Science and Technology: Instructor: Jane Forbes | Steve O’Gorman | ||
Title of Lesson/Task: Building Bridges Concept: Forces Acting on Structures and Mechanisms | Grade: 5 Subject: Science and Technology | ||
Curriculum Expectations: 2.3 use scientific inquiry/research skills to investigate how structures are built to withstand forces 2.4 use technological problem-solving skills to design, build, and test a frame structure that will withstand the application of external force. 2.5 use appropriate science and technology vocabulary 2.6 use a variety of forms to communicate with different audiences and for a variety of purposes 3.1 identify internal forces acting on a structure and describe their effects on the structure 3.2 identify external forces acting on a structure and describe their effects on the structure, using diagrams | Learning Goals Knowledge and Understanding Students should know why cylinders and triangles can withstand the greatest amount of force and why they are the most effective way to build a bridge. They will understand that rolling up the newspapers into cylinders, and using triangles will make the strongest bridges. Skills By the end of the lesson/task students will be able to design and build their own bridge (using newspaper). This lesson help foster their critical thinking skills, as they are held responsible for designing and creating a bridge themselves. They will also further develop their research skills as they investigate how structures are built to withstand force. Furthermore, students will develop their problem solving skills as they design, build, and test their structure. | ||
Enduring Understanding(s)/Big Idea(s): Students will understand the effects of forces acting on and within different structures. As they develop an understanding of the concept of force, they will critically examine different building techniques to determine they best possible design. Students will also be able to measure forces in order to determine how they affect structures and Mechanisms. | Essential Questions: - What are some different ways to test the strength of a structure? - What different types of materials and construction designs would you use to build a bridge? - How will you ensure that you build a structure capable of withstanding an external force? - What are some possible ways of testing the strength of your bridge here in class? - Are there any changes you would make to improve the efficiency, functionality, or performance of your bridge? - What safety measures must one consider when building a bridge? | ||
Relevance: Students will be interested in this lesson because they have all seen and used bridges before. This lesson will give them a chance to consider the design and building process that is involved in creating a bridge. | Connections: We will examine the story of a bridge that recently collapsed in September 2010 in India right before the Commonwealth Games. There will be a class discussion on the reasons that may have lead the bridge to collapse and what it means for the community. | ||
Media: What popular media might I use to introduce and expand understanding? Using Powerpoint, I will show pictures of myself crossing different bridges in the world. An unstable bridge in a jungle in Laos: Although this bridge looks unstable it is actually quite stable because it is supported with wires stabilized with triangular shapes. I will also show clips of bridge disasters from around the world. I will use YouTube to show a video of a bridge building competition using popsicle sticks. | Hands-on: In small groups the students will build a bridge using rolled up newspaper and test the load it can hold using pennies. | ||
Differentiated Instruction, Modifications and Accommodations (Lesson Delivery): Since students will be working in small groups I will assign different roles to certain students if necessary to suit their abilities. If ELL students are unable to write or communicate in English, they can focus their time on designing the bridge by means of drawing of it. They will also be able to help with the actual building of the bridge. Children with autism will be given a chance to work alone if they choose too. They will also be given extra time if necessary. There will be a lot of hands on work and use of manipulatives, which will be good for kinesthetic learners. This lesson will contain elements that will cater to interpersonal learners as well as intrapersonal learners. Visual learners will benefit from the media aspect of the lesson that will be incorporated. | Differentiated Instruction, Modifications and Accommodations (Assessment): Students will be assessed on many different elements of this lesson and assignment. ELL students will be assessed on the ideas that are portrayed in their drawing and actual design of the bridge. For the research element of the assignment they can do the research in their native language. The knowledge gained from their research will be portrayed in their design and construction of a bridge. I will assess these elements of their project. Children with autism will be assessed on the process of their work. They will also be assessed on their effort and final outcome of their bridge. Interpersonal – Writing assignment Intrapersonal – Group work and actual building of the bridge. | ||
Critical Thinking: Investigate how structures withstand force: Brainstorm building techniques related to structures. Brainstorm different building materials that are used when building a bridge. Why are certain building materials and shapes better for building a solid structure? Bridge study and comparison Written Reflection | Describe chosen critical thinking activity: In pairs students will brainstorm different building techniques and make a hypothesis about what the best technique will be. They will be able to test their hypotheses when they actually make the bridge. In pairs students will discuss the different materials used to make a bridge. Students will examine the reasons why certain materials are sturdier and therefore used in the foundation of many structures. Students will critically examine the different bridges that have been made and decide how they could improve the efficiency, functionality, or performance of their bridge? Students are given a chance to reflect on the forces acting on structures and what they have learned from the lesson and activity. | ||
Assessment: Assessment for Learning Diagnostic - Discussion Formative – Observation and work sample Assessment as Learning: Formative – Self assessment and peer assessment Assessment of Learning: Summative - Bridge design and completed bridge Reflection paper | Detailed description of Assessment Process and Strategies: In our pre-activity discussion students will be given an opportunity to vocalize what they already know about forces acting on structures and mechanisms The design that students create as well as the actual bridge they build will show that they are learning and progressing as the lesson goes on. Throughout the entire activity students will be given the chance to self-assess and revisit-learning goals to determine whether or not their bridge is going to be successful. Working in small groups will also allow for peer assessment and input as different ideas are presented. The design and actual bridge they build with newspapers will demonstrate what they have learned about structures withstanding force. They will also have a chance to demonstrate their understanding of the lesson along with knowledge and skills gained in their reflection papers. | ||
Delivering the Lesson | Student-Task | Teacher-Task | |
Minds On: Approx. 20 minutes To introduce the topic I will show pictures of many different bridges from around the world. I will also show pictures of myself crossing unusual bridges in remote locations. These pictures should spark interest in the topic. I will show them a picture of myself crossing a very precarious bridge in a jungle in Laos. Although it looks unstable it was well made and has lasted for many years. We will examine the story of a bridge that recently collapsed in September 2010 in India right before the Commonwealth Games. There will be a class discussion about the reasons that may have lead the bridge to collapse and what it means for the community. I will show them a picture of the bridge and give them a short article describing the situation. Investigate how structures withstand force Class discussion Materials: -Photos on Powerpoint or smart-board - Summary of Article on Bridge Collapse in India (Are the Commonwealth Games Falling Apart? – Bridge Collapses and Village Condemned, John Elliott, September 21, 2010) | Students are looking at the pictures Students reflect and answer questions. In small groups students will discuss the possible reasons for the bridge collapsing Students will brainstorm building techniques related to structures and the best materials and shapes to be used Students will present their ideas to the class | I am working the Powerpoint/smart-board I will ask them some questions to spark interest. Where do you think these bridges are? How do you think they were build? Which bridges are sturdier than others and why? I will circulate the class and help foster meaningful discussion Circulate the classroom and give input and ask questions if needed to spark conversation I will use shared practice and provide feedback to their ideas | |
Action Aprox. 25 minutes Designing a bridge (Working in small teams/groups) What shapes will you use? What materials? Build a bridge using newspaper and tape. Materials: - Sufficient newspaper for each group. 20 sheets each. - Tape | In small groups students will design a structure for their bridge. They will draw this out as detailed as possible. Each student will have the opportunity to draw out his or her ideas. Students will build the bridge that they designed as a group. | I will explain that the students are going to design a bridge that they will later create. I will circulate the class and make sure everything is running smoothly. | |
Guided Practice: - What are some different ways to test the strength of a structure? - What different materials and constructions would you use to build a bridge? - How will you ensure that you build a structure capable of withstanding an external force? - What are some possible ways of testing the strength of your bridge here in class? - Are there any changes you would make to improve the efficiency, functionality, or performance of your bridge? - What safety measures must one consider when building a bridge? | Students reflect and respond to questions | I will provide feedback and encouragement as students share their ideas | |
Consolidation: Approx. ___15____minutes Testing the Bridge using pennies as weight Each team will test the strength of their bridge by seeing how many pennies it can hold. The bridge that can support the biggest load (most pennies) will be deemed the winner. Materials: A lot of pennies Debrief: Review of the lessons major concepts: Big Ideas and how they relate to the most structurally sound bridge. Group reflects on the bridge they created and talks about how it could have been improved I will use YouTube to show a video of an amazing bridge building competition using popsicle sticks. (3 minute video) | Students are given a chance to test the strength of their bridge using pennies as weight. Each group will present their bridge to the class and then test the load it can support. Student discussion Students discuss ways of improving the bridge that they made Students watch video | I will monitor the tests and host the award ceremony I will initiate the discussion and ask the students to review the “big ideas” of the lesson and activity. I use a projector or smart-board to show this video | |
Independent Practice: Homework Written reflection on the assignment and what they have learned from the lesson. | Students will write a reflection about the assignment and what they have learned from the lesson. | I will collect these the next day and mark them based on insight and demonstrated learning. |
