Lesson Plan
Course Title: Principles of Architecture and Construction
Session Title: Loaded Tower
Performance Objective:
After completing this lesson the student will be able to identify basic structures and identify
structural loads. Using only the assigned materials, the student will build a structural tower to
support various weights.
Specific Objectives:
•
•
•
•
•
•
The student will identify basic structures.
The student will define basic structural vocabulary.
The student will distinguish basic structural loads.
The student will identify basic geometric shapes used for structures.
The student will solve a structural problem by building a tower.
The student will evaluate and access various structural components.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.42 (c)(2)(a)
…apply basic concepts of static and loads to planning…
130.42 (c)(2)(b)
…indentify the physical properties present when using common construction materials in order
to use the materials safely, effectively, and efficiently…
Interdisciplinary Correlations:
Physics:
112.47 (c)(2)(a)
…plan and implement experimental procedures including asking questions, formulating testable
hypotheses, and selecting equipment and technology…
112.47 (c)(2)(b)
…make quantitative observations and measurements with precision…
112.47 (c)(2)(d)
…communicate valid conclusions…
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Math:
111.34 (b)(2)(a)
…use constructions to explore attributes of geometric figures and to make conjectures about
geometric relationships…
111.34 (b)(4)
…Geometric structure. The student uses a variety of representations to describe geometric
relationships and solve problems…
111.34 (b)(6)(c)
…use orthographic and isometric views of three-dimensional geometric figures to represent and
construct three-dimensional geometric figures and solve problems…
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
Teacher should attempt to build several different versions of a tower to become familiar with
how each should react to the weight. This could be a basis for grade or evaluation. (Example,
the tower must be able to hold 20 weights before it breaks, etc.)
Teacher should review basic structural terms and understand the effects of forces on those
structures.
Due to copyright laws, teacher should have several websites prepped and ready for display
during the lesson.
It would also help to have the materials distributed or available in “packages” ready for the
students before the lesson begins.
References:
Building Big, Macaulay, David. Boston: Houghton Mifflin, 2000.
Experiment! Spider webs to Skyscrapers: The Science of Structures, Darling, David. New York:
Dillon Press, 1991.
Utilize search engine for various pictures of structures, construction, skeletons, etc.
Instructional Aids:
1. Display for PowerPoint, websites, pictures
2. Reference books
3. Reference websites
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Materials Needed:
1.
2.
3.
4.
5.
6.
7.
Sticks (balsa wood, toothpicks, wooden skewers, thin straws, etc.)
Clay (play dough, putty, etc.)
Cutting device (scissors, cutters, x-acto knives, etc.)
Documentation (camera, video, webcam, etc.)
Paper
Pencils
(Optional) Prize for strongest tower (candy, small token, extra credit, etc.)
Materials are required on a per case basis. You may find that one material works better for
your classroom situation than another or you may have access to different types of materials
than the exact ones listed. If you choose, you may make this a competition style lesson and
give out prizes.
Equipment Needed:
1. Flat level surface
2. Weights (metal washers, hooks, fishing weights, etc.)
Learner Preparation:
Cover basic safety rules for using cutting equipment.
Discuss material distribution and collection; clean up expectations, behavior and team
guidelines.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of various tower structures including
buildings, walls, and open structures. Allow students to ask questions and discuss about
pictures if they are unclear.
ASK: How many students have seen a water tower or similar structure? A skyscraper, building
or house being built?
SAY: These structures are designed by an architect or engineer for a specific purpose. They
must be able to support the loads that are placed upon them. Load is the technical term to
describe a force or weight pressed upon something. These structures act as the “skeleton” of
the building. Just like your skeleton.
ASK: Have you ever wondered why they were shaped a certain way, or why walls in a building
are in certain locations? Would it make a difference if they were moved or removed?
SAY: Structures are designed to support loads in specific shapes and specific locations. The
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materials used for the structures were not just stacked upon one another. They were designed
to be in that particular shape and location.
ASK: Does anyone recognize basic geometric shapes within the structures? Which shapes or
designs do you think are the best? The strongest? Easiest to build?
SAY: Architects and Engineers spend a lot of time learning how construction materials work
together to build the best structures and which shapes work the best. They must understand the
physical properties of the material and in what configuration and situation would get the most
from the material.
ASK: Has anyone ever built or constructed a tower? A wall for a building or home?
SAY: Walls, floors, beams, columns, joists, these are all structural members used to support
some type of load. Today we are going to build a basic structure, a tower, and see how much
load or weight we can get the tower to hold before it fails. Before we do, we need to learn some
basics about loads, forces, and materials.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Cover the basics of structures.
Use PowerPoint as
aid.
II. Define the terms used in the field.
Use PowerPoint as
aid.
III. Cover the basic geometric shapes.
Make sure students
understand the
difference between 2D
and 3D shapes and
objects. Do not
confuse with 3D
objects.
IV. Cover the basics of loads and forces.
Use PowerPoint as
aid. Demonstrate with
examples around the
room.
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This is where the most
time will be used. Give
a definite stop time to
allow for testing and
evaluation. Evaluation
can even be
homework assignment
if time does not allow.
V. Explain the assignment of building the tower.
A.
B.
C.
D.
E.
Assign teams
Hand out materials
Give building criteria and timeframe
Test the towers after time is up
Use various weights to test towers
VI. Discuss with students how the various structures
reacted to the weights.
A. How did the size of the sticks affect the
tower?
B. The shapes used for the tower?
C. The joints affect the tower?
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Allow students to lead
discussions. Point out
successful and failed
structures for
examples.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Students discuss the materials and terms just learned. Help students to relate them to their
everyday lives. Students should begin with small sketches of structural ideas within their teams.
If they have any questions, they should consult one another, then the instructor.
Independent Practice (LSI Quadrant III):
Students will have time to actually build the towers and adjust the structures as needed.
This is an excellent time for teacher to observe students and document with camera or other
device. This type of documentation is important for displays, reference, and due to the nature of
the lesson, many of the structures will be destroyed.
Summary
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Review (LSI Quadrants I and IV):
Question: What type of shapes seemed to produce the best structures?
Question: Would it make a difference if the weight was added quickly versus slowly?
Question: What other outside forces greatly affect structures?
Answer: Weather, earthquakes, collisions, snow, wind, etc.
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor should observe the students’ independent practice time and note the issues or
questions that arise. These should be addressed or brought up during summary time.
Formal Assessment (LSI Quadrant III, IV):
Students can describe what they feel would be a better or best structure to hold the weights.
Student can revise or create a new sketch to show what they feel would be a better or best
structure to hold the weights.
Student can receive a grade for participation of completing a tower.
Student can receive a grade for having a successful structure.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Using better building materials
and permanently attaching pieces together, they could build a stronger and larger tower.
Students could also create a model of a home with walls, roof structures, etc.
Students can utilize the information learned to further investigate careers in this field. Architects
and engineers of all kinds learn and use structures, but most specifically a structural engineer
would be the optimum career field to investigate if student is interested.
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6
Principles of Architecture and Construction
Loaded Tower Handout
Structure: usually refers to any large, man-made object permanently fixed to Earth's surface, as a
result of construction. Structures can be made from different materials such as steel,
wood, or stone.
Tension:
the action of being stretched to stiffness
Compression: the action of being pressed or squeezed
Weight:
a load with a certain heaviness, a specific force due to gravity
Support:
to hold up or serve as a foundation
Tensile Strength: the greatest stress a substance can bear without tearing apart
Joint:
a place or part at which two or more things are joined
Rigidity:
the physical property of being stiff and resisting bending
Failure:
refers to loss of the load-carrying capacity of a component or member within a structure
Loads:
weights that are exerted or forced onto an object
Dead Loads: these are loads that are always there; permanent fixtures or objects
Live Loads: these are loads that are variable or always changing
Forces:
can cause physical change
Basic Geometric Shapes
Triangles: rigidity of the triangular shapes can support weight securely
Squares:
can support weight, but can twist and collapse if not supported
Polygons: like squares, can support some weight, but will twist and collapse if not supported
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Rubric Template
Task Statement: __To build a strong structural tower_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to be Assessed
Followed directions
(Possible 4 points)
Use of materials
(Possible 4 points)
Utilized geometric shapes
(Possible 4 points)
Utilized technical vocabulary
(Possible 4 points)
Supported Loads (weights)
(Possible 4 points)
Novice
1
Developing
2
Criteria Categories
(Novice to Exemplary)
Accomplished
3
Exemplary
4
No understanding and
not follow directions for
lesson
Understood and
followed some
directions for lessons
Understood and
followed most
directions for lesson
Understood and
followed all directions
for lesson
Did not utilize any
materials nor in an
appropriate manner
Did not fully utilize all
materials in an
appropriate manner
Utilized most of the
materials in an
adequate manner
Utilized all materials in
an efficient manner
Did not use any
shapes discussed for
tower structure
Used a few shapes for
tower structure
Used geometric
shapes for tower
structure
Properly used
geometric shapes for
tower structure
Did not understand or
utilize vocabulary
during tower lesson
Limited use of proper
vocabulary terms
Used vocabulary terms
improperly
Demonstrated proper
use of vocabulary
Tower held up to none
or few of the weights
added
Tower held up to some
of the weights added
Tower held up to most
of the weights added
Tower held up to the
weights added
Total Points: 20
A = 20 – 17 points
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 0 points
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Points
Earned