1
Science and Technology
Unit Plan Overview and Culminating Activity Lesson Plan
By Annette Groskopf
Understanding Structures and Mechanisms: Form and Function
7
Unit Focus:
Grade:
Overall Expectations:
1. Analyse personal, social, economic, and environmental factors that need to be considered in designing and
building structures and devices;
2. Design and construct a variety of structures, and investigate the relationship between the design and function of
these structures and the forces that act on them;
3. Demonstrate an understanding of the relationship between structural forms and the forces that act on and
within them.
Day 1
Day 2
Day 3
Day 4
Sub Topic
Developing Investigation and
Communication Skills
Understanding Basic
Concepts
Understanding Basic
Concepts
Understanding Basic
Concepts
Specific
Expectations
(one or two)
2.6 use appropriate science
and technology vocabulary,
including truss, beam,
ergonomics, shear, and
torsion), in oral and written
communication
3.1 classify structures as
solid structures (e.g.,
dams), frame structures
(e.g., goal posts), or shell
structures (e.g., airplane
wings)
2.6 use appropriate science
and technology vocabulary,
including truss, beam,
ergonomics, shear, and
torsion), in oral and written
communication
3.4distinguish between
external forces (e.g., wind,
gravity, earthquakes) and
internal forces (tension,
compression, shear, and
torsion) acting on a structure
Materials

 Pictures of various
structures
 Students notebooks
 Pencils/pens
3.2 describe ways in which
the centre of gravity of a
structure (e.g., a child’s high
chair, a tower) affects the
structure’s stability
3.4 distinguish between
external forces (e.g., wind,
gravity, earthquakes) and
internal forces (tension,
compression, shear, and
torsion) acting on a structure
3.5 describe the role of
symmetry in structures (e.g.,
aesthetic appeal, structural
stability)
 Ruler
 String
 Washer
 Chair

Nanabush Builds a Bridge
story and illustration
1 sheet of (same size)
paper for all students
 2 pieces of pipe cleaner
per student
 Pieces of ice
2
Lesson Sequence
(Summarized)
Day 1
Day 2

 Classifying structures
worksheet
Items to use as weights
(pennies, counters, cubes)
Introduce the story Nanabush
builds a Bridge with
illustration by Stephen
Trudeau
 Nanabush sometimes
appears as a Rabbit in
traditional stories.
 He is also a shape shifter
and can transform himself
into a man
 He was sent to Earth to
teach the Anishinaabe
Discussion questions: what is
the purpose of a bridge?
Introduce vocabulary: Shell,
Solid, Frame, Stability,
Compression, Structural
Fatigue, Structural failure
Students build a bridge using
their sheet of paper.
Using weights, students test
to see if there are any weak
spots in their bridge
Whole Group: How can
designs be made stronger?
Students can have another
attempt at redesigning their
bridge
Provide Students with
pictures of various
structures both from nature
and man-made
Students sort pictures into
categories: solid, frame,
shell
Take students on a
“structure walk” in school
yard and have them
identify different structures
and categorize them
according to shell, frame or
solid
Students can identify both
man made and structures
made by animals (bee hive,
ant colony, bird nest,
beaver dam)
Students record their
findings for discussion
Have students sit in a circle
and discuss findings:
Compare similarities,
differences, classifications,
structures made by animals vs
man-made
Day 3
In same sex pairs (groups of
three will also work) to avoid
discomfort with close proximity
of activity, students complete
centre of gravity activity with
ruler, string and washer, seated
chair activity
Day 4
 We’re going to be Civil
Engineer booklets
 Force diagrams
Students are given pipe
cleaners and asked to
complete activities that
demonstrate compression,
tension, shear, torsion
Students record their predictions
of where the washers will be in
their notebooks.
Teacher demonstrates
breaking ice against the side
of a table – safety discussion
and safety goggles are worn
during demonstration
Once the activity is completed,
students are asked to answer a
number of questions in their
notebooks about balance and
stability
Students brainstorm external
forces that act on the
structure of a house (gravity)
If students are finished they can
work on vocabulary sheets
Show students a diagram of
heavy snow on the roof of a
house – external forces are
out of balance. Discuss
possible outcomes
Why do engineers have to
take these concepts of force
into account when creating
structures
Read from ”We’re going to
be Civil Engineers”
Students work to complete
their vocabulary sheets in
their notebooks
3
Day 1
Begin Scientific Dictionary in
Notebooks
Assessment
 Anecdotal Observations
 Dictionary – diagnostic &
summative
 Group Discussion Tracker

Day 2
In pairs, students can
complete the Classifying
Structures Worksheet
(students classify pictures of
structures as Solid, Frame,
Shell)
Day 3
Day 4




 Group Discussion Tracker
 Completed Notebooks
looking for use of the
terms balance, force and
centre of gravity
 Anecdotal Observations
 Dictionary – diagnostic &
Anecdotal Observations
Group Discussion Tracker
Completed Notebooks
Classification worksheet
Day 5
Sub Topic
Specific
Expectations
(one or two)
Day 6
Understanding Basic Concepts
Developing Investigation and
Communication Skills
Developing Investigation and
Communication Skills
2.3 investigate the factors that
determine the ability of a structure to
support a load
2.2 design, construct, and use physical
models to investigate the effects of
various forces on structures
3.3 identify the magnitude, direction,
point of application, and plane of
application of the forces applied to a
structure
2.3 investigate the factors that
determine the ability of a structure to
support a load
3.6 identify and describe factors that
can cause a structure to fail (e.g., bad
design, faulty construction, foundation
failure, extraordinary loads)
summative
Day 7
Relating Science and Technology to
Society and the Environment
Developing Investigation and
Communication Skills
1.1 evaluate the importance for
individuals, society, the economy, and
the environment of factors that should
be considered in designing and
building structures and devices to meet
specific needs
2.2 design, construct, and use physical
models to investigate the effects of
various forces on structures
2.3 investigate the factors that
determine the ability of a structure to
support a load
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2.4 use technological problem-solving
skills to determine the most efficient
way for a structure to support a given
load
Materials
Lesson Sequence
(Summarized)


Straws of various lengths
weights






Straws of various lengths
Weights
Headpins
Paper clips
Chart graph paper
We’re going to be a Civil Engineer,
booklet
Students conduct an experiment to see if Students participate in activities
the magnitude of weight needed to
demonstrating how the shape of
cause structural failure of a “straw
structures influences stability and
bridge” differs at various points along
strength
the plane of the bridge
Have students make a square using 4
Students record work in their notebooks straws and 4 straight pins
according to the Experiment Report
Students push and pull on their structure
format
and record observations in their
notebooks
Students are given one additional piece
of straw to stabilize their structure.
Diagram results and identify shape that
created stability

Materials as determined by class
Divide class into two groups
Problem: to build a bridge with a
specific span using the least amount of
materials possible but strong enough
to carry a large load force
Establish criteria with class: materials,
load force, span, time allotment
Students design and construct and
bridge that meets the established
requirements
Give students time and resources to
investigate types of materials and
bridge designs
Students work in groups to create
towers with the straws. Students predict Each team presents their bridge
design. Students identify key features
the structural supports that can make
of the bridges that were most efficient
structures more stable. Have students
continue to build straw towers testing
for stability
Review “We’re going to be a Civil
Engineer” booklet
5
Assessment


Rubric: Experimental Report
Anecdotal Observations

Forces acting on structures
Formative review



Group discussion tracker
Anecdotal Observations
Design process self-assessment
Day 8: Culminating Task
Specific Curriculum
Expectations
Materials
Procedure
UNDERSTANDING STRUCTURES AND MECHANISMS FORM AND FUNCTION
1.1 evaluate the importance for individuals, society, the economy, and the environment of factors that should be
considered in designing and building structures and devices to meet specific needs
2.2 design, construct, and use physical models to investigate the effects of various forces on structures
2.5 investigate methods used by engineers to ensure structural safety
2.6 use appropriate science and technology vocabulary, including truss, beam, ergonomics, shear, and torsion), in oral
and written communication
2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a
variety of purposes
 Nanabush Builds a Shelter for his Animal Brothers
 Long bamboo sticks
 Popsicle sticks
 Paper
 Tape
 Glue
 Cord/twine
 Pipe cleaners
 Straws
 Pins
 Paperclips
 Scissors
 Design Plan Template
 Set up testing stations within the classroom with fans (wind) and weights (load)
Background


Remind the class about your previous reading of Nanabush earlier in the unit. Discuss that one of Nanabush’s
jobs was to name all of the animals and discuss with them their responsibilities to the Earth.
Read the story Nanabush Builds a Shelter for his Animal Brothers by Anishinaabe storyteller Eileen Conroy.
Display the Illustrations by Steven Trudeau.
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Beginning
1. Tell students that they are being challenged with building a home for an animal
2. Brainstorm a plan of action with students
a. What things should be considered when trying to build a shelter?
b. What forces might act on it?
c. What have we learned about the form and function of structures that would help us with our plans
3. Review the Technological Problem-Solving Skill Continuum (p16) and post it at the front of the classroom
Middle
1. Group students into working groups of 2-3
2. Students have access to building materials but groups cannot hoard any specific type of building materials. Materials must
be shared amongst the class.
3. Students are given time to plan their design and complete the Design Plan Template
4. Student groups work on their designs. Remind students to leave time for testing and revisions during their build process
End
Learner Diversity
Assessment/Evaluation
1. Student groups are invited to perform final tests of wind and weight on their structures and record their results.
2. Groups are invited to share their findings with the class and answer any questions from classmates
3. Students can then reflect on their experience and discuss what they might do next time. What features of
structures might they use to make their structure stronger?
4. Students then complete a group work check-brick and Design Process self-assessment
 Give all students copies of assignment expectations
 Use of Strategic Pairing
 Assign a scribe for group activities. Notes can be copied for all members of the group.
 Give students copies of the stories presented in the unit and read them out loud so students may follow along
 Give instructions in small steps with as few words as possible
 Give written copies of instructions
 Provide alternative methods of presenting final assignments
 Students with Aspergers may have difficulty with social skills in group settings


Group Discussion/Work Tracker
On-going assessments include: anecdotal observations, group discussion tracker, Design Process self-assessment, Design
Plan Template
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References





http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec.html
http://firstnationspedagogy.ca/storytelling.html
http://issuu.com/queenseng/docs/werecivilforweb
www.aboriginalaccess.ca/sites/aboriginalaccess.ca/.../SS.3.BLMFINAL.pdf
http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/
Group Discussion/Work Tracker
Level
1
Works toward group goals
only when prompted
2
Works toward group goals
with occasional prompting
Consideration
of others
Needs occasional reminders
to be sensitive to the feelings
of others
Shows sensitivity to the
feelings of others
Contribution
of knowledge
Contributes information to
the group only when
prompted
Contributes information to
the group with occasional
prompting or reminding
Contributes knowledge,
opinions, and skills without
prompting or reminding
Working and
sharing with
others
Participates in needed
changes when prompted and
encouraged; always or often
relies on others to do the
work
Participates in needed
changes with occasional
prompting; often needs
reminding to do the assigned
work
Willingly participates in
needed changes; usually does
the assigned work and rarely
needs reminding
Contribution
to group goals
3
Works toward group goals
without occasional
prompting; accepts and
fulfills individual role within
group
Shows and expresses
sensitivity to the feelings of
others; encourages the
participation of others
4
Consistently and actively
works toward group goals;
willingly accepts and fulfills
individual role within group
Shows sensitivity to the
feelings and learning needs of
others; values the knowledge,
opinion, and skills of all
group members and
encourages their contribution
Consistently and actively
contributes knowledge,
opinions, and skills without
prompting or reminding
Helps the group identify
necessary changes and
encourages group action for
change; always does the
assigned work without having
to be reminded
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Formative Review: Forces Acting on Structures
Circle the best answer:
1. A twisting force that acts on structures is called:
a. Torsion
b. Tension
c. Shear
d. Magnitude
2. Forces Acting in opposition of each other results in:
a. Torsion
b. Tension
c. Shear
d. Magnitude
3. The amount of force applied is called:
a. Torsion
b. Tension
c. Shear
d. Magnitude
4. A combination of external and internal forces acting on a structure at one time is called:
a. Structural fatigue
b. Structural stress
c. Structural failure
d. Plain failure
5. A structure that allows for the load force to be transferred along its curves instead of at one particular point is called:
a. Strut
b. Gusset
c. Tie
d. Arch
6. Trusses rely on this shape to give them stability:
a. Circle
b. Cube
c. Triangle
d. Arch