Curriculum Key

Concepts
Lesson/Activity/
Time (29 classes)

- Get to Know You Activity (PowerPoint &

sticky note- 1 thing that makes you
happy, 1 place you have travelled to, 1
thing that helps you learn, 1 quality you
value in your best friend)
- Create classroom guidelines (using
sticky notes)
- Introduction to key question (Why
doesnt the Leaning Tower of Pisa fall
over?)
- Generate questions in mind map
- How are structures formed?
1 class
- Bell work (review question)
- Are all manufactured structures the
same?
- Matching game (students find closest
match to structure with same shape)
- Discuss classification of manufactured
structures and record notes
- Looking at the cards, compile list of
materials used to make structures and
discuss
- Deduce what type of material the
Leaning Tower Pisa is made of
1 class
- Bell work (review question)
- Construction (provide toothpicks, tape,
string, glue and have students build
structures)
- Group discussion about how the
students connected the toothpicks (How
does a hinge on a door differ from the
materials used in the activity?)
- Write notes on mobile and rigid joints
- Have students identify joints around
the classroom and hand in
1 class
- Bell work (review question)
- Egg task (students use paper and tape

Attitu
de

Summative
(S) &
Formative(
F)
Assessmen
t

Resources
Teacher(T) & Student(S)

Foundatio
nal
Concepts

STS & K

Skills

K.1.a

S.1.a
S.4.a

A.1
A.3
A.4

- sticky notes to
gauge learning
needs, interests
& experience
(F)
- title
page/mind map
on board to
assess
understandings
(F)

K.1.a

S.1.c
S.4.a

A.1
A.3
A.4

- bell work (F)

- anecdotal
notes on
student
understanding
(F)

- shape (mass,
frame, shell,
frame & shell)
- materials
(composite,
layered,
woven & knit,
mobile & rigid
joints)

K.1.a
K.3.b

A.1
A.3
A.4

- bell work (F)

- observation
during
discussion (F)
- activity
worksheet (F)

- mobile joints
- rigid joints
(fasteners,
interlocking
shapes, ties,
adhesives,
melting)

K.1.b

A.1
A.3

- bell work (F)

- observation

- function &
structure

- picture Collicutt Center (S)

- natural vs.
manufactured
structures

in order to catch egg)

- Group discussion on function and
structure (What does it mean to be an
effective structure? Why do designs
change? Ie. cellphones is one cell
phone more effective than the other?)
- Look at other examples of different
structures that share common function
- Leaning Tower of Pisa (What was its
function and how has it changed over
time? Are there other buildings with
similar function, but diff. structure?)
1 class
- Bell work (review question)
- Poster project (book computer lab and
have pairs research a structure in a
different culture natural or
manufactured)
- Presentations of posters
- Indigenous culture tipi
2 classes
- Bell work (review question)
- Introduce plants (celery demonstration
with food coloring) and follow with
discussion
- Notes on structure of a plant
- Video on photosynthesis
- Discussion on relationship between
plants/trees and animals (How does
oxygen and CO2 circulate between
plants and animals respiratory system)
- Cycle diagram between plant & animals
1 class
- Bell work (review question)
- When you turn a faucet on at home,
where does the water come from?
(difference between lake and reservoir)
- Watch video on Hoover Dam
- Where do you think they got the idea of
a building a dam from? Beaver dams, ice
dams, volcanic dams
- Make Venn diagram comparing the
Hoover Dam with Beaver Dams
- Compare other similar structures
1 class
- Quiz on natural structures

A.4
A.6

during egg task

and group
discussion (F)

K.1.c
K.1.a

A.1
A.2
A.3

- bell work (F)

- observation
during student
research (F)
- poster project
(S)

- PDF of structures from different cultures

- cultural
designs

K.1.d
K.3.d

A.1
A.3
A.4
A.5

- bell work (F)

- anecdotal
notes during
discussion (F)
- cycle diagram
worksheet (F)

- picture with cow and tree (S)

- living things
(plant and
animal
structures)

http://www.bbc.co.uk/nature/life/Plant#p0
0lxtl2 (S)
http://kidshealth.org/en/teens/lungs.html
(T)
http://www.edquest.ca/pdf/sia743notes.pdf (T)

K.1.d
K.3.c

A.1
A.3
A.4
A.5

- bell work (F)

- anecdotal
notes during
discussion (F)
- Venn diagram
(F)

- picture on water cycle

http://www.history.com/topics/hooverdam/videos/hoover-dam-true-giant (S)

- animal-made
structures
- synthetic
structures

http://www.telegraph.co.uk/news/worldne
ws/northamerica/canada/7676300/Worldsbiggest-beaver-dam-can-be-seen-fromspace.html (S)
http://www.beaverdam.info/ (T)

K.2.a

A.1

- quiz (S)

https://www.explorelearning.com/index.cf

- mass

- Hockey puck example (Why is it

important to know about the mass of a
structure? Which hockey puck will
accelerate faster with the same
push/force? Why?)
Discuss difference between mass and
weight
(gizmo)
- Video (weight/force on different
planets)
- Make class reminder notes on
classroom board (one column for mass
and another for weight draw changes
in elephant from earth to moon)
- Discussion of Force as a push or a pull
chair example

A.3
A.4

- bell work (F)

- anecdotal
notes (F)

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- weight
(force)

https://www.bing.com/videos/search?
q=gravity+on+the+moon+versus+earth
&&view=detail&mid=22420BA5BB0D96C
DF73B22420BA5BB0D96CDF73B&FORM=
VRDGAR (S)
https://www.youtube.com/watch?
v=QSIuTxnBuJk (T)

1 class
- Bell Work (review question)
- Show video of Tacoma bridge collapse
(What do you think caused the bridge to
collapse?)
- Discussion/Notes of external forces
(dead load weight of structure, friction
vs. live load people, cars, friction)
- Activity disrupt clay in some way and
have students guess what picture
matches the disruption (What forces can
act within structures?)
- Notes on internal forces
- Group coloring activity - identify
internal forces of a suspension bridge
(tension & compression all the time,
shearing & torsion sometimes)
- Discuss deformation
1 class
- Demonstration with balloon (what
properties does the balloon have in order
to succeed/not pop?)
- Discuss the difference between
strength, flexibility and symmetry
- Show video of someone bungee
jumping and have students work either
in groups or individually to come up with

K.2.b
K.2.c

- bell work (F)

- anecdotal
notes (F)

https://www.youtube.com/watch?
v=gjfLI7aJKmQ (T)
- picture of bridge (tension & compression)
- picture of internal forces
http://www.bing.com/videos/search?
q=collapsing+bridge&&view=detail&mid=
1CAD27C9722319D772261CAD27C97223
19D77226&FORM=VRDGAR (S)
http://mrdenney.weebly.com/uploads/1/3/7
/6/13767597/lesson_10.4_external_and_internal_forces.pdf (T)

- external
forces (dead
load vs. live
load, friction)
- internal
forces
(tension,
compression,
shearing,
bending)

https://en.wikipedia.org/wiki/Tacoma_Narro
ws_Bridge_(1940) (T)

K.2.d
K.3.a

- bell work (F)

- student
procedures (F)

https://www.youtube.com/watch?
v=lVbU0Hwffpg (S)
http://www.bing.com/videos/search?
q=national+geographic+bungee+jumping
+testing&&view=detail&mid=6C3643EC5
E470F5B84FB6C3643EC5E470F5B84FB&F
ORM=VRDGAR (S)

- strength
- flexibility
- symmetry

2 test procedures (1 for strength and 1

for flexibility) could compare cut elastic
bands/string and test different weights
- Watch video on testing bungee jumping
1 class
- Bell work (review question)
- Pop can experiment
- Notes on center of gravity
- Look at center of gravity of the Leaning
Tower of Pisa
1 class
- Video on types of foundations
- Discussion & notes on types of
foundations (What are the
advantages/disadvantages to the three
types)
- Video on foundation of the Leaning
Tower of Pisa (3:27-12:15)
- Discuss how the soft soil and water
table caused the tower to lean (What
could the engineers have done from the
beginning to prevent its lean?)

K.2.e

K.2.e

- bell work (F)

- anecdotal
notes (F)
- observation
during
experiment (F)
- bell work (F)
- observation
during
discussion (F)

- center of
gravity

https://prezi.com/pbflo7cqidxi/centeringgravity-soda-can/ (T)
- picture on foundations (basement, slab,
crawlspace)
http://www.bing.com/videos/search?
q=3+types+of+building+foundation&&vi
ew=detail&mid=986E616180D9BF76319C
986E616180D9BF76319C&FORM=VRDGA
R (S)
http://www.bing.com/videos/search?
q=leaning+tower+of+pisa+repairs&&vie
w=detail&mid=3764151FB48255A71F0F3
764151FB48255A71F0F&FORM=VRDGAR
(S)

- foundation
(basement,
slab,
crawlspace)
- foundation
strategies
(bedrock,
packing,
pilings/footing
s)

http://www.civilengineeringbasic.com/hous
e-foundation-types-basement-crawl-spaceslab-foundation/ (T)

1 class

- Quiz on Forces
- Give groups a picture of a natural
disaster and have them discuss possible
prevention solutions (collect data in
table and on board)
- Video on designing for disaster
museum & demonstration video
- Discussion on design strategies for
environmental conditions (How can we

http://sciencefair.math.iit.edu/projects/pisa
/ (T)

K.2.c
K.1.e

- bell work (F)

K.4.a
K.4.b

- quiz (S)
- data collection
chart (F)
- anecdotal
notes (F)

http://www.bing.com/videos/search?
q=designing+for+natural+disasters&&vie
w=detail&mid=5CD37084D3445ABB7936
5CD37084D3445ABB7936&FORM=VRDGA
R (S)
https://disastersafety.org/wildfire/researchcenter-demo-wildfire-2011/ (S)

- internal
forces causing
failure
- other modes
of failure
( design, load
exceedance,
construction,
deterioration,
metal fatigue)
- increasing
strength
environmental
factors

make materials stronger? Increase

flexibility, change shape, change height,
change mass, add other materials
video on graphene)
- Have students use materials (clay,
popsicle sticks, etc.) to build structures
that can withstand extreme conditions
possible testing of structures
2 classes
- bell work (review question)
- debate have students research and
evaluate the technology of cars based on
cost, safety, benefit (convenience) and
disadvantage (impact on environment)
- have students debate against each
other for or against cars
3 classes
- review day (scavenger hunt?)

http://www.designenvelope.com/disaster_r
esistant_buildings.htm (T)
https://www.youtube.com/watch?
v=PFE_ATYW4aE (S)

K.4.c

- bell work (F)

http://noisyclassroom.com/primary/video/k
ids-can-make-a-difference-to-theenvironment-debate-1.html (T)

1 class
- unit test
1 class
- full documentary on Leaning Tower of
Pisa
- take concept maps and make them into
finished products, adding all concepts
throughout the unit
2 classes

STS & Knowledge

http://www.edquest.ca/component/content
/article/151 (T)

Skill

Attitude

- evaluating
design

- all major
concepts from
unit
- all major
concepts from
unit
- all major
concepts from
unit

1. Describe and interpret

different types of structures
encountered in everyday
objects, buildings, plants and
animals; and identify
materials from which they are
made
K.1.a recognize and classify structural
forms and materials used in construction
K.1.b interpret examples of variation in
the design of structures that share a
common function, and evaluate the
effectiveness of the designs
K.1.c describe and compare example
structures developed by different
cultures and at different times; and
interpret differences in functions,
materials and aesthetics
K.1.d describe and interpret natural
structures, including the structure of
living things and structures created by
animals
K.1.e identify points of failure and
modes of failure in natural and built
structure
2. Investigate and analyze forces
within structures, and forces
applied to them
K.2.a recognize and use units of force
and mass, and identify and measure
forces and loads
K.2.b identify examples of frictional
forces and their use in structures
K.2.c identify tension, compression,

Initiating & Planning

1. Ask questions about the
relationships between and
among observable variables,
and plan investigations to
address those questions
S.1.a identify practical problems
S.1.b propose alternative solutions to a
practical problem, select one, and
develop a plan
S.1.c select appropriate methods and
tools for collecting data to solve
problems
S.1.d formulate operational definitions
of major variables and other aspects of
their investigations

Interest in Science
A.1 Students will be encouraged to:
Show interest in science-related
questions and issues, and pursue
personal interests and career
possibilities within science-related fields

Performing & Recording

3. Conduct investigations into
the relationships between and
among observations, and
gather and record qualitative
and quantitative data
S.2.a research information relevant to a
given problem
S.2.b organize data, using a format that

Scientific Inquiry
A.3 Seek and apply evidence when
evaluating alternative approaches to
investigations, problems and issues

Mutual Respect
A.2 Appreciate that scientific
understanding evolves from the
interaction of ideas involving people with
different views and background

shearing and bending forces within a

structure; and describe how these forces
can cause the structure to fail
K.2.d analyze a design, and identify
properties of materials that are
important to individual parts of the
structure
K.2.e infer how the stability of a model
structure will be affected by changes in
the distribution of mass within the
structure and by changes in the design
of its foundation

is appropriate to the task or experiment

S.2.c carry out procedures, controlling
the major variables
S.2.d use tools and apparatus safely

Collaboration
A.4 Work collaboratively in carrying out
investigations and in generating and
evaluating ideas

3. Investigate and analyze the

properties of materials used in
structures
K.3.a devise and use methods of testing
the strength and flexibility of materials
used in a structure
K.3.b identify points in a structure
where flexible or fixed joints are
required, and evaluate the
appropriateness of different types of
joints for the particular application
K.3.c compare structural properties of
different materials, including natural
materials and synthetics
K.3.d investigate and describe the role
of different materials found in plant and
animal structures

Analyzing & Interpreting

3. Analyze qualitative and
quantitative data, and develop
and assess possible explanations
S.3.a compile and display data, by hand
or computer, in a variety of formats,
including diagrams, flow charts, tables,
bar graphs, line graphs and scatterplots
S.3.b identify and evaluate potential
applications of findings
S.3.c test the design of a constructed
device or system
S.3.d evaluate designs and prototypes
in terms of function, reliability, safety,
efficiency, use of materials and impact
on the environment
S.3.e identify and correct practical
problems in the way a prototype or
constructed device functions

Stewardship
A.5 Demonstrate sensitivity and
responsibility in pursuing a balance
between the needs of humans and a
sustainable environment

Safety
A.6 Show concern for safety in planning,
carrying out and reviewing activities

4. Demonstrate and describe

processes used in developing,
evaluating and improving
structures that will meet human
needs with a margin of safety
K.4.a demonstrate and describe
methods to increase the strength of
materials through changes in design
K.4.b identify environmental factors that
may affect the stability and safety of a
structure, and describe how these
factors are taken into account
K.4.c analyze and evaluate a
technological design or process on the
basis of identified criteria, such as costs,
benefits, safety and potential impact on
the environment

Communication & Teamwork

4.
Work collaboratively on
problems; and use appropriate
language and formats to
communicate ideas, procedures
and results
S.4.a communicate questions, ideas,
intentions, plans and results, using lists,
notes in point form, sentences, data
tables, graphs, drawings, oral language
and other means
S.4.b work cooperatively with team
members to develop and carry out a
plan, and troubleshoot problems as they
arise