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Grade 3, Cluster 2: Materials and Structures

Alesha Bullee
2014/12/03

Table Of Contents
Concept Map
Cluster Map
Setting Goals
Introduction
Assessment
Lessons/ Design Task
Connections
Learning Resources/Materials
Inquiry Process
Wind Up Activity
Personalize

Overview
Students learn about the nature of materials not just by observing them but, more importantly, by
using them. In this cluster, students experience the design process as they manipulate and test
materials, build structures, and select and use materials suitable to the task at hand. Students find
that the strength and stability of structures in their community, as well as those they build
themselves, are linked to the properties of the materials used and to the particular way the
materials are configured and joined. This cluster further develops he concept of materials
introduced in Kindergarten, Cluster 3: Paper and built upon in Grade 1, Cluster 3:

CONCEPT MAP
BALANCE
-Stability
-frame
-height
-width

BUILDINGS IN OUR
SURROUDING
-types of buildings
-there uses

ARCHETECTURE
-shapes
-materials

FORCE
-what makes a building lean?
-why do buildings fall over?

CONTRACTING
-who builds them
STRUCTURES/BUILDINGS -how

WHAT WE CAN BUILD


-what resources do we have?
-how big can we make our
structures?

NATURAL STRUCTURES
-rocks
-caves
-Mountains
-Islands

EXPERIMENT
-try new things
-what works

Cluster Mapping
Exploring Structure

Identifying/Measuring Structure

Thoughts about Structures

By conducting experiments,
exploring, and evaluating
can we figure out what
makes structures strong?

Can we identify the parts,


the shapes and the
characteristics of structures
to build our own?

Using prior knowledge,


knowledge learned in class
and others opinions to
clarify how we feel about the
structures and buildings
around us?

GLO: C6, D3
3-2-02 Conduct experiments
to compare the strength of
common materials.
Examples: wooden
toothpicks, plastic straws,
paper, cardboard, polystyrene
foam...

GLO: C2, D4, E2


3-2-07 Identify shapes that are
part of natural and
human-built structures from
various cultures
and describe how these shapes
help to provide
strength and stability.
Examples: cylinders,
triangles, hexagons in
outdoor playstructure,
hexagons in a
honeycomb...

3-2-05 Recognize that balance


affects the stability of a
structure.
Examples: a domino tower
that leans to one side
is more likely to tip over than
one that stands
straight...
GLO: C2, D3

GLO: D43.41
Specific Learning Outcomes
K4 Science
3-2-06 Explore to determine
ways to improve the
strength and stability of a
frame structure.
Examples: use of triangulation
or a cross
member...

GLO: C5
3-0-9c. Take the time to
repeat a measurement or
observation for greater
precision or detail. GLO: C5

GLO: A4, B1, D3, E13.42


Zero Cluster
3-0-9a. Listen to and consider
differing opinions.
(ELA 5.2.3)

GLO: B1, C2, D3


3-2-04 Explore to determine
an appropriate method for
joining two materials for a
specific use.

GLO: B4
3-2-13 Identify various
materials used in the
construction of buildings in
their community and
in communities around the
world.

GLO: C1, C3, C4, D4


3-2-12 Investigate to identify
hobbies and jobs related
to construction, engineering,
and architecture.

GLO: D4, E2
3-2-11 Evaluate simple
structures to determine if they
are safe and appropriate to the
user.
Examples: classroom
furniture...

GLO: D3
3-2-09 Use the design process
to build a structure that
meets given criteria related to
strength,
stability, and function.

GLO: C5, C7
3-0-9b. Express enjoyment
when sharing and discussing
science-related
experiences from daily life.
(ELA 4.4.3)

GLO: A1, A2, C2, D3


3-2-03 Explore to determine
ways to strengthen a
material used for building.
Include: changing shape, bulk,
and number of layers

GLO: A4, D4, E2


3-2-08 Identify characteristics
of materials that need to
be considered when choosing
materials for
building structures.
Examples: strength,
flexibility, durability,
surface texture...

GLO: A3, C3
3-2-10 Describe the effects of
various forces on different
structures.
Examples: bookshelf sagging
under the
mass/weight of books, tent
blowing over in a
storm...

Setting Goals
Performance Goals: measure, manipulate materials, infer, ask questions
Demonstration: working with others, critically thinking
Product: build structure, identify materials
Process: design, inquiry, experimentation

Opening Activity
Student will play a life sized Jenga Game. I will show the students how a Jenga tower is build
and the class will get to set it up. After this I will pull names from a name stick bag so it is fair
and they will get to pull one stick from the life sized Jenga tower. We will play this a few times
just for fun. This will teach the children about balance, building, stability and help introduce
them into the Building Unit. After we played this game the children could play around with
materials, how high can you stack things, how wide can you make something? In the opening
Activities they should get used to the materials they will be using for the next while.

Assessment
BLM Design Process Recording Sheet
BLM How I worked in my group
BLM Student Observation
BLM Checklist
Design Project Rubric
Structure Hunt
Paper and Pencil Task
Natural Structures Form
Balance Form
Forces Form
Testing of Materials Form
Vocabulary Form
Materials and Structures Test

Lessons
Structures and Materials
Vocabulary Tracker
Lesson/Topic Plan
Course:Science

Unit:Materials/Structures

Learning Outcomes:
3-2-08 Identify characteristics of materials that need to be considered when choosing materials
for building structures. Examples: strength, flexibility, durability, surface texture...
General Outcome: GLO: A4, D4, E2
Assessment: Vocabulary Form/Unit test
Activating Strategies: What do we know about structures and Materials already? Are there any
words that you can think of that we used during our opening activity?
Acquiring Strategies: Place the words inside the form that you find throughout the unit. This
will be a place that we can keep track of the new vocabulary that we use.
Applying Strategies: Using the words that we have heard and we know while talking is science
class.
Connections: Social Studies for our community/ELA/Math
Extending Lesson: This form will be used for the whole unit.
Different Ways of Learning:
Visual- filling in a chart
Solitary(Intrapersonal) personal chart
Aural- discussion of words/having to listen to new vocabulary
Logical- using scientific words in class
Source: Worksheet created by; Sara Grona

Structures and Materials


Vocabulary Tracker
Word

What It Means

Example

Testing the Strength of Materials


Lesson/Topic Plan
Course: Science

Unit:Materials/Structures

Learning Outcomes:
3-2-02 Conduct experiments to compare the strength of
common materials.
Examples: wooden toothpicks, plastic straws,
paper, cardboard, polystyrene foam...
3-0-9b. Express enjoyment when sharing and discussing science-related
experiences from daily life.
(ELA 4.4.3)
General Outcome: GLO: C6, D3, GLO: C5, C7
Assessment: Testing the Strength Form/Unit test /BLM How I worked in my group
Activating Strategies: Discuss how in our first activity they were allowed to explore and see if
they can make predictions on what sort of things will be the strongest and which the weakest.
Acquiring Strategies: Today we will form table groups to do experiments on materials used for
building in the classroom. Explain the experiments and what there jobs are, show them the form
and how they should fill it out as a group but each individual will have a form. As a group they
must come up with a list of strongest to weakest. Then they have to write down a way they could
test their hypothesis. After this they can get experimenting! Make sure to write down your
findings and consult one another in your groups
Applying Strategies: Get into groups and work at figuring out materials strength. Predict
material strength from weakest to strongest. List the materials in order from weakest to strongest
in the left column.
Materials: popsicle sticks, spaghetti, tooth picks, skewers, plastic straws
Connections: Math/ELA/Social Studies
Extending Lesson: While working at other experiments children can use the information they
have learned today to create a stronger structure.
Different Ways of Learning:
Visual- drawing materials
Solitary(Intrapersonal) form
Social- group work
Kinesthetic- hands on experiment

Verbal- speaking to one another


Logical- answering questions
Source: Worksheet created by; Sara Grona

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Testing the Strength of Materials


Predict material strength from weakest to strongest. List the materials in order from weakest to
strongest in the left column.
Materials: popsicle sticks, spaghetti, tooth picks, skewers, plastic straws

Prediction

Actual

Now....how are we going to find out which materials is the strongest and the weakest?

What do you think we could do?

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In a group of 3, describe each material.


Material

Size

Material

Shape

Straw

Popsicle Stick

Skewer

Toothpick

Spaghetti

We are going to create hanging baskets to determine which material is the strongest.
Procedure
1. Take a Styrofoam cup and poke two holes across from each other near the brim.
2. Pull a piece of string (30cm) through the holes and tie the ends together to make the basket.
3. Hang the basket at the midpoint so the string is even on both sides.
4. Using each material one at a time, add one weight at a time. Continue adding one weight at a
time, until the material bends or breaks.
5. Record your answer in the observation table.

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Balance
Lesson/Topic Plan
Course: Science

Unit: Materials/Structures

Learning Outcomes:
3-2-03 Explore to determine ways to strengthen a material used for building. Include: changing
shape, bulk, and number of layers
3-2-05 Recognize that balance affects the stability of a structure. Examples: a domino tower that
leans to one side is more likely to tip over than one that stands straight...
Zero Cluster
3-0-9a. Listen to and consider differing opinions.
(ELA 5.2.3)
General Outcome: GLO: A1, A2, C2, D3/GLO: C2, D3, GLO: A4, B1, D3, E13.42
Assessment: BLM Obervation/ Unit Test
Activating Strategies: Are any of the activities that we have done related to balance? If so what
activity? Try and get them to talk about our Jenga activity.
Acquiring Strategies: Draw on previous knowledge to answer the first question and the second
question. Start making your tower.
Applying Strategies: Use building as information; fill out the form using words and pictures.
Connections: Materials and Structures Unit
Extending Lesson: Use the information you concluded for your design task
Different Ways of Learning:
Visual- drawing
Solitary(Intrapersonal) form
Aural- sound of students and materials being used
Social- looking at what others are doing around you to help clue you into what you should or
should not be trying
Kinesthetic- building
Verbal- class discussion
Logical- formulating questions and answers for form
Source: Worksheet created by; Sara Grona
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Balance
What do you already know about balance? Brainstorm some ideas.

Build a tower with dominoes or blocks.


How high can you make the tower?
What did you notice just before the tower collapsed?

Now, build the tallest tower you can out of cards.

What do you notice just before the tower collapses.

Why is it important to build a balanced structure? Use both words and a labelled
diagram in your answer.

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BUILD, BUILD, BUILD


Topic:

Materials and Structures

By: Alesha Bullee

Focus: Using a variety of materials, explore ways to create building, make structures stronger
and plan ahead to create all sorts of structures.

Key Question: How can I create strong supportive buildings with a variety of materials?
Curriculum
3-2-05 Recognize that balance affects the stability of a structure
3-2-06 Explore to determine ways to improve the strength and stability of a frame structure
3-2-01 Use appropriate vocabulary related to their investigations of material
3-2-02 Conduct experiments to compare the strength of common materials
3-2-03 Explore to determine ways to strengthen materials used for the building
3-2-08 Identify characteristics of materials that need to be considered when choosing materials
for building structures.

Math: is incorporating by measuring the height and width of buildings or you could weigh
how much the buildings can hold. Describing, shapes, and counting.

ELA: Books, Reading, Writing, Predicting, Concluding


Multiple Intelligences
Verbal: Group discussions.
Interpersonal: Small group.

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Intrapersonal: recording in Journal.


Kinesthetic: building, testing.
Visual: viewing the structures and experiments.
Logical: Predicting/recording/ testing.

Assessment
Assessment will be done through observation, specifically looking at following safety rules,
following directions at each station, working cooperatively, observing and questioning while
staying on task at the learning centers. Evidence of this work will also be shown in their center
Journals.

Management
The class will be split up into small groups at the five stations, they will be working
independently on their Journals but may work in groups to observe, question and experiment. I
will have put the Journals together prior to the classes and will explain each center before we
start. The center instructions will be laminated and at each area along with instructions inside
their Journals.

Material
Station one: 20 small medium and large cups
Station two: 100 small cups, 2 cardboard pieces 3x3
Station three: Three tubs of Jube Jubes, and or gummies, along with 2 box of tooth pics or small
sticks.
Station four: 4 bags of small marshmallows and one 2 boxes of sticks, camera to take pictures of
shapes. This way we can reuse the sticks.
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Station five: I Pad or Ipods


Station six: Laptop, computer, Smartboard and or Ipad.

Station Directions
Station one: This center will be building a structure with cups that is the tallest, using a variety
of shapes and sizes to determine which the best way is. It must withstand falling for up to one
minute, you also must be able to measure it. First the students will predict what size of cups will
be able to make the tallest tower, they should also make two drawings of what they think their
towers will look like. After this they may start building, they must measure it when they have the
tallest they can get and time it for one minute.
Station two: The children must make a platform of cups to hold their own weight when they
stand atop a cardboard sheet. Before they start they must estimate how many cups they think it
will take to hold them up. Predict if the experiment will work or not, what do you think the
outcome will be? Experiment with the cups and time it for 20 seconds.
Station three: Use Jube Jubes to create a plat form for books to sit on top, this will use
cardboard slabs also, the children must make a deck for their books to sit on top. First they must
predict if it will work or not? Why or why not? Draw a picture of what might work. Estimate
how many sticks and how many candies they will need.
Station four: Create as many different shapes as possible that are Mathematic. They can be 2D
or 3D but will be evaluated for sides, edges and corners. Using marshmallows and sticks. Then
take pictures of them.
Station five: Use the Link-Lite Edition, on the I Pads to build bridges over different
environments. Then tell me in the Journal what happened and how did you learn about building
in the game.
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Station Six: http://www.bgames.com/puzzle-games/huje-tower/ using this game on the internet,


to create buildings that need to be a certain height and structurally sound. Building with physics
based construction. Then tell me in the Journal what happened and how did you learn about
building in the game.

Resources
http://www.bgames.com/puzzle-games/huje-tower/, website of free building games.
Link-Lite Edition- Free Ipad game to download.
Grade 3 Station on Stability By: Megan Cyr

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My Building Journal
NAME: _____________________________
Center #1
Which cup size will work best? __________

My building should look like:

My building was ______________ tall.

Center #2

Do you think the experiment will work?


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Yes No
Why or Why not?
How many cups will it take to hold you up?
Remember you must stand on top for at least 20
seconds. Use a timer!

Center #3

Will the Jube Jubes hold up books?


Yes
No
Why or Why not?
How many Jube Jubes will you need?
___________
How many sticks will you need?
____________
Draw a picture of your design before:

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Center
#4

How many shapes do you estimate you can make?


How many shapes did you make?

Draw

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Center #5
Write about the game:

Draw a Picture:

Center #6
Write about the game:

Draw a Picture:

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Structure Hunt/Inquiry
Lesson/Topic Plan
Course: Science

Unit: Materials/Structures

Learning Outcomes:
3-2-07 Identify shapes that are part of natural and human-built structures from various cultures
and describe how these shapes help to provide strength and stability.
Examples: cylinders, triangles, hexagons in outdoor play structure, hexagons in a honeycomb...
3-0-6c. Place materials and objects in a sequence or in groups using two
or more attributes, and describe the system used.
(Math PR-I.1.3)
GLO: C2, C3, C5
General Outcome: GLO: C2, D4, E2
Assessment: BLM Checklist/ Structure Hunt Form
Activating Strategies: Where can we find structures in our society, what kid of jobs involve
building, what buildings are in our society? What things are found in our surroundings in nature?
Acquiring Strategies: Show some pictures of what different types of structures look like
Applying Strategies: Filling out the structure hunt form with other classmates after we have
looked at our structures I would like them to do an inquiry based learning and place the buildings
into groups using two or more attributed. Ex- these buildings are tall and skinny, these buildings
are short and fat.
Connections: Social Studies/ELA/Math
Extending Lesson: understanding how natural and human made buildings are formed will help
the children do their best in their future building.
Different Ways of Learning:
Visual- watching slides
Solitary(Intrapersonal) filling out form can be done indipendently
Social- working as a class/ with partners
Verbal- Discussion
Logical- forms to fill out
Source: Worksheet created by; Sara Grona, Bridges: Amazing Structures to Design, Build &
Test (Kaleidoscope Kids Books (Williamson Publishing)) Paperback. Power point or smart
board.
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Structures

A structure can refer to any type of object, be it natural or human-made. It must support its own
weight and whatever load is placed upon it. Structures can be grouped into the following three
broad categories:
Solid Structures are made from a solid piece of material, having little or no space inside, e.g.,
solid rubber ball, hockey puck, stone monument, etc.
Frame Structures are made from parts joined together in a framework, e.g., construction crane,
skeleton, suspension bridges, etc.
Shell Structures are held together by an outer skin, e.g., drink can, egg carton, etc.
Many objects are a combination of a frame and shell structure, such as the human body or a tent.

Structure Hunt
Structure

Function

Materials

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Paper and Pencil Task: Frame Shapes and Structures


Lesson/Topic Plan
Course:

Unit:

Date:

Learning Outcomes:
Specific Learning Outcomes K4 Science
3-2-06 Explore to determine ways to improve the
strength and stability of a frame structure.
Examples: use of triangulation or a cross
member...
General Outcome: GLO: D43.41
Assessment: True or False Form
Activating Strategies: what shapes do we know about already can you give me an example of
how shapes are seen in everyday life. Talk about what buildings are the strongest we know of
and what shapes are in those ones.
Acquiring Strategies: looking at the picture and talking about what it is
Applying Strategies: true or false answers and answer the questions
Connections: Math/ELA
Extending Lesson: Building own structures
Different Ways of Learning:
Visual- Picture
Solitary(Intrapersonal) Form
Social- group talking
Logical- work sheet
Source: Worksheet created by; Sara Grona.
Science Homework Zone- Structures and
Stabilityhttp://www.youtube.com/watch?v=atS57n7_8Yk

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Paper and Pencil Task: Frame Shapes and Structures


Answer True or False.
1. The triangle is a very strong shape.
2. There are many examples of structures/shapes in nature.
3. Many cultures use the same shapes in their structures.
4. Balance does not affect the stability of a structure.
5. Many of the shapes found in nature can be found in structures
around the school.

Observe the picture and then answer the following questions:


1. What shapes do you see in the picture?

2. How do these shapes help to provide strength and stability to the structure?

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What Forces Do You See?


Powerpoint Activity
Lesson/Topic Plan
Course: Science

Unit:Materials/Structures

Learning Outcomes:
3-2-10 Describe the effects of various forces on different
structures. Examples: bookshelf sagging under the mass/weight of books, tent blowing over in a
storm...
General Outcome: GLO: A3, C3
Assessment: BLM Student observation/Unit Test
Activating Strategies: What is a force? How do they affect us and things around us?
Acquiring Strategies: Watching the slides of pictures of different forces
Applying Strategies: filling in the form
Connections: Social Studies/ Math/ELA
Extending Lesson: Using information for test
Different Ways of Learning:
Visual- power point
Solitary(Intrapersonal) filling out sheet
Social- discussing
Verbal- class discussion
Logical- folling along with the questions and forming conclusions about the slides.
Source: Worksheet created by; Sara Grona

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What Forces Do You See?


PowerPoint Activity

Forces are pushes or pulls. Some forces cause objects to move. Others cause objects to
change shape.
Some forces are caused by nature. Others are caused by people.

Force Words

Push
Pull
Stretch
Bend
Twist
Rub
Squeeze

Everyday you see forces at work. The latch on a gate opens when it is pressed. A heavy
load may cause a cardboard box to buckle. A bicycle frame can be bent in an accident.

Look at the picture on the Powerpoint. Write down the forces you see. Write a sentence to
describe each force. Use the force words to help you.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

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Natural and Human Built Structures


Natural Structures- structures that occur in nature
examples:

Structures in Other Cultures- structures from different cultures


examples:

Local Structures- structures that we see around Souris


examples:

Human and Natural Structures


Journal Entry
What types of shapes are most common in our environment?

Who or what makes structures in our environment?

What types of shapes are common in other parts of the world?

How are structures made strong and stable?

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Lesson/Topic Plan
Course: Science Grade 3 (2-45 min lessons)

Unit:Materials and Structures

Learning Outcomes:
Design Process 3-0-4c. Test an object or device with respect to pre-determined criteria. GLO:
C3, C5
3-2-02 Conduct experiments to compare the strength of
common materials.Examples: wooden toothpicks, plastic straws, paper, cardboard, polystyrene
foam...GLO: A1, A2, C2, D3
3-2-04 Explore to determine an appropriate method for joining two materials for a specific use.
GLO: C2, D3
3-2-08 Identify characteristics of materials that need to be considered when choosing materials
for building structures. Examples: strength, flexibility, durability, surface texture... GLO: D3
3-2-13 Identify various materials used in the construction of buildings in their community and
in communities around the world. GLO: A4, B1, D3, E1
General Outcome:
Grade 3, Cluster 0: Overall Skills and Attitudes Grade 3, Cluster 2: Materials and Structures
Essential Question: How can we use various materials to create buildings in respect to a predetermined criteria? Which of the materials used are the strongest and why? How do our
buildings relate to the buildings in our own community?
Students will know: Characteristics of materials that make them stronger.
Students will be able to:Create 3 houses with different materials to compare strength, create a
building with a pre- determined criteria. Follow out a building plan and implement.
Assessment: Participation recorded in Observation sheet/Checklist for five learning
outcome/Design process recording sheets.
MATERIALS: Stones, straw, playdough, tape, box of sticks
Activating Strategies: Sitting on the carpet, we would discuss as a class if anyone had read The
3 little Pigs. Ask the students if they knew what the 3 little Pigs story is about and if there were
different versions of the stories. Can we figure out the main Characters and themes in the book
that we can remember? Using past experiences.
Acquiring Strategies: Class reading of The Three Little Pigs, during the story I would tell the
students to make sure they pay attention to the supplies and tools they used in building the
houses. After the story I would have a discussion about what the story was about and what
different types of houses the pigs made and what kind of house the momma pig lived in. At this
time I want the children to acknowledge that there was stones, straw, sticks and bricks used to
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make the houses. Also at this point I would introduce the supplies we were going to use to make
our own piggy houses. This would include; Sugar cubes for bricks, straws for straw, Popsicle
sticks for sticks, and pebbles for the stone house.
Applying Strategies: I will have 4 stations split up between the class of students, at each station
they will build a house and take a picture of their house with the IPAD or Camera. This way the
straws can be re-used. At the brick station the children will have to build a house using sugar
cubes and white glue to create a structure that is at least 5 inches tall that could fit a little pig
inside/ cotton ball. At the Stick station they will use the Popsicle sticks to make a house at least 5
inches tall using glue sticks and string if needed. Using straws and tape the students must make a
5 inch tall house just like the other ones. At the stones centre I will have playdough and pebbles
for them to make a 5 inch tall house for the piggy to fit in. After the children are done their
building at each station they get to test out the big bad wolf/ or the hair dryer who will blow their
house down. At each station they will need to update their 2 forms that need to be filed in
Connection/Cross Curricular: Our classroom observation station would have a brick, sticks,
straw and stones at it.
Extending Lesson: Reading other versions of the 3 little pigs for literature, we could weigh the
materials used and talk about the properties of our materials that make the building stronger. This
would incorporate Mathematics into the Science lesson.
Learning Resources: I Pad/Camera, the Three Little Pigs written by Robyn Bryant ISBN- 28949-821-8,
Different Ways of Learning:
Logical Mathematical- Having to create houses from materials, making 3D shapes.
Visual/Spatial- Creating the forms of the buildings, having freedom to create different shapes.
Bodily/ Kinesthetic- Using hands to create a form, having to physically build houses.
Verbal/linguistic- hearing the story, discussion on the story, writing in their science Journal
about their findings.
Musical- Find songs about building to play while they are building.
Naturalist- using natural materials such as sticks and pebbles.
Interpersonal- Working with the class in small table groups
Intrapersonal- Interacting and using body to complete activity. Building individual homes and
taking the pictures.
Source:
Manitoba Science Curriculum/ BLM
The Three Little Pigs: written by Robyn Bryant ISBN- 2-8949-821-8.

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The Pig Brothers Contracting (Design Process)


Student Sheet

The Problem: The Three Little Pig Brothers are taking their skills to the next
level and opening up a contracting business. To do so they need to promise their
clients safety from the big bad wolf.
The Challenge: The Pig Brothers need some help testing out different building
materials to see which is the safest to build homes.
Criteria: Must be tall enough for the little piggies(5 inches tall) and must be able
to withstand the big bad wolfs incredible blow. You must also think like a
contractor and make your houses aesthetically pleasing also known as not messy!
TO DO: Fill in your Design Process sheets at each station, make sure to leave
enough space for 4 observations!
Things to think about:
1. What shape will your house be?
2. How can you use the materials to make your house stronger?
3. If it has to withstand the wolfs blow it must be able to balance.
4. HAVE FUN CREATING!

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Materials and Structures Test


Lesson/Topic Plan
Course: Science

Unit: Materials/Structures

Activating Strategies: Our unit has been on Structures and Materials. Try and remember the
information we have learned in the last bit of time. Using this information we need to write a
test.
Acquiring Strategies: During a test we need to work independently, I want to know everything
that you have learned during our unit. Get a pencil and an eraser and show me how we are ready
to write a test!
Applying Strategies: Writing the test
Connections: Math/ELA/Social Studies
Extending Lesson:
Different Ways of Learning:
VisualSolitary(Intrapersonal)
AuralSocialKinestheticVerbalLogicalSource: Worksheet created by; Sara Grona

Materials and Structures Test


We have spent quite a bit of time creating and looking at materials and structures in our
community and around the world. This test is to see what you know about structures and
materials. For each question, the more you can tell me the better so write, write write!
Please remember this is a test of your own knowledge, so please dont ask a friend. If you
get stuck, go onto the next question as you dont want to spend too much time on the same
question. Good luck!
1. What is the difference between a material and a structure? Give a definition for both.
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2. What are three ways you can make a material stronger?


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3. A triangle is a very strong shape. What are two other common shapes we see in
structures and how do these shapes help make structures stronger?
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4. Miss Bullee decided to build a structure that was really tall. She wanted it to be stable
and balanced but wanted it to be built out of materials that you can find around the school
or home; she didnt want to go out and spend money. The structure was just going to be a
tower for decoration so it had to look nice but it didnt have to be comfortable or anything.
What are some things Miss Bullee could use to build the tower and HOW would she build
it?

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5. Draw a detailed and labeled picture of Miss Bs tower.

6. Give two examples of force words. Give a definition for each word.

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CONNECTIONS
-MATH
-ELA
-SOCIAL STUDIES

LEARNING RESOURCES/MATERIALS
-I Pad
-Smart Board/Projector
-Books about Building
-Supplies for building including straws, sticks, tooth pics, play dough, stones, and cubes
Station one: 20 small medium and large cups
Station two: 100 small cups, 2 cardboard pieces 3x3
Station three: Three tubs of Jube Jubes, and or gummies, along with 2 box of tooth pics or small
sticks.
Station four: 4 bags of small marshmallows and one 2 boxes of sticks, camera to take pictures of
shapes. This way we can reuse the sticks.
Station five: I Pad or Ipods
Station six: Laptop, computer, Smartboard and or Ipad.
Station one: This center will be building a structure with cups that is the tallest, using a variety
of shapes and sizes to determine which the best way is. It must withstand falling for up to one
minute, you also must be able to measure it. First the students will predict what size of cups will
be able to make the tallest tower, they should also make two drawings of what they think their
towers will look like. After this they may start building, they must measure it when they have the
tallest they can get and time it for one minute.
Station two: The children must make a platform of cups to hold their own weight when they
stand atop a cardboard sheet. Before they start they must estimate how many cups they think it
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will take to hold them up. Predict if the experiment will work or not, what do you think the
outcome will be? Experiment with the cups and time it for 20 seconds.
Station three: Use Jube Jubes to create a plat form for books to sit on top, this will use
cardboard slabs also, the children must make a deck for their books to sit on top. First they must
predict if it will work or not? Why or why not? Draw a picture of what might work. Estimate
how many sticks and how many candies they will need.
Station four: Create as many different shapes as possible that are Mathematic. They can be 2D
or 3D but will be evaluated for sides, edges and corners. Using marshmallows and sticks. Then
take pictures of them.
Station five: Use the Link-Lite Edition, on the I Pads to build bridges over different
environments. Then tell me in the Journal what happened and how did you learn about building
in the game.
Station Six: http://www.bgames.com/puzzle-games/huje-tower/ using this game on the internet,
to create buildings that need to be a certain height and structurally sound. Building with physics
based construction. Then tell me in the Journal what happened and how did you learn about
building in the game.

Wind Up Activity
Watching the Lego movie would be a great way to end the unit. Children would be able to relate
all their building with the movie which is a movie filled with building and creations. During the
movie I would get them to draw detailed pictures of their favourite buildings inside the Lego
World. This would be a fun activity to have on a Friday afternoon!
INQUIRY
3-0-6c. Place materials and objects in a sequence or in groups using two
or more attributes, and describe the system used.
(Math PR-I.1.3)
GLO: C2, C3, C5
Pages 22-25
The first part of the Assignment is Teacher led as It is described what they are Inquiring about
After this the children must do their own research to find out what things around them look like
and write down structures their purposes and materials used to make them. After this the children
have to categorize the buildings/structures. It is student led in the terms that they must choose
their ways to categorize them and place them into groups that have 2 corresponding aspects.

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Personalize

Design/Inquiry Process Integrated


Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Cluster 4

Cluster 2

Cluster 3

Cluster 1

For my personalized part of the lesson plan I created a yearly plan for science in a grade 3 class
I took into consideration which cluster would go the best with that time of the year. This sort of
backward planning is important for covering curriculum information.

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