Unit Plan Overview
Unit Topic: __[SCIENCE] - Structures_(Approx. 11 Lessons)____
Name:_____Stephanie Kwok_____
PLOs
Objectives
(SWBAT)
Introduction
Development
Grade Level: ___3______
Lesson # ___1___
-Describe shapes that are
part of natural and humanbuilt structures (eg., domes,
arches, pyramids, triangles,
cylinders)
-Understand what a
structure is
-Differentiate & recognize
natural & man-made
structures
-Be able to identify different
shapes seen in
-Brainstorm examples of
natural & man-made
structures.
(bee hives, beaver dams,
spider webs VS. buildings,
cars, storage units)
-What forces do structures
have to withstand? Describe
static & dynamic forces (eg.,
weight vs. wind)
Lesson # __2____
-Compare effects of different
materials, shapes and forces
on the strength and stability
of different structures.
Lesson # ___3___
-Compare effects of different
materials, shapes and forces
on the strength and stability
of different structures.
-Shape properties; relative
strengths, and
strengths/weaknesses
-Different purposes of
different material usage.
*-Explore layering.
-Understand properties of
different shapes.
-Understand how these
shapes provide different
types of strength, stability,
and balance.
*-Explore folding.
-Review 2D vs. 3D shapes.
-Review & list different shape
types (2D: triangles and
squares; 3D: domes, arches,
pyramids, triangles,
cylinders)
-Stability & balance are also
dependent on foundation
*-Explore what happens with
folding
Activity: Imagine you are a
pioneer. There is not enough
room for you and your family
to sleep in the wagon, so you
have to build yourself a place
to sleep for one night. How
would you build your
shelter? What materials
would you use? Would you
change anything if you had to
sleep there for more than
one night? Draw a picture
and write an explanatory
journal entry.
Experiment: Compare the
usage of different materials
(tissue, paper, cardboard) to
withstand forces of weight
and wind. Create a
hypothesis, and then test
results.
-Explore what happens with
layering these materials.
-Describe properties of some
common materials and
evaluate their suitability for
use in building structures.
-Discuss why similar
structures may be made of
different materials? (eg.,
running shoe vs. rain boot)
-Discuss how some materials
are better than others.
-Story of 3 Little Pigs
-Hypothesize: How will a
bag’s strength change if you
place another bag inside?
-What about if a tissue is
soaked in water?
Activity:
- Use a piece of paper to
create different types of
columns (rectangular,
triangular, circular).
Standing it up, place a second
piece of paper on the top
surface. Hypothesize how
many [small object weight]s
will the column hold. Test
and record results.
*Additional Activity: Have
students try balancing on 1
leg, then balancing with 2, 3,
and 4 points of their body
touching the ground.
Closure
Assessment
Formative:
Summative:
Tools:
Materials
-Discuss reasoning behind
different materials and
structure shapes. For what
purpose(s) are the
structures to be created?
What forces/factors must the
structures be able to
withstand/take into
account?
-Science Journal/Booklet (will
contain worksheets &
assignments to be completed
throughout unit)
-Be able to list examples of
natural & man-made
structures.
-Demonstrate reasoning
behind creating a structure.
-Discuss how layering
materials makes structures
stronger. Layering also
serves other purposes also
(eg., layers within quilts
increases warmth)
-Discuss which shapes the
students found to be the
strongest/sturdiest. Perform
comparison test as a class
between triangular prism
and cube.
-Science Journal/Booklet:
-Be able to list materials in
order of strength.
-What are some properties of
some of these materials?
(eg., plastic is waterproof)
- Science Journal/Booklet:
-Compare 2 pictures of
simple bridge structures, 1
made with triangles, 1 made
with squares. Hypothesize
which is stronger.
-Science Journals -> drawing
sheet, pencil crayons.
-Tissue, paper, cardboard,
weights (such as
pennies/small blocks)
-Toothpicks, gumdrops (or
marshmallows).
For students who finish
early:
-Puzzle sheets that draw
upon knowledge of material
properties.
-Can color title page
-Optional free design activity
pages (to inspire creativity):
eg., Can you design a home
for a mermaid? A sailor?)
-Students requiring extra
assistance may work with a
partner.
Extensions/
For students who finish
Modifications early:
Additional Questions:
-How will you adapt your
pioneer shelter design if:
a) It is raining out
b) The ground is muddy and
your shelter needs to be
elevated.
-Can also color title page
--For ELL students:
-vocabulary sheet with visual
aids.
-Graphic organizers for
worksheets.
Additional
Resources
Extra Notes
-Concept of pioneers should
have been introduced by this
time as it will be a major
integrated unit stemming
from Social Studies, thus also
carrying over into Science.
-3 Little Pigs book for any
students who have not read
it
Extension Activity:
Build structures with
toothpicks and gumdrops.
Experiment.
Unit Plan Overview
Unit Topic: __[SCIENCE] - Structures_(Approx. 11 Lessons)____
Name:____Stephanie Kwok_____
PLOs
Objectives
(SWBAT)
Introduction
Development
Grade Level: ____3______
Lesson # ___4___
-Compare effects of different
materials, shapes and forces
on the strength and stability of
different structures.
-Observe what they have been
learning about in the
environment around them.
-Observe different geometrical
shapes in the structures
within their community
-Compare and hypothesize
about the different materials
used for the structures they
observe, and speculate about
the different forces they may
have been built to
withstand/support
-Take class out into the
community to observe
interesting structures.
Lesson # __5____
-Compare effects of different
materials, shapes and forces
on the strength and stability
of different structures.
-Integrate what has been
learned about shapes to build
a bridge.
-Explore joint construction.
Lesson # ___6___
-Conduct investigations into
ways to improve the strength
and stability of structures
-Bridges
-Compare/read about two
examples of bridges, one
successful, and one
unsuccessful.
-Compare/read/discuss
about examples of successful
and unsuccessful structures.
eg.) Leaning tower of Pisa
-Students required to make a
sketch on a structure of their
choice, then make notes about
it.
Questions:
a)What materials do you think
this structure is made of?
b) What do you think the
purpose of this structure is?
c) What shapes can you see in
this structure?
Activity: Design a bridge that
can hold a minimum weight
based on what has been
learned.
Activity: Given an assortment
of materials, design and then
build a “sturdy structure”.
Design based on what has
been learnt, then build
structure to test results.
Record findings and reflect.
Be able to justify design
choices.
-Integrate what they have
learned about materials and
shapes to create a sturdy
structure.
Closure
-Group students together who
observed the same structures
to discuss and share answers
and thoughts.
-Peer feedback/observations
-Discuss pros/cons of the
different models
-Peer feedback/observations
-Discuss pros/cons of the
different models
-Reinforce main concepts
that help in building
strong/sturdy structures.
Assessment
Formative:
-Be able to observe various
shapes
-Use of triangles in bridge
construction
-layering of materials
-Observe and take note on
students’ choices of materials
-Look for sturdy foundations
-Paper, pencil, hard writing
surface.
-Set number of straws, set
amount of tape
-scissors
-straws, tape, glue, popsicle
sticks, spaghetti, tissue
paper, string, scissors.
-Students requiring help may
work with a partner
-If finished early, can
decorate their structure.
-Library books on different
bridge types.
-Library books
Summative:
Tools:
Materials
Extensions/
Modifications
Additional
Resources
-Reference guide handout of
different shapes and materials
Extra Notes
-Ask for parent volunteers
-Consider public transit
Unit Plan Overview
Unit Topic: __[SCIENCE] - Structures_(Approx. 11 Lessons)____
Name:_____Stephanie Kwok_____
PLOs
Objectives
(SWBAT)
Introduction
Grade Level: _____3_____
Lesson # ___7___
-Conduct investigations into
ways to improve the strength
and stability of structures
-Integrate what they have
learned about materials and
shapes to create a sturdy
structure.
Lesson # __8-11____
-Compare effects of different materials, shapes and
forces on the strength and stability of different structures.
-Extra completion time
-Additional work period.
---Give time to prepare short
presentation/explanation of
structure design
(Groups can give structure a
name)
Possible Structure Suggestions:
(Manhattan Bridge, Empire State Building, Leaning Tower
of Pisa, Eiffel Tower, Stone Henge, Sidney Opera House,
Great Wall of China, Coliseum, Taj Mahal, Tower Bridge,
Statue of Liberty, Giza Pyramid)
Development
-Each student/group
presents about their
structures and designs.
Closure
-Peer feedback/observations
-Discuss pros/cons of the
different structures.
-Tie in idea of Pioneers
having to make use of
available resources to aid
in their survival
(particularly for building
durable shelters that
protect against their
environment)
-Learn about famous structures around the world
-Do independent research on a structure of their choice
Research Subtopics:
-Name, location, completion date, architect, materials
used, shapes observed, purpose, strengths/weaknesses,
interesting facts)
-Have students write paragraphs and then type out final
drafts on the computer.
-Students will work with partners (who have chosen the
same structure to research) to then create posters with
pictures.
-Groups will present to the class their structures.
-Peer feedback/observations
-Discuss pros/cons of the different structures.
Assessment
Formative:
Summative:
Tools:
Materials
-Use of structure
terminology/vocabulary.
-Presentation skills
-Creativity
---Peer evaluation.
-Peer feedback/suggestions
for improvement
-Use of structure terminology/vocabulary.
-Presentation skills
-Creativity
---Peer evaluation.
-Peer feedback/suggestions
-----------------Teacher assessment will not be on writing skills, but on
students’ ability to research information relevant to what
they have learned throughout unit.
-Students’ ideas on structural strengths/weaknesses will
also show their learning.
-straws, tape, glue, popsicle
sticks, spaghetti, tissue
paper, string, scissors.
-bristol board, markers, pencil crayon, scissors, glue,
construction paper.
Extensions/
-Students can write notes on
Modifications a piece of paper if they need
to, but will be encouraged to
memorize what they want to
say
Additional
Resources
Extra Notes
-Book computer lab sessions
***If time allows, a simple, basic knowledge test will be
given, that will help review what students have learned
about structures.
Some Key Concepts:
-Structure strength dependent on materials used.
(eg., brick > wood)
-Forces that must be considered when building a
structure
(eg., wind & weather conditions, weight)
-Particular shapes are stronger than others (triangles,
arches and domes over rectangular prisms)