Observed Science Lesson Plan

4/3/2018

Valerie Barber

A. Informational Components

Lesson Title: Amazing Pasta Bridges

Grade Level: 2nd

State Standards Connection:

Disciplinary Core Idea: Engineering

Scientific and Engineering Practices: Obtaining, Evaluating, and Communicating Information

Cross-cutting Concept: Structure and Function

Grades K-5 –

Standard 1
The Processes of Science, Communication of Science, and the Nature of Science. Students will be
able to apply scientific processes, communicate scientific ideas effectively, and understand the
nature of science.

Objective 1
Generating Evidence: Using the processes of scientific investigation (i.e. framing questions,
designing investigations, conducting investigations, collecting data, drawing conclusions)

d. Collecting data: Deciding what data to collect and how to organize, record, and
manipulate the data.

Specific Lesson Objective: Students will obtain, evaluate, and communicate information about the
structure and function of different materials in building bridges.

Vocabulary Focus:

• Load – the objects applying force on the bridge (people, cars, trains, etc.)
• Deck – the part of the bridge that is used for transporting the load; used as the roadway and/or
the pedestrian walkway.

Materials: Pennies, 2 packages spaghetti noodles, 2 packages fettuccini noodles, 13 paper cups, string,
26 plastic cups

Anticipated Time Frame: 45 minutes

B. Instructional Procedures
 Engage (10 minutes)– We will watch a video of interesting bridges across the world. After the
video, I will ask questions such as, “What do you think keeps bridges from collapsing? What makes
bridges sturdy?” Then, I will introduce the vocabulary words and the demonstrate the activity.

Teacher Role: Ask questions, pose problems

Student Role: Develop a need to know

Explore (25 minutes)– Students will predict on their data sheet how many marbles they think
each pasta bridge will hold, then test their predictions. They will work in groups to build bridges with
each type of pasta between two upside-down plastic cups, then hang a small paper cup from the bridge,
which they will place pennies in until the bridge breaks.

Teacher Role: Question and probe, model when needed

Student Role: Design and plan, seek possibilities by thinking creatively

Explain (10 minutes)– After students have time to make predictions and test their hypotheses,
we will gather at the rug and discuss what they discovered. I will ask questions such as, “What type of
pasta could hold the heaviest load? Why does the size of the pasta (deck) matter? What did you change
about the bridge for the second trial?”

Teacher Role: Enhance or clarify student explanations, provide new vocabulary

Student Role: Share understandings for feedback, communicate understandings using data
tables

Extend – I will ask students to brainstorm materials that would be able to hold a heavier load
and try it at home.

Teacher Role: Ask questions, pose new problems and issues

Student Role: Apply new knowledge by performing related tasks

Evaluate – I will informally assess students as they work, listening to their conversations and
asking questions. I will also evaluate students’ learning by asking questions in our group discussion.

Teacher Role: Observe and assess students as they apply new concepts and skills

Student Role: Demonstrate an understanding of a skill or concept

Adaptations for ELLs, SPED, and GT students (early finishers): If students finish early, I will ask them to
change their bridge in some way: move the cups closer together, make the pasta shorter, use a
combination of noodles to make a bridge, etc. For students with disabilities and English language
learners, I will provide extra support as needed, and place them with partners who will support them.
Names___________________________________________________________________________
Pasta Strength Data Sheet

Spaghetti Fettuccine

Trial 1 Trial 1
Prediction: Prediction:
The spaghetti will hold _____ The fettuccine will hold _____
pennies. pennies.

Actual number of pennies ____ Actual number of pennies ____

Trial 2 Trial 2
What did you change? What did you change?

Prediction: Prediction:
The spaghetti will hold _____ The fettuccine will hold _____
pennies. pennies.

Actual number of pennies ____ Actual number of pennies ____