ED 3601

VERSION B

KR 2011

Lesson Plan
Grade/Subject: Grade 7 Science Unit: Structures and Forces Lesson Duration: 90 minutes
KSAs: 1,2, 3, 5, 7, 8, 9, 10
OUTCOMES FROM
ALBERTA PROGRAM OF
STUDIES

LEARNING OBJECTIVES

ASSESSMENTS

Students will...

(Observations, Key Questions,

Products/Performances)

identify tension,
compression, shearing and
bending forces within a
structure; and describe
how these forces can
cause the structure to fail

1. Define the three main

types of internal
structures.

analyze a design, and

identify properties of
materials that are
important to individual
parts of the structure

2. Illustrate how
compression, tension and
shear internal forces act on
structures.
3. Identify how these
internal structures lead to
structural failure.
4. Identify the locations of
complimentary forces on
bridge structures.

What does tension,

compression, and shear
look like? (LO #1,2)
What are some examples?
(LO #2)
Would this make a
structure fail? (LO #3)
What is the weakest point
of the structure? (LO #3)
What is the most
vulnerable? (LO #3)
What two forces are
working in opposition? (LO
#4)

5. Identify the difference in How can you illustrate this

internal forces between
on the bridges we learned
different types of
about? (LO #5)
structures.
LEARNING RESOURCES CONSULTED

Resource #1: DSN Animation (suspension bridge): https://www.youtube.com/watch?v=c-V_8_qmJbE

Resource #2: Bridge Design: https://www.youtube.com/watch?v=lBP7739C83s
Resource #3: Bridge Design (part 2): https://www.youtube.com/watch?v=KBOGRxV49MQ
Resource #4: I-Beam: https://www.youtube.com/watch?v=UspM9qOdAmI
Resource #5: Bill Nye: https://www.youtube.com/watch?v=u2iPj4Cjajk&t=1092
Resource #6: Dogs on Trampoline: https://www.youtube.com/watch?v=gSjHCbS_u0Y

MATERIALS AND EQUIPMENT

whoopy cushion
slinky
marshmallows
worksheets
paper
scissors
textbook

PROCEDURE
Introduction (3 min.):
Attention Grabber: I have a mystery bag
Assessment of Prior Knowledge: Guess what is in the bag that is related to structures and forces
Expectations for Learning and Behaviour: Students will raise their hands to guess what is inside the my bag.
Advance Organizer/Agenda: Mystery Bag, Powerpoint (compression, tension and shear), Complementary Forces
(slinky), Think-Pair-Share, BRAIN BREAK, Structural Components, independent questions

ED 3601

VERSION B

KR 2011

Transition to Body: Handout worksheet

Body (85 min.):
Learning Activity #1: I will go through my powerpoint with the definitions of compression, tension, shear. I will
explain what each term means and give examples of each for the students. I will bring out the examples one by
one from my bag, but students will have to guess beforehand. This way they have to think about what structures get
compressed, tensed and sheard. The whoopy cushion is a good example of compression, while tension can be
shown by using elastics. I will bring use scissor as an example of shear and also rip a piece of paper to show the
effects of a structure failing to withstand the shear force applied to it. I will bring out the larger marshmallows to
demonstrate the effects of the internal forces on the marshmallow. After I demonstrate, I will give out two
marshmallows to the students and they can compress and stretch the marshmallows to mimic the effect. they are
welcome to eat those marshmallows, however I will not be giving out anymore to other students. Once they have
eaten their snack, I will bring out the slinky and talk about Complementary Forces with the students. When one
end compresses the other will tense. I will go through the bridges we had previously talked about last class and
point out the areas of compression and tension within each. I will refer to the textbook- page 296 and students will
have to identify who is under compression and who is under tension. I will draw a circle diagram on the board for
the students to visualize the internal forces.
Learning Activity #2: Think pair share. Students will have to pair up with someone near them and draw in the
arrows for compression/tension on their own worksheet. Students will be given about 6 minutes to do this. I will put
an online timer on the board so the students are able to keep track of their time. After the timer is done, students
will be asked to return to their desks and I will go over the last 4 slides reviewing the tension and compression
areas of each bridge type. **Show but dog and trampoline compression and tension video
Assessments/Differentiation:

BRAIN BREAK!!!! Ms. Hager says...

Learning Activity #3: Structural Components. I will go through the powerpoint of the Structural components.
Students will fill in the blank spaces on their worksheet that correspond with the presentation. After each
description I will also draw a picture of the type of structural component on the whiteboard. I will ask students to
also draw a little picture next to their description. I will show the video of different bridges failing under pressure
with the **Lego men. Afterwards, I will go over the different types of stresses that structures go through (fatigue
and failure) There are blanks on the sheet that must be filled in.
Assessments/Differentiation:

Learning Activity #4: (last 30 minutes of class) Assign questions p.284 #1,2 p.295 #1-4, p.299 #1, 2. Students would
be given class time to complete these questions independently. Students should be able to get these questions done
in class, the should not have homework for the long weekend. If students do not complete these questions, they will
be homework.
Assessments/Differentiation:

Closure (2 min.):
Consolidation/Assessment of Learning: Section Questions assigned. If they are not complete they are for homework.
Have students pack up their books and have their short story materials out since the next class is LA.
Feedback From Students: Sections review questions
Feedback To Students: marking the questions and returning the questions back to them
Transition To Next Lesson: