LESSON PLAN

Teacher Candidate: __Taylor Masse________________________________________________

Subject: _Science___________________ Grade/Class: _3/4H______________________
Date: _Mar. 21st, 2016____________________ Time: _10:45-11:35am_________________
Duration ____50 mins___________________
Lesson Topic __ Structures Make it Strong p

CURRICULUM EXPECTATIONS:
1. Assess the importance of form, function, strength, and stability in structures through
time
2. Investigate strong and stable structures to determine how their design and materials
enable them to perform their load-bearing function

SPECIFIC EXPECTATIONS:
1.1 Assess effects of strong and stable structures on society and the environment (e.g.,
reliable loadbearing structures are essential in all areas of life for shelter,
transportation, and many other everyday purposes; strong and stable structures can
endure for long periods of time and provide a historical record of other societies and
cultures; strong and stable structures can be hard to dispose of when their usefulness is
ended and may then have a negative effect on the environment)
1.2 Assess the environmental impact of structures built by various animals and those
built by humans
2.5 Use appropriate science and technology vocabulary, including compression, tension,
strut, ties, strength, and stability, in oral and written communication

By the end of the lesson students should/will be able to:

Demonstrate an understanding of the effects of strong and stable structures on society
and the environment
Identify structures built by animals and humans
Use appropriate science and technology vocabulary relating to structures

LEARNING/TEACHING RESOURCES:
Make it Strong Worksheets
Pencil
Tape
Two chairs or desks
Rope
Bucket
40 similar size rocks
Materials to be tested
Paper
Cardboard
 Bristol Board
Construction Paper
Big Straw
Small Straw
Pipe Cleaner
Plastic Stir Stick
Big Popsicle Stick
Small Popsicle Stick
Pencil
Wooden Stick
Rope

LESSON SEQUENCE
A) INTRODUCTORY ACTIVITY:

Have the students meet at the carpet with a pencil and a textbook/hard surface to write on.

Discuss types of structures we see or know of (ex: school, houses, Ambassador Bridge).

Discuss what these structures are made of and why they are made of that material.

Discuss that the students will be working to make their own bridges with a partner in the
upcoming classes, but first theyll need to test possible material they can use.

B) DEVELOPMENT STRATEGIES:

Distribute the Make it Strong Worksheet.

Go over the materials that will be tested

Paper
Cardboard
Bristol Board
Construction Paper
Big Straw
Small Straw
Pipe Cleaner
Plastic Stir Stick
Big Popsicle Stick
Small Popsicle Stick
Pencil
Wooden Stick
 Rope

**There are three blank spaces in case there is another material in the class that the students
suggest be tested

Have the students fill in the prediction column with numbers of what they think is the weakest
(1) to the strongest (13) material.

While the students are making their predictions, put two chairs back to back and space them
about apart (or two desks).

Tie a piece of rope to the bucket, with a loop at the free end to hook onto the material being
tested (one by one each material will be tested).
Tape one end of the material to chair or desk A
Slide the loop of rope onto the material
Tape the other end of the material to chair or desk B
One by one place the rocks into the bucket (make sure the bucket is hanging and not on
the ground), count the rocks out loud until the material bends/touches the ground or
breaks.
Have students record the number of rocks the material can withstand in the appropriate
column
Repeat for all materials

Once all of the materials have been tested, have the students fill out the final column which is
whether or not the material is a good material to use for the students to build their bridges.

C) DIFFERENTIATED INSTRUCTIONAL STRATEGIES:

Student A read the worksheet/scribe if needed.

Student B read the worksheet/scribe if needed.

*Names have been removed

D) CULMINATING ACTIVITY:

Students will meet at the carpet to reflect and discuss their findings.

E) ON-GOING ASSESSMENT/EVALUATION:

Anecdotal notes on what the students know about the materials, the strengths/weaknesses of
the materials, and which materials they think would best for building.

FOLLOW-UP ACTIVITIES/IDEAS OR NEXT STEPS:

Students will begin to pair up and start planning an outline for their own bridge.
The pairs will be required to submit a drawing of their bridge and a list of the materials they
wish to use.