2004, 1.01: Identify and create questions and hypotheses that can be answered through scientific investigations. ITEEA, Standard 8, Grades 3-5, C. The design process is a purposeful method of planning practical solutions to problems. http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

32. Standards – Do’s and Don’ts From Victor’s Lesson California, Math 1.0: Algebra 2, 1997: Students solve equations and inequalities involving absolute value. Do: Mention Subject (Algebra 2) or Grade Level Don’t: Lesson doesn’t teach this skill, just practices it Fix: Add to lesson how to solve equations and inequalities involving absolute value and how to plot on a number line. (Step 1 of procedure for teachers to work through with students but not explained in lesson or in background (don’t assume teacher knows required math – and it never hurts to refresh) Since Engineering/CS Lesson Plan, add ITEEA standard. Perhaps: ITEEA, Standard 2, Grades 6-8, M. Technological systems include input, processes, output, and at times, feedback. Or ITEEA, Standard 11, Grades 9-12, P. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.

33. Nuts and Bolts of the Lesson Plans Overview Keywords Vocabulary Expendable Costs per Group Material List References

34. Keywords Provide 4-10 keywords. They should be words the layperson and a K-12 teacher would know and might use to search for the activity. List in A - Z order, lower-case unless proper nouns. Usually, make nouns singular. Avoid highly-technical or lingo words. It is likely you have used these words in the summary. For example, keywords might be concepts (tension, photosynthesis) or real-world examples (skyscraper, artificial leg), or even key materials (marshmallows, pasta) from the write-up. Even though TE provides full text search capability, often these become the few keywords that are seen by other websites that search the collection. http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

35. Vocabulary Define unusual or probably unknown words, including unclear keywords, for the target grade level, plus any engineering words that are used in the activity. Only capitalize terms if they are proper nouns. Write definitions in sentence format, even phrases (begin with capital letter; end with a period). Recommendation: Define all keywords D » - Do: Define all technical terms http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

36. Expendable Cost Per Group If none – put “No cost.” (rather than not including section)

37. Material List Do: Be specific Don’t: Just say Calculator Fix: What type of Calculator (what functions must it be able to perform, can list specific model) Do: Give sources for teacher to find the materials if appropriate and include costs Example from Mark: –Multimeter ($3.00) [http://www.allelectronics.com] –5 AA Batteries (about $1.00) Any electronics store, grocery store, etc. (can be shared between groups to save cost) –0.5 V Solar Panel (Optional) ($5.99) [http://www.microcenter.com] http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

38. References List all references used to create the activity. Also include suggested good resources. Use MLA format Provide in A - Z order according to authors’ last names or website banner page name, whichever appears first in citation. http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

39. MLA Format For books: Lastname, Firstname. Book Title. City, ST: Publisher Name, year. For magazine articles: Doe, Juanita Q. “Title of an Article.” Title of a Magazine. August 12, 1999: 23. For journal articles: Doe, Juan R. “Title of an Article.” Title of a Scholarly Journal. 18 (1987): 112-28. http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

40. MLA Format For websites: Author(s) [Lastname, Firstname]. BannerPageName. LastUpdated/Posted/RevisedDate. OwnerName, Organization. Accessed date. http://www.colorado.edu Examples: Dictionary.com. Lexico Publishing Group, LLC. Accessed March 4, 2010. (Source of some vocabulary definitions, with some adaptation) http://www.dictionary.com Fish Management Office. Last updated January 15, 2010. Northwestern Division, US Army Corps of Engineer. Accessed March 4, 2010. (source of much teacher background information; good photos and diagrams) http://www.nwd.usace.army.mil/ps/home.asp http://www.teachengineering.com/documents/TETemplateActivity_v8_2010Sept.pdf

41. Looking Good! (Formatting Suggestions) Overview Worksheets, Handouts, and Lesson Plans Images Proofread Fixes to Template

42. Worksheets, Handouts, and Lesson Plans For worksheets - use IMPACT LA Template (http://impactla.calstatela.edu/download.shtml?FID=1847)http://impactla.calstatela.edu/download.shtml?FID=1847 Do: use meaningful filenames –Don’t: “LessonPlan_Final” –Do: “square_root_algorithm_less” Don’t: refer to lessons, worksheets, handouts using the filename, use the Title of the lesson/worksheet/handout and put the filename in parenthesis Do: upload the final draft of the lesson plan as a pdf (rough drafts should be word documents) Do: upload the final draft of worksheets as a word document so it can be modified by teachers

43. Images http://www.teachengineering.com/documents/TETemplateLesson_v12_2010Sept.pdf

44. Proofread! Spelling errors – even if spell check doesn’t catch it, is it the right word? “form” vs. “from” Careful with singular and plural! “one sticks” Font sizes and font types – be consistent! Capitalization – be consistent!

45. Fixes to Template ‘C’ in CISE in subheading under IMPACT LA should be Green Copyright – change year to 2010 (or 2011) depending on when you publish it Copyright – remove telephone number

46. It’s All about Engineering! Overview Types of Activities Engineering Design Process Brainstorming Guidelines Engineering Vocabulary Words and Definitions Quality Review Rubric for Science/Engineering Content

47. It’s All about Engineering! Engineering Context Suggestions for TeachEngineering Lessons and Activities 1.Design/Build Activity Include a hands-on activity in which students design and build something that meets a given set of constraints that incorporate scientific and/or technology principles. 2. Design a Part of Something to Fit a Particular Application Students act as tire engineers for Goodyear, challenged to design part of a tire: measuring the friction coefficient of various materials to determine the best material for the surface of the tire. Learn about Friction in context of a design problem. 3. Reverse Engineer Something to Learn about What it Does and How it Works Provide students with something that has already been built and challenge them to figure out how it works and students can think about ways to make it better (improve the design) http://www.teachengineering.com/documents/ItsAllAboutEngineering3.pdf

48. It’s All about Engineering! Engineering Context Suggestions for TeachEngineering Lessons and Activities When suitable for the lesson or activity, introduce the steps of the engineering design process http://www.teachengineering.com/documents/ItsAllAboutEngineering3.pdf

49. It’s All about Engineering! Engineering Context Suggestions for TeachEngineering Lessons and Activities Encourage students to cultivate their engineering teamwork and brainstorming skills http://www.teachengineering.com/documents/ItsAllAboutEngineering3.pdf

50. It’s All about Engineering! Engineering Context Suggestions for TeachEngineering Lessons and Activities Include fundamental engineering vocabulary words and definitions http://www.teachengineering.com/documents/ItsAllAboutEngineering3.pdf

51. It’s All about Engineering! Engineering Context Suggestions for TeachEngineering Lessons and Activities Engineering vocabulary words and definitions http://www.teachengineering.com/documents/ItsAllAboutEngineering3.pdf

52. It’s All about Engineering! Engineering Context Suggestions for TeachEngineering Lessons and Activities Engineering vocabulary words and definitions ** Victor, add “Iteration” to your list of vocabulary words. http://www.teachengineering.com/documents/ItsAllAboutEngineering3.pdf

53. It’s All about Engineering! Engineering Context Suggestions for TeachEngineering Lessons and Activities Quality Review Rubric for Science/Engineering content