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Small Engines

February 2014

Description: A lesson plan involving a brief PowerPoint lecture, parts identification, tools
identification, lab procedure, and engine displacement calculations.

Alignment Reflection:
Wisconsin Teaching Standard Alignment:
Standard 4: Instructional Strategies: Teachers know how to teach. The teacher
understands and uses a variety of instructional strategies, including the use of technology, to
encourage childrens development of critical thinking, problem solving, and performance skills.

This artifact best relates to Standard 4: Instructional Strategies because the lesson plan
encompassed a variety of thinking methods as well as gross and fine motor skills. I used a brief
lecture to introduce the usages and importance of small engines in order to provide students with
a reason for the lesson. The PowerPoint addressed key definitions, which the students noted
down in a worksheet I handed out previously, because at the end of the lab procedure I had
created a few questions that required students to use what they heard, saw, and completed
through the engine tear down and assembly process to answer the questions.

I chose to add a lab portion to this lesson because this is the students first class of the day and I
wanted to get them up and moving to try to spark more interest. Not only that, but this is a
practical application that some of the students may choose as a career choice. The lab portion
began with an overview of the engine. This was meant to show them the finished product, and
provide them some sort of idea what is expected of them upon completion. I had a worksheet
provided to them as well, to record what the functions of each part were as they disassembled the
engine.

Throughout the classroom lesson, the terms and parts were given in the short PowerPoint at the
very beginning. I assessed their previous knowledge of each part to stimulate the brains and to
show them how complex an engine truly is, and how crucial each part is as well. I wanted them
to start thinking about the process in its entirety and have that in the back of their minds as we
continued to break down the remaining objectives. After the PowerPoint and the lab portion I
wanted the students to return back to their seats to fill out the mathematical portions of the
engine displacement and micrometer/caliper readings. As the students now had gained a broad
knowledge of terms and parts, it made more sense to ask them to calculate engine displacement
using a formula. This went hand in hand with the caliper and micrometer readings as they now
understood the necessity for the tools. Students were encouraged to ask questions at any point in
time and while they were working on their engines I was enthused to see them asking their peers
first before asking me for help.

UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
KS3.b. Uses Questioning and Discussion Techniques: The candidates questioning
techniques and instructional strategies are of uniformly high quality with special attention given
to available time for student response, varied levels of questions, and adequate student
involvement in the discussion/instructional process.

This artifact aligns best with KS3.b. because this lesson plan addresses an assortment of
questioning, immense student involvement, a given period of time when asking questions is
encouraged, and the class is open to discussion. The entire lesson required hypotheses to be
formed, terms defined, differences explained, and opinions given.

Productivity of the engines rested on the students abilities to follow procedural steps, listen to
direction, and their attention to detail. If the engines were to perform at their best, students
needed to make sure they had every part and bolt labeled and saved. Each student pair were
given one engine to work on. I presented the students with a daily log to record the progress. In
order to complete the entire lesson the students have to take diligent notes about the daily
changes in their engines, continually think on their hypothesis, and in the end write a report on
whether their hypothesis was correct or incorrect and why they think it worked out the way it
did, including details from their daily log. Following the engines throughout their teardown
process with the use of the daily log was supposed to get students thinking about change and
paying attention to the little details that vary from day to day.

This artifact also addresses KS1.d. Demonstrates knowledge of resources.

Personal Reflection:
What I learned about teaching/learning?
The ways that this lesson panned out made me feel more comfortable with my ability to: plan a
lesson and execute it in the classroom, keep the classroom under control, and also how much I
really look forward to teaching. Once the initial seed was planted in my mind about doing a
lesson of this sort, my mind started running through many different ways that I could present this
topic. I found that writing down all of my brainstorming ideas and figuring out where I wanted to
go with each route really helped me define a final path. There were a couple hiccups with
students talking out of turn or being disruptive but looking in that direction, or moving towards
the problem area while I continued teaching seemed to stop the chatter.

What I learned about myself?
I realized what all I required of myself to prepare a lesson that I was proud of and that would
meet both the needs and the wants of students. My favorite type of lesson is one where I can get
students into a project, work with their hands, and allow them to explore something that they
may not normally get to do. I know that I would rather be doing an activity rather than lecturing
and through this lesson I was able to plan a short lecture portion and compliment it with a lab
experiment and a worksheet. Working on my lecturing skills (something I know I need to
practice and although the time spent lecturing in this lesson was small) I can use this as a
stepping stone for future longer lessons.

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