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Materials & StructuresGrade 3, Cluster 2 Physical Science

Unit Plan 03:353 Early Years Science Methods Darlene Diller

Kelsey KristjansonFebruary 28, 2013

Table of Contents: Grade Three, Cluster Two: Materials and Structures

Page Number MaterialPage 1: Concept Map: Unit OutlinePage 3: General Learning Outcomes Page 5: Specific Learning Outcomes; Materials & Structures OverviewPage 6: Teacher Knowledge ChartPage 7: Essential QuestionsPage 8: Assessment

Page 10: Multiple Intelligences; Cross Curricular ConnectionsPage 11: Introductory ActivitiesPage 12: Stability of StructuresPage 13: Lesson Plan 1: Natural vs. Man-MadePage 15: Natural vs. Man-Made StructuresPage 17: Lesson Plan 2: Building Stronger ShapesPage 19: Testing the Strength of ShapesPage 20: Lesson Plan 3: Stable StructuresPage 22: Stable StructuresPage 23: Lesson Plan 4: Marvellous Materials & Structures Learning CentresPage 25: Lesson Plan 5: Joining Materials in PairsPage 27: Joining MaterialsPage 28: Lesson Plan 6: Stronger MaterialsPage 30: Recording Sheet: Strong MaterialsPage 31: Lesson Plan 7: Material CharacteristicsPage 33: Lesson Plan 8: Hobbies & JobsPage 35: Lesson Plan 9: Build-A-BridgePage 40: Build-A-Bridge CriteriaPage 41: Wind-Up ActivitiesPage 42: Ginger Bread Man ActivityPage 44: Learning Resources/SourcesPage 45: Materials ListPage 46: Surprise!

STRUCTURES

&

MATERIALS

Vocabulary

Compare

Strengths

Shapes

Stability

&

Balance

Build

A

Structure

Material Characteristics

Joining

Materials

Hobbies

&

Jobs

Beams

Concept Map

Materials & Structures Unit Outline

Lesson Plans Approximate Time Content to be Covered Materials Needed

Introductory Activity1 Hour 30 Minutes- 2

HoursBeginning of Structures,

& Stability Devices, Building

Materials.

Lesson 1 1 HourVocabulary, Natural vs Man-Made Structures

SMART Board, Copies of Copy & Paste Activity.

Lesson 2 30-45 Minutes Shape StrengthMaterials to build

shapes, Textbooks, Worksheets.

Lesson 3 1 HourStability, Balance &

Shape StrengthPaper Tubes, Shoe Box Lids, Handouts, Blocks,

Dominoes, etc.

Lesson 4 2 HoursMarvellous Materials &

Structures Learning Centres

Journals, Materials

Lesson 5 1 HourJoining Materials in

PairsMaterials for joints,

fasteners, etc., Handouts.

Lesson 6 30-45 Minutes Strong MaterialsPaper, Glue, Tape,

Handouts.

Lesson 7 30-45 Minutes Material CharacteristicsChart Paper, SMART

Board

Lesson 8 30-45 Minutes Hobbies & JobsComputers, Devices,

Chart Paper

Lesson 9 2 Hours Build-A-BridgeBridge Building

Materials, Assessment Sheets.

Wind-Up Activities 2 HoursGingerbread Man

ActivityGinger Bread Men, Clues, Materials for

building a box.

General Learning Outcomes

Nature of Science and Technology

A1. Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena.A2. Recognize that scientific knowledge is based on evidence, models and explanations, and evolves as new evidence appears and new conceptualizations develop.A3. Distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values.A4. Identify and appreciate contributions made by women and men from many societies and cultural backgrounds towards increasing our understanding of the world and in bringing about technological innovations.A5. Recognize that science and technology interact with and advance one another.

Science, Technology, Society, and the Environment (STSE)B1. Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.B2. Recognize that scientific and technological endeavors have been and continue to be influenced by human needs and the societal context of the time.B3. Identify the factors that affect health and explain the relationships among personal habits, lifestyle choices, and human health, both individual and social.B4. Demonstrate a knowledge of, and personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers.B5. Identify and demonstrate actions that promote a sustainable environment, society, and economy, both locally and globally.

Scientific and Technological Skills and AttitudesC1. Recognize safety symbols and practices related to scientific and technological activities and to their daily lives, and apply this knowledge in appropriate situations.C2. Demonstrate appropriate scientific inquiry skills when seeking answers to questions.C3. Demonstrate appropriate problem-solving skills while seeking solutions to technological challenges.C4. Demonstrate appropriate critical thinking and decision-making skills when choosing a course of action based on scientific and technological information.C5. Demonstrate curiosity, skepticism, creativity, open-mindedness, accuracy, precision, honesty, and persistence, and appreciate their importance as scientific and technological ideas and data.C6. Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.C7. Work cooperatively and value the ideas and contributions of others while carrying out scientific and technological activities.C8. Evaluate, from a scientific perspective, information and ideas encountered during investigations and in daily life.

Essential Science KnowledgeD1. Understand essential life structures and processes pertaining to a wide variety of organisms, including humans.

D2. Understand various biotic and abiotic components of ecosystems, as well as their interaction and interdependence within ecosystems and within the biosphere as a whole.D3. Understand the properties and structures of matter as well as various common manifestations and applications of the actions and interactions of matter.D4. Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed contexts.D5. Understand the composition of the Earth’s atmosphere, hydrosphere, and lithosphere, as well as the processes involved within and among them.D6. Understand the composition of the universe, the interactions within it, and the impacts of humankind’s continued attempts to understand and explore it.

Unifying ConceptsE1. Describe and appreciate the similarity and diversity of forms, functions, and patterns within the natural and constructed world.E2. Describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems.E3. Recognize that characteristics of materials and systems can remain constant or change over time, and describe the conditions and processes involved.E4. Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them.

Specific Learning Outcomes

3-2-01 Use appropriate vocabulary related to their investigations of materials and structures.

Include: strength, balance, stability, structure, frame structure, natural structure, human-built structure, force. GLO: C6, D33-2-02 Conduct experiments to compare the strength of common materials.Examples: wooden toothpicks, plastic straws, paper, cardboard, polystyrene foam... GLO: A1, A2, C2, D33-2-03 Explore to determine ways to strengthen a material used for building.Include: changing shape, bulk, and number of layers. GLO: B1, C2, D33-2-04 Explore to determine an appropriate method for joining two materials for a specific use. GLO: C2, D33-2-05 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: D43-2-06 Explore to determine ways to improve the strength and stability of a frame structure.Examples: use of triangulation or a cross member... GLO: C2, D4, E23-2-07 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... GLO: A4, D4, E23-2-08 Identify characteristics of materials that need to be considered when choosing materials for building structures.Examples: strength, flexibility, durability, surface texture... GLO: D33-2-09 Use the design process to build a structure that meets given criteria related to strength, stability, and function. GLO: A3, C33-2-10 Describe the effects of various forces on different structures.Examples: bookshelf sagging under the mass/weight of books, tent blowing over in a storm... GLO: D4, E23-2-11 Evaluate simple structures to determine if they are safe and appropriate to the user.Examples: classroom furniture... GLO: C1, C3, C4, D43-2-12 Investigate to identify hobbies and jobs related to construction, engineering, and architecture. GLO: B43-2-13 Identify various materials used in the construction of buildings in their community and in communities around the world. GLO: A4, B1, D3, E1

Materials and Structures 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.

Teacher Knowledge Chart

3-2-01- Material and Structure vocabulary

3-2-02- Experiment the strength of materials3-2-03- Determine ways to strengthen building materials3-2-04- Find a way to join two materials3-2-05- How balance affects stability3-2-06- Find ways to improve a structures strength and stability3-2-07- See shapes in both natural and human-built structures and describe how the shapes provide strength and stability3-2-08- What qualities do materials need to have to be beneficial in building materials3-2-09- Build a structure that is strong, stable, and serves a function3-2-10- How do forces act on different structures3-2-11- Determine whether simple structures are safe or not to the user3-2-12- Hobbies and jobs involving materials and structures3-2-13- Name the materials used within buildings in our community and other communities around the world.

Essential Questions

Subject/Category Essential Learning Essential Concepts Specific Learning

Questions OutcomesKnowledge and Understanding

Describe how shapes provide strength and stability to various structures.

How do shapes and materials give strength and stability to various structures?

Shapes: Triangles, Domes, Hexagons, Squares.Materials: Type, Purpose, Function, Flexibility.

3-2-013-2-073-2-083-2-13

Scientific Inquiry Process

Conduct experiments to compare the strength of common materials and determine ways to strengthen and join two materials for a specific use.

How can we strengthen and join materials together for multiple uses?

Joints made of different materials, balances or stable structures with a wide base.

3-2-023-2-033-2-043-2-053-2-06

Design Process/Problem Solving

Design and construct a structure that meets a given criteria related to strength, stability and function.

How can we make structures that can withstand many of the forces?

Forces affecting a structure include gravity, weight/mass, wind and pressure. Jobs or hobbies related to construction including engineering and architecture.

3-2-093-2-103-2-113-2-12

Assessment

Students will be assessed during each lesson throughout the unit. Based on the new Provincial Report Card, the grades for each student will be on a 0-4 scale.

The teacher will assess students’ demonstrated skills and abilities through any completed worksheets, and through teacher observation, questioning and conferencing. Students will be assessed in the following areas: demonstrates curiosity by asking questions; makes productions and creates a plan to answer questions; manipulates instruments in a safe manner; observes, predicts and collects data and information, and; compares, discusses and generates possible explanations.

The final assessment piece for this unit will be the group Build-A-Bridge project. Students will design a bridge structure by using the information they have learned throughout the unit on stability, beams, etc. Students will complete a design sheet to self evaluate and record what they did, what worked, what did not work, what materials they used, etc. throughout the entire design process.

Formative: Summative:Lesson 1: Natural Vs. Man-Made Lesson 4: Marvellous Materials & StructuresLesson 2: Building Stronger Shapes Lesson 9: Build-A-BridgeLesson 3: Stable StructuresLesson 5: Joining Materials in PairsLesson 6: Stronger MaterialsLesson 7: Material CharacteristicsLesson 8: Hobbies & Jobs

Materials & Structures AssessmentGrading Code:

0- Does not yet demonstrate understanding, has difficulty1- Limited understanding and minimal understanding of concepts and skills2- Basic understanding, satisfactory understanding of concepts and skills3- Good understanding and application of concepts and skills4- Thorough understanding and application of concepts and skills

Name

Demonstrates Curiosity by

Asking Questions

Makes Predictions

AND Creates a

Plan to Answer

Questions

Manipulates Instruments

in a SAFE Manner

Observes, Predicts and

Collects Data and

Information

Compares, Discusses

and Generates Possible

Explanations

Grade

Multiple Intelligences

Verbal/Linguistic: Students will read short stories, discuss scenarios and concepts, explain concepts to the teacher, will compare and contrast materials and structures and learn vocabulary words throughout the unit.

Bodily/Kinesthetic: Throughout the unit, students will depict concepts with movement, complete individual tasks without talking, build models, create projects (build a bridge), conduct science experiments, explore learning materials, touch and feel materials, assemble and disassemble structures, and use tools to create their structures.

Logical/Mathematical: Students will analyze their data after performing experiments, apply the information they learn in class to building their structures, brainstorm ideas when building structures, classify and categorize structures, compare and contrast materials and structures, conduct experiments, discover patterns in structures, evaluate their ideas, make predictions, outline materials needed, synthesize their ideas, test hypotheses, and use graphic organizers to organize ideas and information.

Naturalist: Students will observe natural phenomena (beehives, arches, feathers, etc.), take a structure walk, list characteristics, use a centre log/journal, sort natural and man-made structures from one another, and use graphic organizers to organize ideas and information.

Visual/Spatial: Students will draw a design for the construction of their bridges, make visual aids, take photographs, watch films and videos, build in 3-D, estimate size, play with geometric shapes, and use graphic organizers to organize ideas and information.

Interpersonal: Students will discuss with partners, participate in team presentations, make a team project (building the bridge), practice taking turns, share with others, use group roles, work on communication skills while in a group, and write a collaborative report once building their bridge.

Musical/Rhythmic: Students may listen to curriculum music songs. Intrapersonal: Students will make journal entries, reflect on their learning, relate

class content to personal experiences, weigh alternatives, and work independently.

Cross-Curricular Connections ELA- reading and writing Math- critical thinking, measurement Social Studies- working in groups, taking turns Art- drawing drafts, designing, etc. Health- conduct experiments and class work safely

Introductory Activities

Structure Walk (1 Hour) Parent Permission is REQUIRED:

Students will be able to participate in Bring Your Own Device (BYOD) while going on the structure walk. Students will use their devices (or devices from the school) to take photos of all structures that they come across. After returning from the structure walk, the class will talk about the structures that they saw, and discuss the materials and shapes that the buildings or things are made of.

The teacher will print out all of the photos for later use in the unit.

Building Structures (30-45 Minutes): Students will take part in an activity designed to test the stability of different structures that

they make throughout a class session.

Stability of Structures

Group Members: ______________________

1. Build a structure from the following materials that will stand at least 50 cm tall and stay standing for 30 seconds (1 Mississippi, 2 Mississippi, etc.).

2. Your group must create an additional criteria for your structure:

. The materials you may use include:

3 Sheets of Paper 1 Egg Carton1 Meat Tray 1 Square of Tin Foil20 cm of Tape 1 Styrofoam Ball

What we used: ________________________________________________________________________________________________________________________________________________________________________________________________.

How long our structure stood:________________________________________________________________.

Things we could try next time to make our structure stronger:________________________________________________________________________________________________________________________________________________________________________________________________.

Our structure was this tall:________________________________________________________________.

We learned:________________________________________________________________________________________________________________________________________________________________________________________________.

Draw a picture of your structure on the back!Lesson 1: Natural Vs. Man-Made

Materials and Structures

General Learning Outcome: A4. Identify and appreciate contributions made by women and men from many societies

and cultural backgrounds towards increasing our understanding of the world and in bringing about technological innovations.

B1. Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.

D3. Understand the properties and structures of matter as well as various common manifestations and applications of the actions and interactions of matter.

D4. Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed contexts.

C6. Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.

E1. Describe and appreciate the similarity and diversity of forms, functions, and patterns within the natural and constructed world.

E2. Describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems.

Specific Learning Outcomes: 3-2-01 Use appropriate vocabulary related to their investigations of materials and

structures. Include: strength, balance, stability, structure, frame structure, natural structure, human-built structure, force.

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...

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

Assessment: A checklist will be employed to monitor student understanding. Anecdotal notes from observation and conferencing with students will be taken as well.

Connection to Last Lesson: This is the first lesson in the Materials and Structures Unit, after the Introductory

Activities.

Flexible Groupings: The discussion will be a class-wide discussion. Students will be placed into groups of three or four to complete the cut & paste activity.

Activating Strategies Preparing for Learning:

Ask the class what a structure (something that is designed to support a load) is, come up with a definition as an entire class and use it throughout the unit.

Watch the Fast Hotel Construction in China video (http://www.youtube.com/watch?v=ogQRjGGxkZQ )

Look at the photos that the teacher has printed out from the structure walk, were any buildings under construction. Discuss the processes and shapes in both the construction videos and the pictures that students have taken. Use terms such as strength, balance, stability, structure, frame structure, human-built structure.

Acquiring Strategies: Integrating and Processing Learning: Chart materials within the pictures that the students took. Discuss the materials that

the structures were made from and the function that these materials serve. Teacher will say something along the lines of; we’ve learned quite a bit about human-

built structures, I wonder if all structures are made by people. Who else makes structures, how else can they be made (prompt students if necessary, to nature, animals, etc.)

Look at man-made and natural structures on the SMART board.

Applying Strategies: Consolidating Learning: Students will complete a group copy & paste activity, sorting natural and human-made

structures.

Learning Resources: Youtube video: Fast Hotel Construction in China http://www.youtube.com/watch?

v=ogQRjGGxkZQ Photo prints from structure walk Glue Scissors SMART Board

Sources: Youtube video: Fast Hotel Construction in China http://www.youtube.com/watch?

v=ogQRjGGxkZQ Cross, G., Fazio, X, et al. Build It Up. Pan Canadian Science Place: Scholastic Canada Ltd.

Markham, Ontario: 2000. Moult, C., et al. Structures and Mechanisms: Stability. Science & Technology 3: Addison

Wesley. Toronto, Ontario: 2000.

Natural vs. Man-Made StructuresNatural Structures Man-Made Structures

http://www.youtube.com/watch?v=ogQRjGGxkZQ






Natural vs. Man-Made Structures

Lesson 2: Building Stronger ShapesMaterials & Structures

General Learning Outcomes: C1. Recognize safety symbols and practices related to scientific and technological

activities and to their daily lives, and apply this knowledge in appropriate situations. C2. Demonstrate appropriate scientific inquiry skills when seeking answers to questions. C3. Demonstrate appropriate problem-solving skills while seeking solutions to

technological challenges. C4. Demonstrate appropriate critical thinking and decision-making skills when choosing

a course of action based on scientific and technological information. C6. Employ effective communication skills and utilize information technology to gather

and share scientific and technological ideas and data. D3. Understand the properties and structures of matter as well as various common

manifestations and applications of the actions and interactions of matter. D4. Understand how stability, motion, forces, and energy transfers and transformations

play a role in a wide range of natural and constructed contexts. E2. Describe and appreciate how the natural and constructed world is made up of

systems and how interactions take place within and among these systems.



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...

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...

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

Assessment: The teacher will make anecdotal notes as she walks around the classroom, paying

special attention to those participating and following instructions. The completion of the Testing the Strength of Shapes worksheet will also be checked, noting if areas have been completed or not.

Connection to Last Lesson: Students will use their knowledge of man-made and natural structures from the

previous lesson to recognize shapes that are found in structures all around us.

Flexible Groupings: Students will be grouped into groups of two or three for the building part of the lesson.

Activating Strategies Preparing for Learning: We will reflect on the natural and man-made structures that were discussed in the

previous class. Do we have shapes in our classroom, homes, playground, etc. The teacher will ask the students about the shapes from the classroom, playground,

home and from the assignment from the last class. Are any of the shapes similar, Which ones are the strongest, Which one is the weakest, Why are shapes so important in structures, and How can we make these shapes stronger.

Teacher will discuss with class the meaning of strength: the ability to resist a force. The force being the textbook or a simple push that they will see later on in the lesson.

The teacher will place textbooks on top of four egg shells, to show the strength of the dome.

Acquiring Strategies: Integrating and Processing Learning: Students will build multiple shapes using toothpicks, pipe cleaners, marshmallows,

paper or cardboard. Students will test the strength of their shapes by placing multiple textbooks on their

shapes, and pushing their shapes.

Applying Strategies: Consolidating Learning: Students will complete the Testing the Strength of Shapes worksheet. Students will discuss the strongest shapes that their group made, what could make

them stronger, what they learned about shapes, etc.

Learning Resources: Toothpicks Marshmallows Pipe Cleaners Textbooks Cardboard Paper

Sources: Cross, G., Fazio, X, et al. Build It Up. Pan Canadian Science Place: Scholastic Canada Ltd.


Wesley. Toronto, Ontario: 2000. www.pinterest.com

Testing the Strength of Shapes

Group Members:___________________

1. Build several shapes out of the toothpicks, pipe cleaners and marshmallows.

2. Test to see which shape might be the strongest by placing a textbook on top of your shape and pushing your shape.

The strongest shape was:

________________________________________________________________.

The weakest shape was:

________________________________________________________________.

We could strengthen the weaker shapes by:

________________________________________________________________________________________________________________________________.

We noticed:

________________________________________________________________________________________________________________________________________________________________________________________________.

We learned:

________________________________________________________________________________________________________________________________________________________________________________________________.

Draw a picture of your shapes on the back of this sheet.Lesson Plan 3: Stable Structures

Materials & Structures

General Learning Outcome: A1. Recognize both the power and limitations of science as a way of answering questions about

the world and explaining natural phenomena. A2. Recognize that scientific knowledge is based on evidence, models and explanations, and

evolves as new evidence appears and new conceptualizations develop. C2. Demonstrate appropriate scientific inquiry skills when seeking answers to questions. C6. Employ effective communication skills and utilize information technology to gather and

share scientific and technological ideas and data. D3. Understand the properties and structures of matter as well as various common

manifestations and applications of the actions and interactions of matter. D4. Understand how stability, motion, forces, and energy transfers and transformations play a

role in a wide range of natural and constructed contexts.

Specific Learning Outcomes: 3-2-01 Use appropriate vocabulary related to their investigations of materials and structures.

Include: strength, balance, stability, structure, frame structure, natural structure, human-built structure, force.

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

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...

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...

Assessment: Teacher will conference with students to check their vocabulary, recognition of balance

and stability on a structure (Paper Tubes), and determine ways to improve the strength and stability of their structures.

Connection to Last Lesson: Students have learned about the strength of shapes and stability, learning more about

stability today, they will use their knowledge to create a tower using classroom materials.

Flexible Groupings: Students will be immersed in classroom discussion, individual work and group work in

twos or threes.

Activating Strategies Preparing for Learning: Discuss stability: the ability to maintain balance and stay in place. Students will complete the Stable Structures worksheet.

Acquiring Strategies: Integrating and Processing Learning:

Toilet paper & paper towel tube activity

Applying Strategies: Consolidating Learning: Discuss the tube activity. Which tube stood the longest? Which tube fell over first? What can we do to make the tallest tube more stable? Have materials readily available

for students to use to make the taller tubes more stable. Students will use their knowledge of strong shapes and stability to build a strong and

stable tower using materials in the classroom, blocks, dominoes, paper, etc. Students will do a gallery walk taking note of other groups towers and what they used for shapes, stability, etc.

Learning Resources: Toilet Paper Tubes Paper Towel Tubes Shoe Box Lids Dried Beans Elastics Saran Wrap Teacher Made Material Stable Structures

Sources: Moult, C., et al. Structures and Mechanisms: Stability. Science & Technology 3: Addison

Wesley. Toronto, Ontario: 2000. Mike Collinson, http://www.mrcollinson.ca/3%20science/3_science.htm Accessed

February 14-19, 2013

Stable StructuresName:_________________

http://www.mrcollinson.ca/3%20science/3_science.htm

You will need:

3 Cardboard Tubes (Short, Medium, Tall) Box Lid

1) Line the tubes up from tallest to shortest on the box lid. Think about if the box lid were to be tipped. What do you think would happen?Write your thoughts: __________________________________________________________________________________________________________________________.

2) Begin to tip the lid slowly until one tube falls. Which one fell?_____________________________________________________________.

3) Continue to tip the lid until the other tubes fall. Which one fell next?_____________________________________________________________.

Which tube fell last?_____________________________________________________________.

4) What can you tell about the stability of the tubes? Which tubes were most stable? _____________________________________________________________.

Why do you think that?__________________________________________________________________________________________________________________________.

Draw a picture of the tower you built on the back of this sheet.

Lesson 4: Marvellous Materials & Structures Learning CentresMaterials & Structures

General Learning Outcome: A1. Recognize both the power and limitations of science as a way of answering questions about

the world and explaining natural phenomena. A2. Recognize that scientific knowledge is based on evidence, models and explanations, and

evolves as new evidence appears and new conceptualizations develop. A3. Distinguish critically between science and technology in terms of their respective contexts,

goals, methods, products, and values. C2. Demonstrate appropriate scientific inquiry skills when seeking answers to questions. C3. Demonstrate appropriate problem-solving skills while seeking solutions to technological

challenges. C6. Employ effective communication skills and utilize information technology to gather and


manifestations and applications of the actions and interactions of matter. D4. Understand how stability, motion, forces, and energy transfers and transformations play a

role in a wide range of natural and constructed contexts. E2. Describe and appreciate how the natural and constructed world is made up of systems and

how interactions take place within and among these systems.



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

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...

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...

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

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...

Assessment: Can be found in the Learning Centre document attached. Teacher observation with

written anecdotal notes to look for participation, cooperation, following directions and staying on task.

Connection to Last Lesson: Build on knowledge of structures, stability, balance and strength of shapes.

Flexible Groupings: Centre groups of 4-6 will have been predetermined by the teacher prior to the centre

day.

Activating Strategies Preparing for Learning: Talk about structures with students.

Acquiring Strategies: Integrating and Processing Learning: Centre activities.

Applying Strategies: Consolidating Learning: Writing in the centre journals.

Learning Resources: Centre Journals Centre Activities Centre Materials

Sources: Karla Nelson- Marvellous Materials & Structures Learning Centres

Lesson 5: Joining Materials in PairsMaterials & Structures

General Learning Outcome: C2. Demonstrate appropriate scientific inquiry skills when seeking answers to questions. C6. Employ effective communication skills and utilize information technology to gather and


manifestations and applications of the actions and interactions of matter.



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

Assessment: Students will be observed in their group work and participation, and the completion of

the work sheet that they hand in.

Connection to Last Lesson: Students learned about stability, balance, the strength of shapes, towers, foundations

and more. They have learned through experimenting with shapes that triangles are very strong. They will use this information to aid them in building structures later on in the unit, especially with joining materials.

Flexible Groupings: Students will work in pairs when joining materials, participate in class discussion and

complete a journal entry sheet.

Activating Strategies Preparing for Learning: Teacher will hold up two straws (or toothpicks, pens, pencils, whatever is on hand) and

ask the class how s/he can join the two materials together. What materials could I use? Explain a joint (the place at which two things, or separate parts of one thing, are joined or

united, either rigidly or in such a way as to permit motion, also a connection between pieces of wood, metal, or the like, often reinforced with nails, screws, or glue.) and a fastener (any of various devices, as a snap or hook and eye, for holding together two objects or parts sometimes required to be separate, as two edges or flaps of a piece of clothing.)

Ask students if they can think of any joints or fasteners that may be in our classroom, school, playground or homes.

Acquiring Strategies: Integrating and Processing Learning: Materials such as toothpicks, Q-Tips, straws, and paper will be readily available for

students to join together. Also, Play-Doh, clay, tape, marshmallows and paper clips will be available for fasteners. Students will use their own prior knowledge from the unit to create their structures.

Applying Strategies: Consolidating Learning:

Students will demonstrate their knowledge by drawing pictures of the structures that they have made and labeling the materials used.

Students must use a variety of the materials and then later discuss the strongest fastener, and the weakest fastener. Why weren’t some structures stronger than others? How could we improve them?

Students will take photos with their devices and send them to the teacher for further evaluation.

Learning Resources: Tooth Picks Q-Tips Straws Paper Marshmallows Play-Doh Clay Tape Paper Clip Teacher Made Material: Joining Materials

Sources: http://dictionary.reference.com/browse/joint?s=t (Accessed 19 February 2013) http://dictionary.reference.com/browse/fastener?s=t (Accessed 19 February 2013)

Joining MaterialsName:_____________________

http://dictionary.reference.com/browse/fastener?s=t

http://dictionary.reference.com/browse/joint?s=t

Shape (Draw and Label your diagram)

Material Use to Make the Shape

Material Used to Make the Joints

The weakest joint/fastener was: _______________________________________.The strongest joint/fastener was:______________________________________.I could strengthen the weakest joint/fastener by:__________________________ __________________________________________________________________.

Lesson 6: Stronger MaterialsMaterials & Structures

General Learning Outcome:

B1. Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.

C2. Demonstrate appropriate scientific inquiry skills when seeking answers to questions. C6. Employ effective communication skills and utilize information technology to gather





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

Assessment: Students will be assessed on the techniques they come up with, which they will take

photos of each thing they come up with and record the amount of weight that each technique could hold.

Connection to Last Lesson: Students have learned about the strongest shapes in class, this lesson will add to their

knowledge about materials and the structures that they are a part of.

Flexible Groupings: Students will participate in class discussions and then complete individual worksheets

and individual hands-on work via folding, gluing, taping, etc.

Activating Strategies Preparing for Learning: Hold up a piece a paper and ask the class if they think that paper is very strong. How

can we strengthen it? Ask them, can we fold it to make it stronger? Roll it? Glue it?

Acquiring Strategies: Integrating and Processing Learning: Have students fold paper, roll it, do a combination of the two. Students will predict

which of their techniques will result in the strongest paper.

Applying Strategies: Consolidating Learning: Students will use weights to see which of their techniques made the paper the

strongest. Teacher will discuss with the class, which of the techniques proved to be strongest (eg.

Held up the most weight?) and how do we use these techniques in our everyday life?(have a piece of corrugated cardboard to show students, ask if they can think of any more).

The teacher will ask, how can we make other materials stronger? Are there things in the classroom or the school that have been strengthened in the ways we discussed?

Learning Resources: Paper Tape Glue Cardboard Teacher Made Material: Recording Sheet: Strong Materials

Sources: Manitoba Science Curriculum

Recording Sheet: Strong MaterialsName:___________________

Draw the ways that you made the paper stronger.

1. 2.

3. 4.

Predictions:

Which technique will be the strongest?__________________________________.

Which technique will be the weakest?__________________________________.

What Happened?

Which technique was the strongest?___________________________________.

Which technique was the weakest?____________________________________.

Reflecting...

How can you make the weakest technique stronger?_____________________________________________________________________________________________________________________________________.

Lesson 7: Material CharacteristicsMaterials & Structures

General Learning Outcome:

C6. Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.

D3. Understand the properties and structures of matter as well as various common manifestations and applications of the actions and interactions of matter.



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

Assessment: The teacher will assess the students based on their ability to work effectively and

efficiently in groups while discussing the scenarios, and the ability to think of suitable materials based on their knowledge gained throughout the unit. The teacher will conference with the groups and make anecdotal notes as s/he goes throughout the class.

Connection to Last Lesson: Students are building on their knowledge of materials and structures that they have

been learning about for quite some time. This lesson will help students to be efficient in choosing their own materials for the bridge that they will make.

Flexible Groupings: Students will be involved in class discussion, and groups work when discussing the

scenarios

Activating Strategies Preparing for Learning: Get students thinking about different characteristics that materials need for different

parts of the structures. What materials are best suited for specific structures when building the frame? What

materials are best suited for specific structures when constructing the surface? What conditions determine the materials used?

Acquiring Strategies: Integrating and Processing Learning: Students will work in small groups to discuss different scenarios, such as:

If we needed to build a boat launch for a steep riverbank, then what materials would we use for the frame? For the surface? Why?

If we needed to build a bridge over a river with many rapids, then what materials would we use for a frame? For the surface? Why?

If we needed a fire tower built in the forest, then what materials would we use for the frame? For the surface? Why?

Applying Strategies: Consolidating Learning: Students will then make lists of materials that they would use to construct these

structures in each scenario, and justify their choices, using terms such as strong, smooth/rough, durable, etc.

The teacher will have photos of each of these structures to show the students an example of a boat launch, bridge, and fire tower.

Students will then summarize the characteristics in the materials they chose, by sharing their ideas with the class

Learning Resources: Chart Paper SMART Board (to show structure photos)


Lesson 8: Hobbies & JobsMaterials & Structures

General Learning Outcome: B4. Demonstrate a knowledge of, and personal consideration for, a range of possible

science- and technology-related interests, hobbies, and careers. C6. Employ effective communication skills and utilize information technology to gather





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

Assessment: Students will be observed by the teacher to make sure that they stay on task and follow

directions. Notes will be taken if students go into more or less detail in their research.

Connection to Last Lesson: Students have learned a lot about materials and structures thus far in the unit. They will

expand on their knowledge about materials and structures by learning about the hobbies and jobs that use or work with materials and structures on a daily basis.

Flexible Groupings: Students will participate in class discussion and individual work in looking for more

hobbies and jobs, and will present their own hobby or job to the class.

Activating Strategies Preparing for Learning: Ask students if they think people might enjoy building structures, or might earn their

living by building structures. Brainstorm different hobbies and jobs relating to Materials and Structures. Ask students

if any of their parents work with materials or structures. Make a list of all of the jobs and hobbies on the board/chart paper.

Acquiring Strategies: Integrating and Processing Learning: Have students look on the computer/device for another hobby or job that relates to

materials and structures to add to the class list. We will try and see how many we can find.

Applying Strategies: Consolidating Learning:

Students will choose a hobby or job and do quick research on their selected job. At the end of class they will present to their peers. Each student will present two neat facts about the hobby or job that they chose.

Learning Resources: Computers/Devices Chart Paper


Lesson 9: Build-A-Bridge

Materials & Structures

General Learning Outcome: A3. Distinguish critically between science and technology in terms of their respective

contexts, goals, methods, products, and values. C3. Demonstrate appropriate problem-solving skills while seeking solutions to

technological challenges. C6. Employ effective communication skills and utilize information technology to gather





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

Assessment: Students will be assessed throughout the entire design process, ensuring that they are

following criteria (directions), working well in a group (everyone is sharing responsibilities), reaching each stage of the design process prior to moving on to the next stage. The teacher will use this project as summative assessment for the entire unit. By assessing the structure itself, ensuring that all criteria are met, the design process in its entirety, and the students’ self-assessments, the teacher will come up with a final grade for the unit for each student.

Connection to Last Lesson: This lesson is the final leg to the Materials & Structures unit, students will apply all of

the knowledge they have learned to create the bridge.

Flexible Groupings: Students will be in prearranged groups to build their bridge.

Activating Strategies Preparing for Learning: Students will act as architects in their groups, by first selecting the materials to construct

their bridge, and drawing the first draft of their design.

Acquiring Strategies: Integrating and Processing Learning: Students will draw a more detailed diagram of the bridge design, labeling the fasteners

and joints, what materials will be used for the fasteners and joints, and labeling the parts of the bridge. Students must show the teacher the final draft of what the bridge will look like when finished.

Applying Strategies: Consolidating Learning: Students will spend the next 2-3 classes building their bridges. At each stage, students

will take photos with their devices to monitor the development of their bridge, so they can explain to the class in a brief presentation once the bridges are completed.

Students must make sure that while they are building their bridge that they are following the criteria given, plus the additional criteria they have chosen.

Learning Resources: Spaghetti Glue Tape Cardboard Paper Pipe Cleaners Tooth Picks Popsicle Sticks String Tin Foil Blocks Paper Clips Plasticene Marshmallows Weights Ruler

Sources: Cross, G., Fazio, X, et al. Build It Up. Pan Canadian Science Place: Scholastic Canada Ltd.


Wesley. Toronto, Ontario: 2000. Manitoba Science Curriculum Darlene Diller Sandy Margetts

Manitoba Science Curriculum: Stages of the Design ProcessScientific Literacy, Page 15

Build-A-Bridge Criteria

In your groups, you are to build a bridge with materials in the classroom. Your bridge must:

1) Be 30 centimetres high.2) Hold 1 kg of weight for at least 30 seconds.3) Be constructed using materials in the classroom.4) Use strong shapes that you learned about in class.5) Have a frame and surface.6) Have completed drafts.

Choose 1 criterion of your own:

________________________________________________________________.

Make sure that after you complete each step in your design to take a photo with your device!

Be sure to complete all of the handouts and self-evaluations.

You will be given 2-3 class periods to work on this assignment, use your time wisely!

Have fun!

Wind-Up ActivitiesGingerbread man activity

Minute to Win It Build a house of cards Build a cup structure Stand on one foot, keep your balance Build a 30 cm tall toothpick and marshmallow structure

Ginger Bread Man Activity- Source Sandy Margetts, Adapted by Kelsey Kristjanson

The teacher will start off this hunt by asking the students if they have seen her ginger bread man, he is missing from her desk, which keeps him safe, dry, and warm. Why would he leave? Oh, look I found a note from him!

Walk, walk as fast as you can, you can’t find me, I’m the ginger bread man! I’ve run away from Miss Kristjanson’s stale old desk, I think she needs a new one! Follow the clues I’ve left for you, and maybe, just maybe you’ll find me!

Clues:1) Look for something made of glass. It is usually found in the

kitchen. It’s clear and holds a tasty drink!2) TOO LATE! I’ve run away! I think I need a nap from all of the

running away. Look for a soft space where I may lay. You may have one on your bed, to keep you warm and wrapped up tight.

3) Ahh I see, you’re late, and once again you still haven’t found me! During my nap I lost too many crumbs, maybe I’ll find a place that’s solid and hard and hold its shape. I wouldn’t want anyone to happen to step on me by foolish mistake.

4) Looks like you missed me again! Too bad, I really liked that hiding place, but I’ve moved on to something tall with a handle. I like to climb, and this hiding spot is perfect for my next escape!

5) Walk, walk as fast as you can, you still can’t catch me, I’m the ginger bread man. To find me next, find a box with a lid and room to stretch my toes! In fact, it may have once been a cookie can.

6) That stay didn’t last long. What were those things anyway? I think they tried to eat me! It’s time to move somewhere new, how about a long cylinder full of salty treats.

7) I am a very tricky ginger bread man. I’ve found a new spot that is soft and crinkly; I think it was used at somebody’s birthday party

to deliver a gift to the birthday boy or girl! Hurry quick, or you’ll lose me again!

8) I am tired of running to new spots; maybe, just maybe you’ll find me this time! I think another cookie jar might be just the spot for me to be safe and get my rest. If you look hard and find it, you may just win this test!

9) I am glad you found me, I hope to be friends! You might not want to eat me, because I was hanging out with some worms, but take some from below as a snack for finding me at last. I have one last request before you go home, please make me a new home that I won’t get stepped on, chewed on, or soaked. I know that you have learned a lot about materials and structures, I am lucky to have you as my own architects. Now get to work, I am sleepy!

Learning Resources/Sources

Websites/Videos: Youtube video: Fast Hotel Construction in China http://www.youtube.com/watch?

v=ogQRjGGxkZQ www.pinterest.com Mike Collinson, http://www.mrcollinson.ca/3%20science/3_science.htm Accessed

February 14-19, 2013 http://dictionary.reference.com/browse/joint?s=t (Accessed 19 February 2013) http://dictionary.reference.com/browse/fastener?s=t (Accessed 19 February 2013)

Books/Resources: Cross, G., Fazio, X, et al. Build It Up. Pan Canadian Science Place: Scholastic Canada Ltd.


Wesley. Toronto, Ontario: 2000. Manitoba Science Curriculum Karla Nelson- Marvellous Materials & Structures Learning Centres Manitoba Science Curriculum Darlene Diller Megan Cyr Sandy Margetts Tanis Precourt

http://dictionary.reference.com/browse/fastener?s=t

http://dictionary.reference.com/browse/joint?s=t

http://www.mrcollinson.ca/3%20science/3_science.htm

http://www.pinterest.com/



Materials List

Youtube video: Fast Hotel Construction in China http://www.youtube.com/watch?v=ogQRjGGxkZQ

Photo prints from structure walk Glue Scissors SMART Board Toothpicks Marshmallows Pipe Cleaners Textbooks Cardboard/ Cardboard Shoe Box Lids Paper Toilet Paper Tubes Paper Towel Tubes Dried Beans Elastics Saran Wrap Teacher Made Material Stable Structures Centre Journals Centre Activities Centre Materials Q-Tips Straws Paper Play-Doh Clay Tape Paper Clip Teacher Made Material: Joining Materials Teacher Made Material: Recording Sheet: Strong Materials Chart Paper Computers/Devices Spaghetti Popsicle Sticks String Tin Foil Blocks Plasticene Weights Ruler



Surprise!

The teacher will complete a photo video for the students to take home on a DVD to show their families the work that they did in class throughout the unit!

kelseykristjanson.weebly.comkelseykristjanson.weebly.com/.../1/6/5/6/16561300/unit… · web...

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