Science Learning Community: Science and Engineering Lesson Plans
How Rough on Your Roof
Steve Walton
07/18/14
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area.
9-12 Individual Physical Science
Time Frame
3 classes with 40 minutes each.
Objectives: Upon completion of this unit, students will be able to:
•
Know The impact climates have on the structure of roof trusses
•
Details about 3 types of climates
•
Basic structural design
•
Basic experimental skills
Next Generation Science Standards
Earth and Space Science: HS-ESS3-2, HS-ESS3-4 Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human houses.
Standards for Technological Literacy
HS-ETS1- Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through
2.
engineering.
Common Core State Standards in Mathematics
Mathematics -
MP.2
Reason abstractly and quantitatively. (HS-ETS1-1),(HS-ETS1-3),(HS-ETS14)
MP.4 Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4)
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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Science Learning Community: Science and Engineering Lesson Plans
Common Core State Standards in English and Language Arts
ELA/Literacy RST.11- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data,
12.7 video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3)
RST.11- Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible
12.8 and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1),(HS-ETS1-3)
Prior Learning
Students have learned how different climate and weather can affect man and manmade products. Students will have a
background in research and following directions. Students will have a foundation in math concepts and graphing. Students
may not have an understanding of roof and house design for withstanding mother nature.
Materials
Wood coffee sticks
1-5 lb weights, hair dryer, water, fan
Glue
Aluminum foil and 120 grit sandpaper
2 wooden blocks 4 inches high and 6 inches long
Students will use the textbook to review climate and weather of the three chosen areas. They will need to research truss and roof
designs and plan how to build theirs. Research can be accomplished by using the internet or a trade journal. Students will also need
to use the internet to research the best building strategies for each climate area.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 2
Science Learning Community: Science and Engineering Lesson Plans
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
•
Know the impact climates have on the structure of roof trusses
•
Details about 3 types of climates
•
Basic structural design
•
Basic experimental skills
Pre-Assessment
I would ask, what are trusses and how are they built. What is roof pitch and how do you calculate it. What are
the two typical roofing materials used? Ask what are the weather/climate types of the areas and how do those
affect construction and roof design and materials used. I would also ask “why” for those questions.
Procedures
Time
Instructional Strategies/Learning Tasks
Purpose
15 min.s
1.
Describe the weather/climate of WI, Arizona desert, and Nome,
Alaska. Think about what materials for a roof and pitch would
work best in each one.
Gain background in
climate area
30
2.
Put students in 3 groups and have each group figure out what
roof design would be best for their area. Then, sketch design.
To show knowledge
of making a plan
55
20
3. Have students build their designs with provided materials.
Written summary of what was good and what was not good.
4. Present findings to class
To demonstrate
knowledge of how
material and design
are affected by
climate
Provide/share
information with
peers to demonstrate
knowledge
Formative Assessment
Will have them sketch their drawing to check for slope and angles. They will write a sentence or two to show
knowledge of areas weather/climate. Weight, wind, and heat test will be conducted. Classroom discussions.
Closure: Post activity questions in notebook
• Why are roofs around the world made of different materials?
• Why do people and animals need shelter?
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 3
Science Learning Community: Science and Engineering Lesson Plans
• What types of materials are used to build roofs?
• What materials are best for certain climates? Why?
• What would happen if the wrong materials were used for a given climate?
• What does climate mean? What is one type of climate?
• Which roof withstood the elements best? Why?
• Present their findings to the other groups
• Reflect on the project in their notebook
Summative Assessment
On the chapter and final exam, the weather/climate questions and how they affect man-made structures
respond to those elements, how materials withstand in graph form. Concepts of the content from the lab will be
asked in multiple choice and short answer form.
http://www.teachengineering.org/browse_activities.php
Day 1
Will consist of steps 1 and 2
Day 2
Will consist of wrapping up step 2 and working on step 3
Day 3
Will consist of step 3 and 4
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 4