Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
A Work in Process: Improving a Play Dough Process
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Improving a Play Dough Process
Lesson: Prep Lesson~
Topic: Chemical Engineering
Technology in a Bag
Focus Question:
What are technologies and who
designs them?
Unit Learning Targets:
Engineering, Technology and the Application of Science
Science and Engineering Practice
P8 Obtaining, evaluating, and communicating
Information
Cross Cutting Concepts
CCC 1 Patterns
CCC 6 Structure and Function
Time For Lesson:
30-40 Minutes without Supports
50-60 Minutes with Migrant Supports
Content Objectives: (Student Friendly)
I can identify and speak about technology in
everyday objects.
I can identify engineers as people who design objects
to help people.
Language Objectives:(Throughout unit make sure all four language
modalities, reading, writing, speaking and listening are addressed)
I can identify and speak about technology in
everyday objects.
I can write complete sentences to share my ideas
about what an object can do and what problems
that the object solves.
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Student Engagement: Leadership
I can work with other people in my group cooperatively by showing respect, making good decisions and
solving problems.





Developing Relationships
Making Choices
Setting Goals
Problem Solving
Future Action Planning
Students discuss in groups what an object does, who created that object and what
problem the object solves.
(Discussion of how problems can be solved through technologies)
- Prior to Preparatory prepare students to work in cooperative teams by using
the GLAD Strategy of T-Chart of Social Skills- Set up groups, define cooperation
- Utilize the strategy of Numbered Heads together
- Utilize Super Scientist Awards
Key Vocabulary:
 Engineering Engineer
 Material
 Problem
 Technology
 Solution
Other Vocabulary:
List of objects in bags found
on page 33. (Realia)
Lesson Supports
Super Engineer Awards
T-Chart of Social Skills
Number Spoons
(Graphic Organizers, Adapted Texts, Notes,
Photos, Charts, Realia)
Inquiry Chart
Observation Charts Prior to the Prep
Lesson-students write questions,
predictions, observations while looking at
the pictures.
What is…
An Engineer
Technology
Materials:
Brown Paper Bag
Materials from Pg. 33
Include materials from the
migrant lifestyle
- Asparagus cutter
- Trompo
- Molcajete
- Recipe card for
traditional dish
- Panuelo
Template Chart-With Questions
Higher Order Questions:
What is an engineer?
What is technology?
Do you know someone who is an engineer? What
kind of work do they do?
During Lesson: Template/Chart…
- Is the object natural or human-made?
- What is material(s) is it made of?
- What problem does it solve?
- How else could you use it?
- What other materials could the object be
made of?
- Who do you think creates these
technologies?
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Social and Cultural Processes:
Adding migrant related realia during the Technology in a Bag activity.
Building Background Activities
 Introduction on pages 34-35
Comprehensible Input and Output
- Charts-T Chart of Social Skills
- Charts: Inquiry Chart
- Realia-Items in Bag
- EL Achieve Cards during student
discussions-Specific StrategiesShare your Thinking Card
Learning Strategies: Student
Activities
Student Notebooks
Learning Log-at the end of the
notebook (write or sketch)
Charts
Practice and Application:
Discussion of realia in bags
Technology Around Us
Worksheet P-1
Student Interaction




Discussion and Discourse of objects (EL Achieve Cards-Present and Idea… I think…, I noticed that…
Collaboration using “Leadership” team building using Social Skills and Number Heads.
Positive Interdependence
Students discuss questions from page 34 and ideas are charted on chart paper.
Student Reflection



Return to the Inquiry Chart What is an Engineer-What is technology) (See page 37)
Realize that nearly everything we use is engineered, that we all engage in engineering…
How did you work in your group?
Review and Assessment
 A-1 and A-2 Prior to the Lesson- Place in notebook. At the end of the unit
Parental Support Opportunities
Home-School Connection: Take or draw a picture, or bring in real object of a “technology” found in the
child’s home. Explain how it is used in the child’s home, explain what problem it solves, who created it.
Ask your parents the following question:
- What technology do you remember your parents (child’s grandparents) using?
- How has the technology changed from your parents to your generation?
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
A Work in Process: Improving a Play Dough Process
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Improving a Play Dough
Lesson: Lesson One
Focus Question:
Process
Michelle’s MVP Award
What is a process? What are the
Topic: Chemical Engineering
steps in a process? What is a
chemical engineer?
Unit Learning Targets: (Big Ideas Built Over Time)
Solids retain their shape when moved
Liquids take the shape of their container in which they are being held
The three states of matter are solid, liquid, and gas
Engineering Design Process
Science and Engineering Practice
Cross Cutting Concepts
Time For Lesson:
2-3 Class Periods 90- 120 Minutes without Migrant Supports
3 Class Periods 120-150 Minutes with Migrant Supports
Content Objectives:
Language Objectives:
I can listen to a story that has a problem that will need to
I understand the difference between recipes and
be solved.
processes.
I know that engineers solve problems by designing
solutions.
I know the Engineering Design Process can help solve
problems.
I can read a story about a girl engineer, Michelle.
I can explain how the main character in the story used the
Engineering Design Process
Student Engagement





Developing Relationships
Making Choices
Setting Goals
Problem Solving
Future Action Planning
Continue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have you
seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.
“What does teamwork look like when you are having a discussion?” “What does it sound like?”
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Key Vocabulary
Chemical engineer
Down syndrome
Engineer
Engineering Design Process
Liquid
Process
Sculpt
Solid
Teamwork
Technology
Other
Vocabulary:
(Other
unfamiliar
vocabulary from
the story)
Lesson Supports
(Graphic Organizers, Adapted
Texts, Notes, Photos, Charts,
Realia)
 Big Book of Engineers
 Observation Charts
Materials:
(Science Lesson Specific
 Student handoutsSection One Basic or
Advanced depending on
grade level
 Big Book
 Observation Charts
Higher Order Questions:
(See Lesson Specific Questions Embedded within Lesson)
Social and Cultural Processes:
Change Pre-Reading Questions to reflect the migrant lifestyle
Discuss the location of the story-Canada (4-1)
Building Background Activities
 Observation charts-chemistry, solids, liquids, gas, chemical engineers
 Big Book of Engineers
 Pictorial (comparing two different engineers and their equipment)
Comprehensible Input and
Learning Strategies: Student
Practice and Application:
Output
Activities
Engineering Design Process (1-2,
- Charts: Observation Charts 1. Discuss Chemistry and
1-3)
- Charts: T-Graph of Social
Chemical Engineers-Good
Vocabulary: (1-4, 1-5)
Skills
place for observation charts
- EL Achieve Cards during
2. Preview the story-Picture
Advanced or Basic depending on
student discussionscards from the book-sorting,
the grade level
Specific Strategiessequencing
Agree-Disagree Reflection 3. Pre-reading questions
Pg. 50
4. Discuss the differences
between recipes and process
after page 18
During Reading Discussion
Questions
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Student Interaction
 By the end of chapter 4, discuss and review what chemical engineers do. Students can add or modify
their thoughts based on what they read in the story.
 Either during reading or after chapter 5, students can think about why the order of the steps of the
play dough process is important.
o What do you think might happen to the play dough if someone does not follow the steps of
the process in the correct order?
o What are some things Michelle could do to make sure people follow the steps in the right
order?
 Students work on record sheet 1-3 to decide how Michelle used the steps of the Engineering Design
Process
 Review vocabulary from the story
Student Reflection
 Use “Steps of a Process” (1-7) to check for students understanding of the definition of a process.
 Discuss student ideas and allow students to share their tasks and steps of a process.
o Do you think a process is a technology? Why or why not?
o What are some things that Michelle had to keep in mind when she was engineering her play
dough process?
Review and Assessment
Parental Support Opportunities
Home School Connection: Share with your family, what you know about processes. Talk with your family
about processes they have used in their lives.
Example- Describe the materials, instructions, steps to make tamales or other traditional foods.
Write, draw, or sketch your ideas.
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
A Work in Process: Improving a Play Dough Process
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Improving a Play Dough
Lesson 2: Get the Creative Juices
Focus Question:
Process
Flowing
- How do chemical engineers
Topic: Chemical Engineering
use product research to help
them design and improve
technologies so they are
appealing to consumers?
Unit Learning Targets: (Big Ideas Built Over Time)
Solids retain their shape when moved
Liquids take the shape of their container in which they are being held
The three states of matter are solid, liquid, and gas
Engineering Design Process
Science and Engineering Practice
P7 Engaging in argument from evidence
Cross Cutting Concepts
CCC 6 Structure and function
Time For Lesson:
Prep 5-10 Minutes
Lesson 50-60 minutes without enhancements
Lesson 2 days 40 minutes with enhancements
Content Objectives:
(Student Friendly)
- I can perform, collect, and analyze product research
to help a company decide what color to make their
new juice product.
Language Objectives:
-
I can discuss data from a survey.
- I can write down a claim and back it up with evidence
about why a particular color is best for a new juice
product.
- I can use and discuss the steps of the Engineering
Design Process
Student Engagement





Developing Relationships
Making Choices
Setting Goals
Problem Solving
Future Action Planning
Developing Relationships: Continue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have
you seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.
“What does teamwork look like when you are having a discussion?” “What does it sound like?”
Problem Solving: Students work in pairs. As students work in pairs think about how to solve a problem using different materials?
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Key Vocabulary:
Vocabulary Specifically Taught before,
during or reinforced after instruction
 Analyze
 Chemical Engineer
 Consumer
 Data
 Ingredient
 Product
 Research
 Survey
Other Vocabulary:
 appealing
Lesson Supports
(Graphic Organizers, Adapted
Texts, Notes, Photos, Charts,
Realia)
Record Sheets
 2-1
 2-3
 2-4
 2-6
Materials: (Realia)
 Chart paper
 3 clear plastic 2 liter
bottles
 Spoon
 10 clear plastic cups
 Water
 Food coloring
 Tape
 markers
Color A
Color B
Color C
Higher Order Questions: (Introduction)
 Introduction questions on page 58
 Either listen to or read the “Meet a Chemical Engineer Transcript” and answer the following
questions
o What new product is Jenny working on and who are the consumers?
o Are you surprised that a chemical engineer works for a juice company? Why or why not?
o What problem is Jenny working to solve?
o Why is it important to do product research?
o Jenny asked you to do the product research for this new juice color. How do you think you
could help her solve this problem?
Social and Cultural Processes:
Building Background Activities
 Review the Guiding Question-How do chemical engineers use product research to help them design
and improve technologies so they are appealing to consumers?
1. What are the steps needed to complete this product research survey?
a. What do we want to know? What is the research question?
b. What might we do first?
c. How could we brainstorm colors and choose the best ones for the survey?
d. Who should we include in our product research serve? Why?
e. How should we survey them?
f. How should we analyze the data we collect from the survey?
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Comprehensible Input and
Output
- Charts: Observation Charts
- Charts: T-Graph of Social
Skills
- Chants (Solid Liquid, Gas)
- EL Achieve Cards during
student discussionsSpecific Strategies- Cite
Evidence (Change to
reflect grade level)
Learning Strategies: Student
Activities
Ask
 What is the flavor of the
new juice product from
Creative Juices Company?
 What color do you think
the new juice should be?
1. Brainstorm possible colors
2. Make samples of the juice
samples with food coloring
3. Have the class vote on
which three juice colors to
include in their product
research survey (Chart
paper and dots to record
class data VISUAL)
Practice and Application:
Work through other challenges in
pairs…
1. Mix the top three colors in
bottles and label them A,
B, C
2. A new class now votes for
which color do consumers
prefer for a new
strawberry orange juice?
3. Students then ask the
survey participants what
they like and don’t like
about the three samples A,
B, C
4. Students tally the results
from the survey
participants
Student Interaction
1. Students use page 2-3 to create a bar graph of the data.
2. Discussion questions from page 63.
3. Prepare a report for the president of the Creative Juices Company
o What information do you think might be important to include in our report?
4. Students work in groups to complete the report (2-4)
Student Reflection
 Go over and discuss the reflection questions from page 65-66
 Student Notebook- Claims, Evidence and Justification for answering the focus question
Review and Assessment
 EiE Assessments A/B-Multi Level
 A Advanced Level
 B Basic Level
Parental Support Opportunities: Home School Connections
Ask parents/family members about how they might have improved a process in their lives or childhood to
make it work better or more appealing like you did for the juice company. Draw the steps they used in
solving this problem that was solved through engineering.
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
A Work in Process: Improving a Play Dough Process
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Improving a Play Dough
Lesson 3: All Mixed Up
Focus Question:
How can we determine the quality of
Process
a play dough process?
Topic: Chemical Engineering
How do the play dough materials
change when they are mixed
together?
Unit Learning Targets: (Big Ideas Built Over Time)
Solids retain their shape when moved
Liquids take the shape of their container in which they are being held
The three states of matter are solid, liquid, and gas
Engineering Design Process
Science and Engineering Practice
Cross Cutting Concepts
P1 Asking questions and defining problems
CCC 2 Cause and effect
P2 Developing and using a model
CCC 6 Structure and function
P3 Planning and carrying out investigations
P4 Analyzing and interpreting data
P8 Obtaining, evaluating and communicating
information
Time For Lesson:
Part 1: Prep 10-15 minutes- Lesson 50-60 minutes w/o enhancements 70-90 minutes w/ enhancements
Part 2: Prep 25-30 minutes- Lesson 50-60 minutes w/o enhancements 40 minutes over 2 days w/
enhancements
Content Objectives:
1. Mixtures can have properties that differ from
the individual materials they contain.
2. Mixing solids and liquids can sometimes result in
a solid and other times a liquid.
3. Adding different amounts of material to a
mixture can change the properties of the
mixture.
Student Engagement





Developing Relationships
Making Choices
Setting Goals
Problem Solving
Future Action Planning
Language Objectives:
1. I can critique quality levels of play dough
samples and determine how to change a process
when mixing ingredients.
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Key Vocabulary:
Criteria
Dissolve
Liquid
Mixture
Process
Property
Solid
Test
Texture
Other Vocabulary:
Lesson Supports
Lesson Part One:
Use a box and t
chart to show the
similarities and
differences of the
two different
engineers from the pictorial.
Materials:
See materials list on page 72
Buckets of soapy water and paper
towels for clean up
GLAD support
Preparation
1. Students work in pairs
2. Prepare a batch of low quality
play dough from page 73
3. MUST BE REALLY STICKY
Texture Test scoring sheet 3-1
Usage Test scoring sheet 3-2
Engineering Design Poster 4-1
Higher Order Questions/Introduction
- What was the word that Michelle learned to describe the steps for making her play dough?
- What is a process?
- Discuss with students questions on page 74 regarding the Engineering Design Process.
- How can we determine the quality of a play dough process and how do the play dough materials change
when they are mixed together?
- Have you ever used play dough before? What did you use it for?
- Was it high-quality play dough? How do you know?
Social and Cultural Processes:
Building Background Activities
 In pairs, students receive a small amount of the store bought play dough.
o Do you think this is high quality play dough? Why?
o What are some properties of this play dough? (Record ideas on chart paper)
 Next, distribute to pairs a sample of the low quality play dough and ask the same two questions to
students.
 Student jobs as chemical engineers is to “Improve” the process that creates low-quality play dough
so it creates high-quality play dough.
 Show students Texture Test scoring sheet and discuss “Texture” and record properties for level 1
and level 3 play dough.
 Brainstorm ways to test how well the play dough works Teacher Tip on pg. 78)
 Select a test and pairs try it with the high-quality and low-quality play dough.
 Discuss what a level 2 play dough might do in the usage test. Discuss questions from the Texture and
Usage test sheets as a class.
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Comprehensible Input and
Output
Chart with properties of high
quality and low quality play dough
Learning Strategies:
Practice and Application:
Part 1 Reflection
- What is your goal?
- How will you know if you
have been able to
“Improve” the low quality
play dough?
Review the concept of “Process”
Preview Part 2
Student Interaction (Part 2)
 Review the design challenge and the focus question for the lesson
 Discuss properties of the flour, salt, and water. Are they a solid or liquid? Use chart paper and a
table to chart student responses.
o What materials are we testing in our experiment?
o How many materials should we mix at a time? Why do you think so?
o How much of each material should we mix? The same amounts of each, or different
amounts?
o Which combinations of materials should we test?
o What could we use to mix the materials?
o How long should we mix them?
*discuss variables*
1. Model the first combination for students using sheet 3-3
2. Students continue mixing combinations and recording observations on sheet 3-3
3. Discuss questions about the mixtures on page 90
Student Reflection
 How could all of this information about the play dough materials help you to improve a play dough
process?
 What might you do if the play dough is too sticky?
 What might you do if the play dough is too dry?
 What might you do if the pay dough is too grainy?
Reflection questions could be answered in student notebooks or verbally
Review and Assessment
 Student Rubric
Parental Support Opportunities: Home School Connections
Interview your parents: Ask them to tell you about their favorite family recipe or dish. Try to list or sketch
the solids and liquids used for that dish.
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
A Work in Process: Improving a Play Dough Process
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Improving a Play Dough Lesson 4-Improving a Play Focus Question:
Process
Dough Process
How can we use our knowledge of the properties
Topic: Chemical Engineering Part One: Ask/Imagine
of play dough materials and the Engineering
Part Two: Imagine/Plan
Design Process to improve an existing play dough
Part Three: Create and
process?
Improve
Unit Learning Targets: (Big Ideas Built Over Time)
Solids retain their shape when moved
Liquids take the shape of their container in which they are being held
The three states of matter are solid, liquid, and gas
Engineering Design Process
Science and Engineering Practice
P1 Asking questions and defining problems
P2 Developing and using a model
P3 Planning and carrying out investigations
P4 Analyzing and interpreting data
P6 Constructing explanations and designing solutions
P7 Engaging in argument from evidence
P8 Obtaining, evaluating and communicating
information
Unit Learning Targets: (Big Ideas Built Over Time)


Cross Cutting Concepts
CCC 2 Cause and effect
CCC 4 Systems and system models
CCC 6 Structure and function
Solids and liquids can be combined to create a mixture
I can use the Engineering Design Process to improve an existing play dough process so the product is like storebought play dough
Time For Lesson:
Part One: Ask, Imagine, Plan- 50 Minutes
Part Two: Create- 50 Minutes
Part Three: Create, Improve- 60-75Minutes
Part Four: Improve 60 Minutes
Content Objectives:
I can use the engineering design process to solve
a problem.
I can use the Engineering Design Process to
improve an existing play dough process so the
product is like store-bought play dough
Language Objectives:
I can use the Engineering Design Process to discuss and record the
steps and materials needed to create and improve a play dough
process.
(Throughout unit make sure all four language modalities,
reading, writing, speaking and listening are addressed)
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Student Engagement
 Developing Relationships
 Making Choices
 Setting Goals
 Problem Solving
 Future Action Planning
Based on what students learned in lesson three, students will be asked to work together to create a play dough similar to store
bought play dough. These lessons lend themselves to connect with planning ahead in other areas of school and home.
Key Vocabulary:
Lesson Supports
Design
Engineering Design Process
Goal
Improve
Knead
Problem
Process
Redesign
Solution
Test
Texture
Sentence Frames or Observational
Organizer in science notebooks
I noticed…
I observed…
When the….
Part 4: Use claims and evidence to answer
the following: “Did the redesign of the
mortar strengthen the wall?
Materials:
Part 1 Materials- Page 100
Part 2 Materials Page 108
Part 3 Materials Page 115
Other Vocabulary:
constraints-
Higher Order Questions:
(See Lesson Specific Questions Embedded within Lesson)
Social and Cultural Processes:
Building Background Activities
Comprehensible Input and
Output :
Use student sheets to create
booklet for students using
the design process- Student
sheets for ask, imagine, plan,
create and improve
Learning Strategies:
Part 1 Intro:
1. Review the
Engineering Design
Process
2. Review Lesson 3
3. Sheet 4-3 (do question
3 together as a class)
Practice and Application:
Part 1: Activity
1. Discuss the low quality play dough so
students can be thinking how to improve
it.
2. Cut out and tape together the following
process cards 4-10 through 4-14 in the
correct order.
3. Do the TEACHER DEMONSTRATION, going
through all the steps to create the low
quality play dough.
4. Discuss how we could improve the order
of the steps “Imagine”
5. Come to a consensus so all pairs in the
class will be using this order
6. Students complete sheet 4-16 (This is the
PLAN step of the Engineering Design
Process.
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Student Interaction/Part 2
 Today students will “Imagine” ways to improve the play dough process by observing what happens
when the amounts of materials are changed.
 Model the new steps for students to make the play dough and use questioning strategies after each
step.
 Students will now “Imagine” ways to change the amounts of materials to improve the play dough
further.
 Discuss adding more or less materials and give students time to brainstorm ideas on the sheet 4-5
 Students then choose 1 of their ideas to “Plan” and “Create”
 Glue the steps in the order the class decided, either in a student notebook, or on sheet 4-6
Part 3
 Review the goal of the design challenge and what technology students are working on.
 Review with students sheet 4-3
 Review how students will test their play dough, reviewing sheets 3-1 and 3-2 and 4-7.
 Students look at the “Plan” section of sheet 4-6 and remind students to follow the steps of the process
exactly.
 Students will follow their steps to “Create” their play dough from sheet 4-6.
 Once the play dough is created, guide students in testing and scoring their designs. Use sheet 4-7 for
scoring the samples on texture and usage like they did before.
 After pairs have performed their tests, use the questions on page 119 as discussion questions.
 Next, discuss ways to “Improve” their play dough using sheet 4-9
 Do we want to change the order of the steps using the sample process cards?
 Rearrange the steps like the manual suggests and give students new copies of sheet 4-16
 Students change material amounts if they wish, follow the new order of steps, create their new sample
and record scored on #2 of sheet 4-7.
 Discussion questions from page 122.
Student Reflection
 Use a t chart to reflect on the building of the wall.
 Use sentence frames or observational organizer to
bring out ideas how the order of steps and
amounts of materials changes the play dough.
 Refection Questions on page 123.
Improving a Play Dough Process
What worked well…
What were some
challenges…
Review and Assessment
 Administer the Pre-Post Test within the Engineering is Elementary Unit in the Assessment Tab
 Alternate Assessments on the EIE website
Parental Support Opportunities: Home School Connection
Talk with your family about how you improved the play dough process and the ingredients you used. Work
with your family to make more play dough and create a sculpture out of it. (You could create a plant, an
animal, an object out of the play dough. Sketch and write the steps you did in creating your object.
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Home/School Connection (Prep Lesson)
Discuss with your parents/family members the following questions. Write or sketch what they
talked about.
 What technology do you remember your parents (child’s grandparents) using?
 How has the technology changed from your parents to your generation?
Parent/Adult Signature: ______________________________________
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Home/School Connection (Lesson 1)
Share with your family, what you know about processes. Talk with your family about
processes they have used in their lives.
(A process is a series of actions or steps leading to a result of goal)
EXAMPLE-Describe the materials, instructions, steps to make tamales or another favorite
traditional food.
Parent/Adult Signature: ______________________________________
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Home/School Connection (Lesson 2)
Ask your parents/family members about how they might have improved a process in their lives
or childhood to make it work better or be more appealing like you did for the juice company.
Draw the steps they used in solving this problem.
(A process is a series of actions or steps leading to a result of goal)
Parent/Adult Signature: ______________________________________
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Home/School Connection (Lesson 3)
Interview your parents: Ask them to tell you about their favorite family recipe or dish.
Try to list or sketch the solids and liquids used for that dish.
Parent/Adult Signature: ______________________________________
Engineering is Elementary ~ A Work in Process: Improving a Play Dough Process
Migrant Lesson Plan Template-Chemical Engineering
Home/School Connection (Lesson 4)
Talk with your family about how you improved the play dough process and the ingredients you
used. Work with your family to make more play dough and create a sculpture out of it. (You
could create a plant, an animal, or any object out of the play dough.
Sketch and write the steps you used in creating it.
Parent/Adult Signature: ______________________________________