Exploring the Features in the Lesson Plans
Here’s a quick explanation of each lesson plan in this unit.
LESSON PREVIEW
● Lesson Topic: This is the main idea for the lesson
● Estimated Time: This is merely an estimation. Times will vary according to your specific students.
● Objectives: These objectives are designed to be clear, concise, and student-friendly while also connecting
to depths of knowledge and Bloom’s Taxonomy
● Standards: We each lesson to the Common Core Standards and the ISTE Standards
● Vocabulary: We include student-friendly definitions for any academic language that might be tricky for
students.
LESSON PREPARATION
● Materials: This is a list of any materials you will need for that specific lesson.
● Tasks: This is a list of tasks that you will need to do before beginning the lesson.
LESSON OUTLINE
Slide # Teacher Tasks Student Tasks
Each slide has a This is a short explanation of what you, This is a short explanation of what your
number at the bottom as a teacher, will be doing during this students will be doing during this part of
right-hand corner. part of the lesson. the lesson.
This section explains
where you should be
in the slideshow
LESSON ONE
LESSON PREVIEW
Unit Topic:
Tiny House Design Challenge
Lesson Topic:
Exploring the Tiny House Design Challenge
Estimated Time:
35-45 minutes
Objectives:
● I can generate inquiry questions about tiny houses
● I can engage in a collaborative brainstorm about tiny houses
Common Core Standards:
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Related Math Standards: CCSS.MATH.CONTENT.6.EE.A.2.C, CCSS.MATH.CONTENT.5.MD.C.3,
CCSS.MATH.CONTENT.5.MD.C.3.A, CCSS.MATH.CONTENT.5.MD.C.3.B, CCSS.MATH.CONTENT.5.MD.C.4,
CCSS.MATH.CONTENT.5.MD.C.5, CCSS.MATH.CONTENT.5.MD.C.5.A, CCSS.MATH.CONTENT.5.MD.C.5.B,
CCSS.MATH.CONTENT.5.MD.C.5.C
Vocabulary:
● generate: create or make something new
● tiny house: a house that is deliberately limited in square footage
Math Terms to Define:
square feet, volume, proportionality, solve, surface area
LESSON PREPARATION
Recommended Resources:
❏ Duct tape or packing
❏ Scotch tape
❏ Cardboard
❏ Paper
Each student should have the Design Notebook
Preparation Tasks
● Make sure to set up the classroom in a way that facilitates collaboration
● Make sure each box is filled with the necessary supplies
● Make sure that you have set up the slideshow
LESSON OUTLINE
Slide # Teacher Tasks Student Tasks
1-4 This is your chance to take attendance, get out Individual
any supplies you need, and queue the video. Warm-up: Imagine your bedroom was your
entire house. What items would you have inside
of it?
5 Show the sketch animation video Whole Class
Watch the sketch animation video.
6 Observe any questions you are seeing. If Individual
certain common questions emerge, you might Jot down any observations you have after
want to take a few minutes to answer them watching the video. Include at least one
with the entire class. question.
7 Group students into their design teams. Small Group
Get into your design tasks
8 Observe the groups in their initial interactions. Small Group
For this part, you might want to use chart Create a group brainstorm of everything you
paper, allow groups to have whiteboard know about tiny houses.
space, or have groups work on a shared
document (like Google Docs).
9-10 It might help here to remind students that Individual
these questions will guide them in their Generate a list of any questions you have about
research process. tiny houses.
11 You might need to model this structure. The Small Group
idea is that each person shares while the Combine questions: Rotate clockwise and have
person to his or her left adds a question to the each member share their questions while the
group’s combined brainstorm. person to their left writes the question down.
12 As you collect the exit slips, consider what Individual
things you might need to address and change Exit slip: Write down 1 thing you found
in the next lesson. interesting, 2 ideas you have, and 1 question you
have
LESSON TWO
LESSON PREVIEW
Unit Topic:
Tiny House Design Challenge
Lesson Topic:
Researching Tiny Houses
Estimated Time:
45-60 minutes
Objectives:
● I can engage in online research by asking questions, analyzing information, and summarizing the answers
in my own words
● I can summarize key research facts by using a research grid
Common Core Standards:
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Related Math Standards: CCSS.MATH.CONTENT.6.EE.A.2.C, CCSS.MATH.CONTENT.5.MD.C.3,
CCSS.MATH.CONTENT.5.MD.C.3.A, CCSS.MATH.CONTENT.5.MD.C.3.B, CCSS.MATH.CONTENT.5.MD.C.4,
CCSS.MATH.CONTENT.5.MD.C.5, CCSS.MATH.CONTENT.5.MD.C.5.A, CCSS.MATH.CONTENT.5.MD.C.5.B,
CCSS.MATH.CONTENT.5.MD.C.5.C
Vocabulary:
● generate: create or make something new
● research: to find information
● sources: where information comes from
● grid: a table
● tiny house: a house that is deliberately limited in square footage
Math Terms to Define:
square feet, volume, proportionality, solve, surface area
LESSON PREPARATION
Materials
Recommended Resources:
❏ Duct tape or packing
❏ Scotch tape
❏ Cardboard
❏ Paper
Each student should have the Design Notebook
Preparation Tasks
● Make sure to set up the classroom in a way that facilitates collaboration
● Make sure each box is filled with the necessary supplies
● Make sure that you have set up the slideshow
LESSON OUTLINE
Slide # Teacher Tasks Student Tasks
13-15 This is your chance to take attendance, get out Individual
any supplies you need, and/or conference Warm-up:
with students. Option 1: Create an initial sketch of a tiny house
Option 2: Describe what your tiny house will look
like and how it will work
16-17 You might need to model what collaborative Small Group
research looks like in this phase. It might help Meet as a group and decide what you would like
them to understand the key areas where they to research. Your research might include:
might want to research. who typically buys tiny homes
what makes a home a tiny house
common features in a tiny house
features that can save space
18-19 Although students will research individually, Individual
encourage groups to communicate with each Begin researching. Use the research grid for the
other. You might encourage some groups to process.
break into pairs and work collaboratively.
Also, you might want to have groups use a
shared document (like a Google Doc) for their
research grid.
Also note that some students might not want
to use the research grid. Some might prefer
notecards, lists, spreadsheets, etc. as ways to
record their research.
20 Walk around observing groups as they debrief Small Group
their research. This is a key place where you Debrief your research. Share what you learned
are able to see how well students can with your group. As a group, you should have a
summarize and synthesize information. list of 4 key things you learned.
21 As you collect the exit slips, consider what Individual
things you might need to address and change Exit slip: What are at least two ways you can save
in the next lesson. space in a tiny house?
LESSON THREE
LESSON PREVIEW
Unit Topic:
Tiny House Design Challenge
Lesson Topic:
Brainstorming and Planning the Tiny House
Estimated Time:
35-45 minutes
Objectives:
● I can create a web demonstrating connecting ideas for a tiny house
● I can generate ideas of potential features for a tiny house
● I can analyze and combine ideas to create a plan for a tiny house
Common Core Standards:
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Related Math Standards: CCSS.MATH.CONTENT.6.EE.A.2.C, CCSS.MATH.CONTENT.5.MD.C.3,
CCSS.MATH.CONTENT.5.MD.C.3.A, CCSS.MATH.CONTENT.5.MD.C.3.B, CCSS.MATH.CONTENT.5.MD.C.4,
CCSS.MATH.CONTENT.5.MD.C.5, CCSS.MATH.CONTENT.5.MD.C.5.A, CCSS.MATH.CONTENT.5.MD.C.5.B,
CCSS.MATH.CONTENT.5.MD.C.5.C
Vocabulary:
● generate: create or make something new
● tiny house: a house that is deliberately limited in square footage
● navigate: to explore
● criteria: the elements needed to make something
● analyze: to search and figure out
Math Terms to Define:
square feet, volume, proportionality, solve, surface area
LESSON PREPARATION
Materials
Recommended Resources:
❏ Duct tape or packing
❏ Scotch tape
❏ Cardboard
❏ Paper
Each student should have the Design Notebook
Preparation Tasks
● Make sure to set up the classroom in a way that facilitates collaboration
● Make sure each box is filled with the necessary supplies
● Make sure that you have set up the slideshow
LESSON OUTLINE
Slide # Teacher Tasks Student Tasks
22-24 This is your chance to take attendance, get out Individual
any supplies you need, and/or conference Warm-up:
with students. Create a web showing all of the great things that
you might include in your own tiny house.
25 Walk around and monitor the groups. Check Small Group
to see how they are interacting as they start Create a brainstorm in the form of a web.
planning out their idea.
26-30 For this part, you might need to model how to Engage in the cross-group feedback
do cross-group feedback. The idea is that two
members stay while two other members leave
(one to the left and one to the right). Number
the students from 1-4 in each group. Have
student #1 move counter-clockwise to the
next group and student #4 move clockwise to
the next group.
31 Monitor the groups as they add to their Small Group
original brainstorm. Brainstorm:
Add any new ideas to the original brainstorm.
32 Walk around the group to monitor how they Small Group
are interacting. You might have some students Brainstorm - Analyze ideas:
arguing over ideas, so this is a chance to Combine any ideas, get rid of any ideas until you
navigate any potential conflict. have one big idea
33 For this part, groups might sketch out their Small Group
idea on chart paper or butcher paper. Sketch it out: Begin sketching out what your tiny
However, they might use a whiteboard or they house will look like
could use an online program.
34 As you collect the exit slips, consider what Individual
things you might need to address and change Exit Slip: Describe how you will create a model of
in the next lesson. your tiny house that will be to scale.
LESSON FOUR
LESSON PREVIEW
Unit Topic:
Tiny House Design Challenge
Lesson Topic:
Creating the tiny house
Estimated Time:
90-120 minutes – This timing really varies according to how elaborate you want to go with the tiny homes.
Objectives:
● I can create a prototype of my tiny house by working collaboratively with my design team
● I can create an annotated visual of my team’s tiny house
● I can test and revise my prototype by highlighting what’s working and fix what’s failing
Common Core Standards:
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Related Math Standards: CCSS.MATH.CONTENT.6.EE.A.2.C, CCSS.MATH.CONTENT.5.MD.C.3,
CCSS.MATH.CONTENT.5.MD.C.3.A, CCSS.MATH.CONTENT.5.MD.C.3.B, CCSS.MATH.CONTENT.5.MD.C.4,
CCSS.MATH.CONTENT.5.MD.C.5, CCSS.MATH.CONTENT.5.MD.C.5.A, CCSS.MATH.CONTENT.5.MD.C.5.B,
CCSS.MATH.CONTENT.5.MD.C.5.C
Vocabulary:
● prototype: an initial version of what you’ve created
● revise: to improve
● annotate: add a written description on top of the visual explaining it
● features: items that you have within a prototype
Math Terms to Define:
square feet, volume, proportionality, solve, surface area
LESSON PREPARATION
Materials
Recommended Resources:
❏ Duct tape or packing
❏ Scotch tape
❏ Cardboard
❏ Paper
Each student should have the Design Notebook
Preparation Tasks
● Make sure to set up the classroom in a way that facilitates collaboration
● Make sure each box is filled with the necessary supplies
● Make sure that you have set up the slideshow
LESSON OUTLINE
Slide # Teacher Tasks Student Tasks
35-38 This is your chance to take attendance, get Individual
out any supplies you need, and/or conference Warm-up:
with students. Create a web showing all of the great things that
you might include in your own tiny home.
39 This is a chance for you to meet with small Small Group
groups or to do one-on-one conferencing. Begin creating your physical prototypes
Optional Extension:
You might want to teach some lessons on
proportional reasoning, scaling, volume,
and/or surface area. This really depends upon
your context.
40 As you collect the exit slips, consider what Individual
things you might need to address and change Exit Slip: Describe two strengths and one area of
in the next lesson. improvement for your group collaboration
LESSON FIVE
LESSON PREVIEW
Unit Topic:
Tiny House Design Challenge
Lesson Topic:
Revising and Launching the Tiny House
Estimated Time:
60-90 minutes
Objectives:
I can test and revise my prototype by highlighting what’s working and fix what’s failing
I can create directions for how a tiny house will work
I can convince an audience that this is an ideal tiny house
Common Core Standards:
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to
type a minimum of two pages in a single sitting.
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to
enhance the development of main ideas or themes.
Related Math Standards: CCSS.MATH.CONTENT.6.EE.A.2.C, CCSS.MATH.CONTENT.5.MD.C.3,
CCSS.MATH.CONTENT.5.MD.C.3.A, CCSS.MATH.CONTENT.5.MD.C.3.B, CCSS.MATH.CONTENT.5.MD.C.4,
CCSS.MATH.CONTENT.5.MD.C.5, CCSS.MATH.CONTENT.5.MD.C.5.A, CCSS.MATH.CONTENT.5.MD.C.5.B,
CCSS.MATH.CONTENT.5.MD.C.5.C
Vocabulary:
● prototype: an initial version of what you’ve created
● revise: to improve
● annotate: add a written description on top of the visual explaining it
● features: items that you have within a prototype
Math Terms to Define:
square feet, volume, proportionality, solve, surface area
LESSON PREPARATION
Materials
Recommended Resources:
❏ Duct tape or packing
❏ Scotch tape
❏ Cardboard
❏ Paper
Each student should have the Design Notebook
Preparation Tasks
● Make sure to set up the classroom in a way that facilitates collaboration
● Make sure each box is filled with the necessary supplies
● Make sure that you have set up the slideshow
LESSON OUTLINE
Slide # Teacher Tasks Student Tasks
41-43 This is your chance to take attendance, get out Individual:
any supplies you need, and/or conference Warm-up:
with students. Would you ever want to live in a tiny house?
Why or why not?
44 Get the groups back together to regroup. They Get into your design teams
might need some additional time to
prototype.
44-46 Divide up all students into A and B. Do a Peer Feedback process
stand-up, hand-up, pair-up process to get A’s
and B’s together. The A member will then take
the B member to his or her prototype and go
through the process. Then they will switch.
Note that you might have multiple members
near a prototype at the same time. That’s
okay.
47 Help students out if they have any questions. Small Group
Additional Prototyping Time
48 There’s a lot of flexibility here for the final Small Group
launch piece. In some cases, you might want Partners 1 and 2: Create a persuasive video or
to give students a full class period to create brochure about your tiny house
their persuasive and explanatory pieces for
their tiny houses. In other cases, you might Partners 3 and 4: Create a persuasive video or a
want to have them create quick-writes or even brochure about your tiny house
make verbal pitches
49-50 Allow for students to share their products with Whole Class
their classmates. Carousel: Share your work with the class
51 Encourage students to do the final reflection Individual
piece. Reflection in Design Journal
