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This article outlines the key components of the River’s Edge Construction lesson plan. An explanation of how the lesson was delivered is presented alongside suggestions for implementation by K–6 teachers. The integration of scientific literacy is discussed first, followed by a discussion of each of the 5Es (Bybee et al. 2006). A timeframe for distributing the lesson phases is given; however, the activities included in this plan (see Supplementary Resources for specific lesson materials), should be modified to meet the needs and interest of students, and to align with allotted instructional time and objectives. 

This article outlines the key components of the River’s Edge Construction lesson plan. An explanation of how the lesson was delivered is presented alongside suggestions for implementation by K–6 teachers. The integration of scientific literacy is discussed first, followed by a discussion of each of the 5Es (Bybee et al. 2006). A timeframe for distributing the lesson phases is given; however, the activities included in this plan (see Supplementary Resources for specific lesson materials), should be modified to meet the needs and interest of students, and to align with allotted instructional time and objectives. 

Over the last two years, the COVID-19 pandemic has required teacher educators to teach their classes online. Teacher educators now need to reflect on the learning opportunities that the COVID-19 induced shift to online learning has provided. This study shares two teacher educators’ experiences of teaching and supporting preservice teachers (PSTs) as they taught engineering online to elementary students. The two teacher educators noticed (a) positive changes in PSTs’ attitudes and beliefs about technology integration, (b) PSTs’ tendency to select and use of educational technologies, (c) PSTs’ recognition of the importance of online interaction and feedback from K-12 students, (d) the importance of providing PSTs with extended access to physical hardware, and (e) the importance of providing developmentally appropriate digital resources. The paper concludes with suggestions for teacher educators who are preparing PSTs for the next generation of teaching.