StEm (capitalize letter to denote focus)

Title: Not So Organ-ary Grade Level: 5th

Science Standard:SC.5.L .14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, kidneys, bladder, and sensory organs.

Learning Outcomes:Students will be able to identify and describe the function of organs in the human body.

Math Standard:MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.

Career Connection:Biomedical Engineers: Biomedical engineers apply engineering principles and materials technology to healthcare. This can include researching, designing and developing medical products, such as joint replacements or robotic surgical instruments, designing or modifying equipment for clients with special needs in a rehabilitation setting, or managing the use of clinical equipment in hospitals and the community.

Essential Question/s:What is the function of the organs in the human body and how do they look?

Engineering Practices:● Developing and using models.● Obtaining, evaluating, and

communicating information.

Vocabulary:BlueprintClientRequest for ProposalPrototypeBiomedical EngineerArtificialFunctionOrganHeartLungPancreasMusclesSkinSensory organs - eyes, ears, tongue, noseLiverSmall intestineLarge intestineKidneysBladderSkeletonStomachBrain

Materials:● Clay● Straws● Toothpicks● Sticky notes● Construction paper● Paper● Computer● Outlines of each students’ bodies● Organ cut out

Literature:Articles on all organs:https://www.teacherspayteachers.com/Product/Human-Body-2170465Bladder:http://www.livescience.com/52205-bladder-facts-function-disease.htmlStomach:http://kidshealth.org/kid/htbw/digestive_system.htmlKidneys:http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=307&cat_id=20607&article_set=54037

Notebook/writing connection:Students will use their notebook throughout Part 1 lessons. Students will write their observations and important points in their notebooks will reading articles and watching videos.

Liver:http://kidshealth.org/kid/cancer_center/HTBW/liver.htmlPancreas:http://www.softschools.com/facts/human_body/the_pancreas_facts/337/Intestines:http://kidshealth.org/kid/htbw/digestive_system.htmlLungs:http://science.nationalgeographic.com/science/health-and-human-body/human-body/lungs-article/Heart:http://kidshealth.org/kid/htbw/heart.html

Co-teaching model: (List co-teachers and their specific role during the lesson)

Day 1/Part 1: From this plan students will walk away knowing the human body organs and function.(Write out your step-by-step plan. Include the role of the students and the role of the teacher. Include formative assessments and notebooking opportunities. Also include your questions. This should be a complete step-by-step plan)Lesson 1:Essential Question: What is the function of the skin, brain, and sensory organs?

1. Introduce human body and outline of each student (outlines should be made prior to lesson 1)

2. Show video of body: https://www.youtube.com/watch?v=faCIPydkEXc. Have students write down their observation and questions throughout the video in their notebook.

3. Skin: Ask students what would happen if we didn’t have skin? What if we went outside without skin? Why is skin important?

4. Give students some time to turn and talk5. Talk about how the skin is used for protection of the organs and bones6. Have students pick up their pencil7. Ask students to make observations about their pencil (it feels smooth,rough, bumpy,

pointy, it looks yellow, it smells like wood)8. Ask students how do you know it feels/smells/looks like ___? “We use our sensory organs

to sense the world around us”9. Remind students of the senses that they already know and talk about how they relate to

each sensory organ (smell/nose, taste/tongue, sight/eyes, hearing/ears)10. Ask students to point out some things they see around the room. “How do you know you

see___?11. “Sensory organs send messages to the brain. The brain and different organs

communicate, making the brain the control center of the body.”12. Give students time to add the functions that they learned to their organ cut outs (can be

found https://www.teacherspayteachers.com/Product/Human-Body-2170465)13. Wrap up by telling students “over the week we’ll be moving through the human body”

Lesson 2:

Essential Question: What is the function of the skeleton, stomach, bladder, and kidneys?

1. Review the organs that were talked about previously: brain, sensory organs, and skin. “In 10 words or less, what is something you learned about ___?”

2. Introduce the 4 stations to students (skeleton, stomach, bladder, kidneys)3. Students will break into groups of 4 and will become the expert on their organ (1 student

from each group at each station). At each station students will read a few articles (found in literature) and will record important points in their science notebook. Students at the same station will discuss what they found important.

4. Students at each station will create a poster on printer paper that represents the important points of their organ.

5. Students will return to their group of 4 and will “teach” their group about their organ using their poster.

6. Students will write the learned functions of each organ on the organ cut out.Lesson 3

Essential Question: What is the function of our lungs?

1. Introduce the organs that students will be learning about2. Turn and Talk: “Why is our skeleton/bones important?”3. Post a picture of a skeleton for the class to see.“If you look at the skeleton, what do you

notice?” “Why do you think we have two large ribcages?” (have students identify the ribcages first)

4. “In order for us to be able to breathe, what is essential for us to have?” “Where are our lungs located?” (Make sure students know there are two)

5. Show the lung video https://www.youtube.com/watch?v=SejXhR6kEvg - have students record observations and any questions in their notebook

6. Students will complete a model of a lung in groups. Introduce the activity.7. Split students into 4-5 groups8. Allow time at the end to debrief the activity. “How is the model they created similar to the

lungs in our body?”

9. Have students share their visual representation and function of the organs.Lungs:

1. Students will create a model of a lung in the following activity.2. Have students fill out the Breathe In, Breathe Out worksheet

3. Students will read an article on the lungs (in literature section) and complete the “lungs” flap - Have students glue into notebooks.

Writing the function

Coloring in the lungs

Lesson 4

Essential Question: What are the functions of muscles and the heart?

1. Review organs from previous days - Turn and Talk “Tell your partner two things you learned about the bladders, kidney, stomach, lungs, skeleton or skin.” Share

2. Introduce the heart and muscles - Go over two stations.3. Students will get into 4 groups - 2 groups per activity4. After the two activities have students discuss and share their visual representation of

each organ (the “organ flap”)Muscles:

1.Students will create a model of a muscle

2. Students will fill out the “muscles” flap – Glue into science notebook

Heart:

1.Students will read an article to determine the function of the heart. (located in the literature section)

2. Complete the “heart” flap - Glue into science notebook

Write the function

Color/staple the heart

3. Students will find their heart rate after performing several different tasks

Lesson 5:

Essential question: What is the function of the pancreas, liver, and intestines?

1. Review all the organs that were talked about previously: “what is something you learned about ___?” +++++

2. Introduce the 3 stations to students (pancreas, liver, intestines)3. Students will break into groups of 3 and will become the expert on their organ (1 student

from each group at each station). At each station students will read a few articles (found in literature) and will watch a video for the pancreas (

4. https://www.youtube.com/watch?v=8dgoeYPoE-0 ) and the intestines (http://youtu.be/nXB3YH7aTEs) and will record important points in their science notebook. Students at the same station will discuss what they found important.

5. Students at each station will create a poster on printer paper that represents the important points of their organ.

6. Students will return to their group of 3 and will “teach” their group about their organ using their poster.

7. Students will write the learned functions of each organ on the organ cut out.8. Students will add all of their organs from the week to their outline of their body that was

created prior to the week’s lessons.

Day 2/Part 2: Students will apply their understanding of the organs and their function to solve this problem through the design process.(Write out your step-by-step plan. Include the role of the students and the role of the teacher.)

Learning into Practice:Day 1:Problem/Challenge Show and read the Request for Proposal Form (RFP). If able, have a second grade class practice their letter writing skills by creating a letter requesting the 3D and visual model of the organs in the human body for their classroom.Discuss with your students:

● Who is your client? (Second grade student class)● What type of product do we need to create? (A 3D model and visual model with description of organ in

the form of a medical textbook for the second grade)● What criterion is listed on the Request for Proposal Form?

○ 3D model of the organ○ Visual model of the organ for the medical textbook○ Written description of the function of the organ for the medical textbook○ Must use materials provided to create 3D model (clay, straws, toothpicks, sticky notes)○ Must have labels on visual and 3D model

Explain to the students that they will become biomedical engineers. Read the Biomedical engineering Profile, “Biomedical engineers apply engineering principles and materials technology to healthcare. This can include researching, designing and developing medical products, such as joint replacements or robotic surgical instruments, designing or modifying equipment for clients with special needs in a rehabilitation setting, or managing the use of clinical equipment in hospitals and the community.”https://www.prospects.ac.uk/job-profiles/biomedical-engineer

Brainstorm/Investigate (Focus Concepts):Review what the students have learned about the organs in the human body.Assign students to pairs of engineering teams or as individuals to one organ on the RFP. Show students the list of materials (clay, toothpicks, sticky notes, straws) that can be used to create their model. Give them a few minutes to start brainstorming together about possible 3D model designs of their organ and let them know they will begin the Design Challenge Planning Sheet later today.Pass out the Design Challenge Planning Sheet and tell the students they will complete the Brainstorming and Plan/Designing sections.Refer students to the Design Challenge Cycle (poster) and explain to students that every design challenge begins with a problem. Restate the problem that the second grade class at their elementary needs biomedical engineers to create a 3D and visual model with descriptions of the organs in the human body for a medical textbook to help teach them about the organs.Review classroom norms for working in groups and fair ways for everyone to share their ideas. Direct the

groups/individuals to record their brainstorming/two possibilities of models that are accurate for their organ on the Design Challenge Planning Sheet. Although the groups may have come up with several ideas for their models, they should only choose two to record on their sheets. Discuss how they can narrow down their brainstorming ideas to only two.Discuss with your students:

● Why did your groups choose one design possibility over the other?● How did everyone in the group contribute?

Plan/Design (Blueprint/Visual Model):Show students that the next step in the cycle is Plan/Design. Remind them that each group must choose their best brainstorming idea to create a blueprint/visual model.Guide your students to have discussions among their engineering teams to support why one out of the two models would be more accurate than the others from their brainstorming section.When the engineering teams have made their decision on which model idea they are going to move forward with building, they should sketch their blueprint/visual model in the space provided on Design Challenge Planning Sheet. Engineers must make sure that they get their blueprint/visual model approved by the client.Encourage engineers to be as detailed as possible, and to keep in mind that they are making a scientific engineering sketch. Their completed sketches should serve as a guide when they get to the building phase. This means that sketches should include labels which list all materials needed, where they are in the design, and describe how the function of the object is related to the function of the organ. Remind engineers that when they are in the next step, build/test, that their model should match their blueprint as much as possible. Relate this back to the real world by pointing out that if an engineer shows a client a blueprint/visual model of a design, but they build something that looks very different, the client may possibly not pay that engineer because they did not provide the structure that the client was expecting.

Day 2:Build/Test:Show students that the next step in the cycle is Build/Test. To complete this part of the cycle, the engineers will obtain the materials needed to construct their models. In this step, students will actually construct their model. Make sure their blueprint/visual model has the labeled materials before giving them their supplies.Remind engineers that during the construction of their 3D model, they should refer often to their blueprint/visual model to be sure that the design of their model is as accurate as possible.Remind engineering teams that the design challenge focus is to create a 3D model of their organ for the 2nd grade class, which will follow all the requirements on the RFP.

Reflect on Improvements:Refer students to the next step in the Design Challenge Cycle, which is Reflect/Improve. Talk with students about how engineers take time to think about their design and what they can do to make it better.Give engineers time to turn and talk with their groups about what they can do to improve their design and allow them to share out.Remind students that engineers are never finished; they continue to make their design better.Direct students to record their reflections about their improvements on their Design Challenge Planning

Sheet. This is what should guide engineers as they work to possibly re-design.Allow groups to re-design a model to present to the client. This part of the process allows students to understand how engineers take time to make their models even better before submitting.When re-designing, students will collect and analyze data again, then reflect on their model again. When going through a re-design, have students record their reflections.Engineering teams should now prepare for the next step, which is to share their 3D model and visual model with description through a gallery walk around the classroom for their classmates and the second grade teacher.

Evaluate/Justify:Show the evaluate/justify step on the Design Challenge Cycle poster.Groups will present their model to their classmates and second grade teacher through a gallery walk.Students and teachers will walk through a gallery walk of the models of the organs.After everyone has seen all of the models, engineers might now have further ideas about re-design! You can point out to students that this is why our design challenge works in a cycle!Remind students to keep thinking like those engineers and get ready for our next design challenge!

Teacher Background: Skin:Where its located: The skin is the largest organ in our body that is found everywhere on the body.Function: The skin protects us from bacteria, harsh chemicals, the sun’s ultraviolet rays, and it keeps us from drying out. It also helps control our body’s temperature. The skin contains sensory receptors (nerve endings) that respond to pain, pressure, touch, and temperature and send impulses to the brain. Additional Resources:http://www.webmd.com/skin-problems-and-treatments/picture-of-the-skin

● http://kidshealth.org/kid/htbw/skin.html ● http://science.nationalgeographic.com/science/health-and-human-body/human-body/

skin-article/

Brain:Where its located: The brain is located in your head protected by the skull.Function: The brain is the control center of the body. The brain is responsible for regulating the body’s functions, interpreting sensory information, thinking and reasoning, and emotions. Different parts of the brain have different jobs or functions. Additional Resources:http://www.webmd.com/brain/picture-of-the-brainhttp://science.nationalgeographic.com/science/health-and-human-body/human-body/brain-article/

● http://www.healthline.com/human-body-maps/brain

Sensory Organs:Where its located: The sensory organs are your eyes, ears, tongue, and nose. All of these organs are located in your head.Function: The overall function of sensory organs is to take in information and send it to the brain.Eyes: The eyes allow us to see. The different parts work together to gather information and transmit it to the brain to create a clear image.

● Cornea-the transparent dome that sits in front of the colored part of the eye; helps the eye focus

● Iris-the colored part of the eye that changes shape to control how much light enters the pupil

● Lens-sits behind the iris and focuses light onto the retina● Optic nerve-sends the electrical signals generated in the eye by the light focused on the

retina to the brain● Pupil-the center of the iris that lets light enter the interior of the eye● Retina-the back of the eyeball; rods and cones in the retina change information to nerve

signals● Sclera-the white part of the eyeball; the outer coat of the eye

Ears:The ears allow us to hear. The outer ear collects sounds. The sound waves hit the middle ear making vibrations. The vibrations go to the inner ear making the liquid in the ear and hair move. This movement gets sent to the brain as nerve signals and is interpreted as sound. Tongue: The tongue allows us to taste, it fills up most of your mouth. There are tiny bumps called papillae on your tongue that help move food around while chewing and contain the taste buds (taste buds detect flavor). Taste buds have taste cells on them that send messages to your brain that are interpreted as tasting.Nose: The nose allow us to smell. Your nostrils which are separated by your septum allow air into your nose. Air then goes to your nasal cavity (the space in the middle of your face behind your nose) where olfactory receptors get stimulated by odor molecules in the air. The stimulated receptors send a message to the brain and that message is interpreted as smell.Additional Resources:http://www.mcwdn.org/body/senseorgans.htmlhttp://www.scientificpsychic.com/workbook/chapter2.htm

● http://www.dummies.com/how-to/content/the-five-sense-organs-in-human- beings.html

Muscles:There are more than 600 different muscles that can be found throughout your entire body, each one has a different function. Important muscles include the heart and the esophagus. Muscles help us move by contracting, which allows us to move different body parts. Without muscles, we

would be a pile of skin and bones** .http://kidshealth.org/kid/htbw/muscles.html http://www.innerbody.com/image/musfov.html

Heart:The heart is part of the circulatory system, which is responsible for transporting nutrients and oxygen to every part of the body. The heart is a powerful muscle that continuously pumps oxygenated and non-oxygenated blood to the blood vessels, so blood can circulate throughout the body. The heart is located just behind the breastbone and is about the size of a fist. Circulate!! Additional Resources:http://www.webmd.com/heart/picture-of-the-heart

● http://science.nationalgeographic.com/science/health-and-human-body/human-body/ heart-article/

Lungs: Our lungs are what help us breathe and are part of the respiratory system in our body. The lungs take in air and extract oxygen to send into the bloodstream. The lungs then help us to exhale carbon dioxide. We have two lungs, both are located in the chest.http://science.nationalgeographic.com/science/health-and-human-body/human-body/lungs-article/ ** http://kidshealth.org/kid/htbw/lungs.html

Stomach:Where its located: The stomach is apart of the digestive system and is located on the left side of the upper abdomen attached to the esophagus. Function: The stomach main function is to break down food into smaller parts so that the body can use it. The stomach uses digestive juices to chemically break down the food and destroy any bacteria in the food. The stomach also helps to store the food eaten and slowly moves the broken down food that is now a liquid into the small intestine.Additional Resources:http://science.nationalgeographic.com/science/health-and-human-body/human-body/digestive-system-article.html http://kidshealth.org/kid/htbw/digestive_system.html# http://www.healthline.com/health/stomach#Digestion2

Liver:The liver is the largest glandular organ in the body and performs multiple critical functions to keep the body pure of toxins and harmful substances.An average adult liver weighs about three pounds.

Located - in the upper-right portion of the abdominal cavity under the diaphragm and to the right of the stomach, the liver consists of four lobes. It receives about 1.5 quarts of blood every minute via the hepatic artery and portal vein.

Function - The liver is considered a gland—an organ that secretes chemicals—because it produces bile, a substance needed to digest fats (bile salts break up fat into smaller pieces so it can be absorbed more easily in the small intestine.In addition to producing bile, the liver:

● Detoxifies the blood to rid it of harmful substances such as alcohol and drugs● Stores some vitamins and iron● Stores the sugar glucose● Converts stored sugar to functional sugar when the body’s sugar (glucose) levels fall

below normal● Breaks down hemoglobin as well as insulin and other hormones● Converts ammonia to urea, which is vital in metabolism● Destroys old red blood cells (called RBC’s)

Additional Resources:http://www.healthline.com/human-body-maps/liver#seoBlock http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2661

● http://www.jumpstart.com/common/liver-function

Intestines:● Small Intestine:

Where its located: The small intestine is apart of the digestive system. It is about 22 feet long, if stretched out, and located between the stomach and the large intestine. Function: The small intestine has three parts, the duodenum, jejunum, and ileum. The duodenum helps to break down the food even further after it comes from the stomach. In the jejunum and ileum, help to absorb nutrients to send to the bloodstream. The inner lining of the small intestine is lined with finger-like structures, called villi, that help to increase the surface area of the small intestine to increase the absorption of nutrients. Additional Resources:http://science.nationalgeographic.com/science/health-and-human-body/human-body/digestive-system-article.html http://kidshealth.org/kid/htbw/digestive_system.html# http://www.livescience.com/52048-small-intestine.html http://www.healthline.com/human-body-maps/small-intestine

● Large Intestine

Where its located: The large intestine is located in the bottom left hand side of the abdomen and is about five feet long. The large intestine are also apart of the digestive system. Function: The large intestine has three main functions: absorbing any other essential vitamins, converting food into feces, and finally, taking the water out of the feces to be used elsewhere in the body to help maintain water balance. Additional Resources:http://science.nationalgeographic.com/science/health-and-human-body/human-body/digestive-system-article.html http://www.livescience.com/52026-colon-large-intestine.html http://www.innerbody.com/anatomy/digestive/large-intestine

Pancreas:It plays an essential role in converting the food we eat into fuel for the body's cells. A healthy pancreas produces the correct chemicals in the proper quantities, at the right times, to digest the foods we eat.

Located The pancreas is located behind the stomach in the upper left abdomen. It is surrounded by other organs including the small intestine, liver, and spleen. It is spongy, about six to ten inches long, and is shaped like a flat pear or a fish extended horizontally across the abdomen.

The wide part, called the head of the pancreas, is positioned toward the center of the abdomen. The head of the pancreas is located at the juncture where the stomach meets the first part of the small intestine. This is where the stomach empties partially digested food into the intestine, and the pancreas releases digestive enzymes into these contents.

The central section of the pancreas is called the neck or body. The thin end is called the tail and extends to the left side.

Several major blood vessels surround the pancreas, the superior mesenteric artery, the superior mesenteric vein, the portal vein and the celiac axis, supplying blood to the pancreas and other abdominal organs.

Almost all of the pancreas (95%) consists of exocrine tissue that produces pancreatic enzymes for digestion. The remaining tissue consists of endocrine cells called islets of Langerhans. These clusters of cells look like grapes and produce hormones that regulate blood sugar and regulate pancreatic secretions.

Function: Exocrine Function:

● The pancreas contains exocrine glands that produce enzymes important to digestion (these enzymes include trypsin and chymotrypsin to digest proteins; amylase for the digestion of carbohydrates; and lipase to break down fats).

● When food enters the stomach, these pancreatic juices are released into a system of ducts that culminate in the main pancreatic duct. The pancreatic duct joins the common bile duct to form the ampulla of Vater which is located at the first portion of the small intestine, called the duodenum. The common bile duct originates in the liver and the gallbladder and produces another important digestive juice called bile.

● The pancreatic juices and bile that are released into the duodenum, help the body to digest fats, carbohydrates, and proteins.

Endocrine Function:

● The endocrine component of the pancreas consists of islet cells (islets of Langerhans) that create and release important hormones directly into the bloodstream. Two of the main pancreatic hormones are:

○ insulin, which acts to lower blood sugar, ○ glucagon, which acts to raise blood sugar.

*Maintaining proper blood sugar levels is crucial to the functioning of key organs including the brain, liver, and kidneys.

Skeleton:Function:

● Shape - Bone structure gives shape to the body. This shape changes as you grow, and your skeletal system determines your height, width and other factors, such as the size of your hands and feet. Body shape or type is genetically inherited. There are three main body shapes -- ectomorphs (tall and thin), mesomorphs (shorter and muscular) and endormorphs (apple or pear-shaped).

● Support - The skeleton provides support to the body and keeps your internal organs in their proper place. The vertebral column allows you to stand erect, while cavities -- hollow spaces in the skeleton are designed to hold your organs. For example, the skull holds the brain, the chest cavity holds your lungs and heart while the abdominal cavity holds your gastrointestinal organs. Additionally, the pelvis and leg bones are strong and thick to support the weight of the entire skeleton.

● Movement - The skeletal bones are held together by ligaments. Tendons attach your muscles to the bones of your skeleton. The muscular and skeletal systems work together to carry out bodily movement, and together they are called the musculoskeletal system. When muscles contract, the skeleton moves.The shape of the skeletal system also impacts movement. The small bones of the foot allow for adaptation to all sorts of terrain, while the small bones in the hands allow for precise and detailed movement.

● Protection - The skeleton protects vital organs from damage, encasing them within hard bones. The cranium bone --skull -- houses the brain, while the vertebral, or spinal, column protects the delicate spinal cord, which controls all bodily functions through

communication with your brain. The bony thorax, comprised of the ribs and sternum, protects your heart and lungs.

● Blood cell production and storage - The spongy tissue inside long bones, such as the femur, or thigh bone, have two types of marrow responsible for blood cell production. On average, 2.6 million red blood cells are produced each second by the bone marrow. Red bone marrow gives rise to blood cells while yellow bone marrow stores fat, which turns into red bone marrow in case of severe red blood cell depletion or anemia.

Skeletal bones also function as a storage bank for minerals, such as calcium and phosphorus. These minerals are necessary for vital body functions, such as nerve transmission and metabolism.

Kidneys:Where its located: Most people have two kidneys located in the upper abdominal area against the back muscles on both the right and left side of the body. The kidneys are also apart of the urinary system.Function: The kidneys are essential in maintaining balance in the body through water balance regulation, blood pressure regulation, red blood cell regulation, and acid regulation. Another major function of the kidneys is to help filter waste from the blood that helps to form the liquid urine that is then moved into the bladder to be excreted. Additional Resources:http://www.livescience.com/52047-kidneys.html http://www.healthline.com/human-body-maps/kidney#seoBlock http://www.medicinenet.com/kidney_pain/page2.htm

Bladder: Where its located: The bladder is apart of the urinary system and located in the lower abdominal area by the pelvic bones. Function: The bladder consists of four layers: epithelium, lamina propria, muscularis propria, and perivesical soft tissue. The bladder acts as a storage unit for the urine to allow for less frequent urination. It can hold up to 600-800 ml of urine. From the bladder, the urine is excreted, or released from the body. Additional Resources:http://www.healthline.com/human-body-maps/bladder http://www.innerbody.com/image_dige05/dige15.html http://www.livescience.com/52205-bladder-facts-function-disease.html

http://www.turtlediary.com/game/the-human-body.htmlLesson Components (attach as amendments):

o RFP- Request for Proposal

o Planning Sheet for the Design Process

o Notebook Stops- Reflection and record of student learning

o Career Connection

o Teacher Background (task we started on 1/21)

o Standards table or standards connections (task we completed on 1/21)

Questions to consider when writing:DAY ONE:1. What specific content or “piece” of the standard is this lesson addressing?2. What prior knowledge should the students have?3. Throughout day one what will be the evidence of the students’ learning?4. What and how do you expect the students to record their thinking (either in the notebook, diagrams, exit tickets etc)?5. What content do the students NEED to know to be successful?6. What connected text or literature will students utilize? (How are the students expected to read this and how do you want them to respond?)7. Think of your Five E’s: (which "E’s” are identified in day one?)8. As a teacher you need to be aware of common misconceptions students would have with this content- List out some common misconceptions http://amasci.com/miscon/opphys.html.9. DAY TWO1. What specific content do you want the students to use in their design process?2. How will you introduce the Request for Proposal (RFP):3. What type of career or engineer are the students going to “become” throughout this lesson? How will they document this (stickers in their notebooks, labels on their shirts, career connection poster on board…)4. What real world problem will the engineers solve? (Related back to the RFP)

5. How will students document their design process? (Design challenge planning sheet specific to your grade level.)6. How will students justify that their engineering design is the “best” or meets the requirements of the RFP. 10. How will you determine if your learner met their learning goals and successfully demonstrated mastery to the essential question?11. What connected text or literature will students utilize? (How are the students expected to read this and how do you want them to respond?)12. How much time have you allotted for this cycle to occur?