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Aim/Focus Question: TCNJ Lesson Plan

This lesson plan aims to teach middle school students about flood protection elevation (FPE) plans. Students will identify houses in need of FPE from Google Maps images, brainstorm FPE ideas, and build scaled models of redesigned houses on pilings using materials like straws and skewers. Formative assessments include submitting Google Maps screenshots and completing a design challenge rubric. The lesson differentiates instruction based on student readiness, interests, and learning modalities.

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Tyler Roses
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144 views

Aim/Focus Question: TCNJ Lesson Plan

This lesson plan aims to teach middle school students about flood protection elevation (FPE) plans. Students will identify houses in need of FPE from Google Maps images, brainstorm FPE ideas, and build scaled models of redesigned houses on pilings using materials like straws and skewers. Formative assessments include submitting Google Maps screenshots and completing a design challenge rubric. The lesson differentiates instruction based on student readiness, interests, and learning modalities.

Uploaded by

Tyler Roses
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TCNJ Lesson Plan

Title: Piling High Unit #:1


Date of Lesson: Summer 2021 Grade: 6-8

Aim/Focus Question
Write out the Learning Objective from the Unit Plan

Learning Target: Identify the characteristics of a house utilizing a Flood Protection Elevation
(FPE) Plan

Daily Learning Objectives/ Corresponding Assessments


Skills/Dispositions (SWBAT) Include the formative assessment or summative
Include the learning objectives specific to the lesson assessment that correspond to each objective.
and
skills/dispositions from the Unit Plan.

Daily Learning Objectives: Corresponding Assessments:


● Students will be able to identify a ● Students will submit a snip/screenshot
house that needs a FPE of an image from Google Maps
● Students will be able to build a model ● Students will be able to identify
house on pilings/extended foundation characteristics of a FPE plan
walls using provided materials no ● Assessment rubric for design challenge
bigger than 6” x 6” with in 2 class
periods

Skills/Dispositions Corresponding Assessments:


● Problem Solving ● Design Challenge
● Creativity ● Worksheet
● Time Management ● Self and Peer Evaluation
● Knowledge of FPE

Standards – Cut and paste full standards here.


● 8.2.8.ED.3: Develop a proposal for a solution to a real-world problem that includes a
model
● 8.2.2.ED.3: Select and use appropriate tools and materials to build a product using the
design process
● 8.2.8.ED.2: Identify the steps in the design process that could be used to solve a
problem
● 6.1.4.B.1: Spatial thinking and geographic tools can be used to describe and analyze
the spatial patterns and organization of people, places, and environments on Earth

Beginning (Do Now/Opening/Hook)


Your beginning should engage students in the material for the day and be related to the objectives above. It is
good to make your beginning relevant to the students’ lives and to make an overt connection between the
beginning and the Aim/objectives for the day.
DO Now/Opening/Hook
● The teacher will show a short video of a house being damaged by coastal flooding
https://youtu.be/JLOSBJlREVg
● The teacher will ask leading questions to the students about how a house can be altered
to survive a coastal flood
-What changes could be made to help a house survive a flood?

Transition – Explicitly connect the discussion of the “Opening” to the day’s “Aim” and then to the first
“Activity.”

● Explain FEMA and direct the students to the website Chapter 5 (Elevating your house)
| FEMA.gov
HGTR_sec5.p65 (fema.gov)
● The students will pull main ideas out of the chapter and put them in JamBoard
https://jamboard.google.com/d/1Ho4m244B99oJyikLQ895PrDxtRgduW0UAIxZ7IRxJXA/edi
t?usp=sharing
● Discuss the ideas on the JamBoard as a class

Middle – Context/Application (Mini-Lesson, Activity, Guided Practice)


1) balance of instructional time and time for application; 2) transitions (in italics) when moving to another
topic/activity; 3) clear instructions for the students (often in a list/outline) that you model activities for the
students when needed, and 4) questions w/ anticipated answers.

1) Teacher will demonstrate how to use Google Maps and use Street View.
2) Students will use Google Maps to identify 3 homes in their favorite beach towns that need
a FPE.
3) Students will take a snip/screenshot of the Street View and add images to Google drive.
https://docs.google.com/presentation/d/1iQ8KkapwshJjHKs1DSBrt3BLkcUwxqUfNft3eHAq
N9w/edit?usp=sharing
4) Students will brainstorm 3 ideas for each house utilizing a FPE.
5) Students will pick their best idea for a home FPE.
6) Introduce the design challenge.
7) Students will rough sketch their ideas for modifying the home.
8) The teacher will review safe use of tools and equipment.
9) Students will construct their redesigned house using the materials provided.
10)The teacher will circulate to answer questions and provide guide feedback.
11)Students will clean up at the end of class and store away projects.
12)Students will complete their projects by the end of class on Day 2.
13)Students will complete a self-evaluation.

Transition – Explicitly connect the discussion of the last activity in the “Middle” to the “Conclusion.”
● Class gallery walk with peer review submission

End/Conclusion of the Lesson


End each lesson together as a class to sum up the material for the day and bring the class back to the “Learning
Objectives” and “Aim” for the day. (For example, an “exit slip” or another short activity that brings the lesson full
circle.)

● Collect self and peer evaluations

Materials
List any materials and resources you need for the lesson.

● Jamboard
● Google Slides
● FEMA website
● Design Challenge materials
-Variety of straws
-BBQ skewers
-Cardboard/foam core
-Exacto knife
-Hot glue
-Cutting mat/Safety glasses
-Sand paper
-Popsicle sticks
-Tongue depressors

Differentiation
How will you differentiate your lesson for students based on the following:
Readiness, Interest, Learning Modality, Content, Process, and Product

● Students are able to listen to music while they build their models
● This lesson can be altered and accommodated depending on the situation and IEP.
Students with an IEP could be granted extra time or be given additional resources
depending on the IEP.
● This lesson could be beneficial for visual learners, as they can sketch their models and
look at a variety of images from Google Earth.
● This lesson could be beneficial for kinesthetic learners, who are able to work with their
hands when building their model.

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