Science Learning Community: Science and Engineering Lesson Plans
Designing a Dome
Amanda Juneski
July 17, 2014
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
Mathematics, Middle School (This lesson can be used in the math classroom in conjunction with a life science class to design a
biodome.)
Time Frame
One week lesson
Objectives: Upon completion of this unit, students will be able to:
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•
•
•
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Learn about engineering and the engineering process.
Learn about construction technique.
Learn about problem solving and team work.
Construct a net using polygons
Find surface area of a three dimensional shape.
Next Generation Science Standards
MS-ETS11.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking
into account relevant scientific principles and potential impacts on people and the natural environment that may limit
possible solutions.
MS-ETS12.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and
constraints of the problem.
MS-ETS13.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best
characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS14.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such
that an optimal design can be achieved.
Standards for Technological Literacy
Technology and Society
Standard 6: Students will develop an understanding of the role of society in the development and use of technology.
Design
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Science Learning Community: Science and Engineering Lesson Plans
Standard 8: Students will develop an understanding of the attributes of
design.
Standard 9: Students will develop an understanding of engineering design.
Standard 10: Students will develop an understanding of the role of
troubleshooting, research and development, invention and innovation, and
experimentation in problem solving.
Abilities for a Technological World
Standard 11: Students will develop abilities to apply the design process.
The Designed World
Standard 20: Students will develop an understanding of and be able to select
and use construction technologies.
Common Core State Standards in Mathematics
CCSS.MATH.CONTENT.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale
drawing and reproducing a scale drawing at a different scale.
CCSS.MATH.CONTENT.7.G.B.6
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects
composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Common Core State Standards in English and Language Arts
RST.68.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table).
Prior Learning
Student will have learned how to find area of two dimensional polygons and surface area of three dimensional shapes. They will
have had experience constructing nets for three dimensional shapes. Students will have learned the engineering process and the
steps involved. If you decide on working with a science class, they will have learned interactions of living things.
Materials
Tooth picks, gum drops, marshmallows, straws, tape, foil, popsicle sticks, rubber bands, string, paper cups, pipe cleaners, paper clips,
cardboard, tape, construction paper, tissue paper, wire, screen, fabric, and anything else you feel fit use.
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
The lesson focuses on the engineering behind building framing for structures, and explores
examples of geodesic domes and other buildings. Students work in teams to design and
build a small dome frame out of everyday items that can hold a weight on top without
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Science Learning Community: Science and Engineering Lesson Plans
collapsing.
The "Design a Dome" activity explores construction and engineering design. Students
work in teams to design a domed structure out of everyday materials that is strong
enough to support 120 grams of coins or candy on top. They will design the frame for
their dome on paper, select and gather materials, construct their dome, and test it. They
present their domes to the class and complete reflections on the lessons learned.
Pre-Assessment
To introduce the lesson, I would discuss the wide range of shapes and sizes of buildings and
have the class consider the advantages or disadvantages of different shapes.
Discuss the geodesic dome and have the group consider why domes can be a good
shape choice for some projects and environments, examples are the South Pole
dome and dome design camping tents.
If possible, have students consider the structure of a geodesic dome. The resources
at www.bfi.org will give some insights into geodesic dome use and history. (1 day)
Procedures
3 to 5
Instructional Strategies/Learning Tasks
1.
Students will think about the different ways you can use the
materials provided to construct a dome structure, individually. You
may add a skin or shell out of different materials, or have the
frame be the full product.
2.
On a separate piece of paper, draw a diagram/net of your
planned dome, make a list of the parts you think you might need.
You can adjust this later and also add more materials during
construction.
45 minute
class
periods
3.
Students will be assigned to groups by the teacher. They will
have time to collaborate and pick a group plan and list of
material.
4.
The students will then build their dome in their groups and make
any adjustments during construction they would like, including
asking for additional materials. You can also trade materials with
other student teams if they have extra items you would like to
incorporate.
5.
The classroom teacher will test all of the domes, individually, in
front of the class. The group will come up and talk about their
structure.
6.
Each group will figure out the surface area of their dome using
mathematical formulas and process discussed in class.
Purpose/Task:
You are part of a
team of engineers
given the challenge of
building a dome to
hold 120 grams of
coins, candy, or other
materials selected by
your teacher.
Your structure must be
at least 14 cm tall
measured from the top
of the dome to the
bottom.
Formative Assessment
Write an essay or a paragraph about why sturdy framing is so important to
construction. How have the materials and shapes used for building framing changed as
buildings have become taller and taller?
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Science Learning Community: Science and Engineering Lesson Plans
Closure
The closure activity will consist of a student reflection of their dome. The questions that I would like the students to
reflect on are:
1. How similar was your original design to the actual dome you built?
2. If you found you needed to make changes during the construction phase, describe why
your team decided to make revisions.
3. Which dome that another team made was the most interesting to you? Why?
4. Do you think that this activity was more rewarding to do as a team, or would you have
preferred to work alone on it? Why?
5. If you could have used one additional material (tape, glue, wood sticks, foil -- as
examples) which would you choose and why?
6. Do you think your dome would have been able to hold 600 grams of weight? Why or
why not?
Summative Assessment
This lesson will be part of a geometry unit, so they will be taking a unit test at the end that will include questions
about structures and the engineering model.
References:
Use materials developed by IEEE as part of TryEngineering
www.tryengineering.org
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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