PROJECT OVERVIEW / THOUGHTFUL CLASSROOM Step One: Identify the Title and Core Concept Name of Project: To get to the other Side: Designing Bridges Subject/Course: Science / ELA Duration: 3-6 weeks Teacher(s): Uryniak, Commisso, McGarry, McGinnley Grade Level: 3 Engineering and Design : A Study in Designing Bridges (Unit Topic) (core concept) Step Two: Identifying Standards to Be Addressed Significant Content (CCSS and/or others) Science: 3-5-ETS1-1 Define a simple design problem and reflecting a need or a want that includes specified criteria for success and constraints on materials, time, cost 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. ELA: RI: 21st Century Competencies (to be taught and assessed) Collaboration Project Summary Students identify technologies, recognize the role of civil engineers, and identify some of the forces that act on a structure, conduct a controlled experiment, analyze testing data, and recognize that under different criteria and constraints, different bridge types are the best design choice. (include student role, issue, problem, or challenge, action taken, and purpose/beneficiary) Driving Question Philosophical or Debatable Product-Oriented X Communication Critical Thinking Creativity and Innovation Other: productivity and accountability X How can we use our knowledge of material and properties, different bridge types, and the Engineering Design Process to design a strong, stable bridge? Role-Oriented © 2014 BIE/Thoughtful Classroom Adaptation 1 How can we, as structural engineers, design a strong, stable bridge for the trains to go over Onondaga Lake Parkway, so that all traffic can travel safely on the road below? Guiding Questions: What happens when a bridge isn’t high enough for things to pass under it? Why are they repairing the bridges in our area? What could have be done differently to the Tacoma Narrows Bridge so that it did not collapse? What type of budget and materials do you need to successfully create your bridge? What are good bridge designs and why? What type of bridge should be used in a specific setting? Key Academic Vocabulary: Engineer, civil engineer, forces, push and pull, redesigning, bridge Design process, materials, properties, designs, technology, motion, constraint, criteria, property, prototype, abutment, action, Arch Bridge, balance, Beam Bridge, Effect, Equilibrium, Failure, Force, Masa, Pier Span, Stability, Suspension Bridge, Tamale PROJECT OVERVIEW / THOUGHTFUL CLASSROOM Entry Event (The Foyer) Have the students watch the video clip of the Tacoma Narrows Bridge Collapse. Discuss what they think happened and what could we do to ensure it doesn’t happen again? https://www.youtube.com/watch?v=xox9BVSu7Ok#t=41 Watch a news /article from the bus accident with the Parkway Bridge and discuss what has happened when tall vehicles try to pass under a bridge that isn’t high enough? http://www.cnycentral.com/news/story.aspx?id=988425#.VIH6FE1OXIU http://centralny.twcnews.com/content/news/710719/truck-hits-bridge-over-onondaga-lake-parkway/ http://www.syracuse.com/news/index.ssf/2010/09/at_least_two_dead_possibly_mor.html http://photos.syracuse.com/post-standard/2010/09/four_are_dead_in_megabus_crash_2.html Product(s) and/or Performance(s) (The Kitchen) Individual: Written report: Student contributions in class Student Rubric work Pushes and Pulls activity Assessments Journal Entries Specific content and competencies to be assessed: Written report explaining why they chose their bridge design. Journal entries to demonstrate that they understand the different types of bridges and where they are best used. Team: Bridge Design: Implement steps of the Engineering Specific content and competencies to be assessed: Bridge design to demonstrate that they understand what makes a strong, safe bridge over a specific land form. © 2014 BIE/Thoughtful Classroom Adaptation 2 Design Process Bridging Understanding Pairs Designing Bridges Pairs Presentations Present their prototype and defend their decisions orally Step Three: Develop Your Learning Window Knowledge Goals(Facts, sequences, and vocabulary terms-list terms under Behavioral Goals/Habits of Mind “Key Academic Vocabulary) (Habits of mind/attitudes that will foster success in the unit) What are forces? What are the different types of bridge designs and where should each be used? Determine bridge type to be used and materials needed to create it Vocab: Engineer, civil engineer, forces, push and pull, redesigning, bridge Design process, materials, properties, designs, technology, motion, constraint, criteria, property, prototype, abutment, action, Arch Bridge, balance, Beam Bridge, Effect, Equilibrium, Failure, Force, Masa, Pier Span, Stability, Suspension Bridge, Tamale Understanding Goals (Big ideas, generalizations, principles) How to design a safe bridge? What type of bridge would be best to be used to over Onondaga Lake Parkway? How do I design my bridge so that it is safe, stable and traffic can travel safely under it? Explain why you chose your bridge design. Behavioral Goals: Students will work cooperatively in teams to design a bridge that will be strong enough, yet tall enough for traffic to travel safely beneath it. Habits of Mind (p.36 Classroom Curr. Design): Synergize Skill-Acquisition Goals (Targeted skills and/or Hidden Skills of Academic Literacy) Reading & Study Skills: Read about forces and different types of bridges Reasoning & Analysis Skills: What criteria does it take to build a strong, stable bridge? Production & Communication Skills: Design a bridge that meets criteria and be able to explain why it is stafe and stable. Reflection & Relating Skills: Write about what they have learned about the process of designing and building safe, stable bridges PROJECT OVERVIEW / THOUGHTFUL CLASSROOM Public Audience (Experts, audiences, or product users students will engage with during/at end of project) (The Kitchen) Highway Department Architects Engineers BOE Buildings and Grounds Bridge Inspectors (Keith Para?) © 2014 BIE/Thoughtful Classroom Adaptation 3 Families Resources Needed On-site people, facilities: Classroom, hall space, Cafeteria, Teachers, Molly McGarry, Equipment: Promethean board Flipchart, Elmo, Building Bridges Kit Materials: Javier Builds a Bridge; maps; straws; paper clips; index cards; ruler; scissors; Scotch Tape; string; 10 weights; clay; blocks or textbooks; cups; container; assessments Community Resources: Examples of bridges, architects, engineers, bridge inspectors Websites/WEB 2.0 Tools: Reflective Methods (Individual, Team, and/or Whole Class) (The Porch) Journal/Learning Log X Focus Group Whole-Class Discussion X Fishbowl Discussion Survey Other: Notes: PROJE C T DE SIGN: ST UD E NT LEARNING GUIDE Project: To Get to the Other Side: Designing Bridges Driving Question: How can we, as civil engineers, design a strong, stable bridge for the trains to go over Onondaga Lake Parkway, so that all traffic can travel safely on the road below? © 2014 BIE/Thoughtful Classroom Adaptation 4 Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners Presentations, Performances, Products and/or Services (The Kitchen) content & 21st century competencies needed by students to successfully complete products (CCSS: I Can Statements) to check for learning and ensure students are on track (The Workshop & Porch) provided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments (The Library & Workshop) (individual and team) Read about and discuss the various types of I can design a bridge that will be strong Bridge design with testing and rubric enough to hold a train, yet tall enough to let BIE 3-5 Collaboration Rubric CCSS 2013.pdf bridges and which ones work best with which land forms. Multi-leveled books and cars, trucks, and busses pass safely below it. Rubric 3-9 from To Get To the Other side: websites. Work in heterogeneous teams to create their bridge design. Test bridge design Designing Bridges I can explain the different types of bridge Journal entries, ticket out the door deigns and decide which would be the best BIE 3-5 Critical Thinking Rubric CCSS design to replace the bridge over Onondaga 2013.pdf Rubric 1-8 from the To Get To the Other side: Lake Parkway. Read about and discuss the various types of bridges and which ones work best with which land forms. Multi-leveled books and websites. Research can be done in small groups, individually, or with teacher assistance. I can write an essay to explain why I chose that bridge design to replace the Parkway bridge. (Critical thinking-Informative writing) Informative essay with rubric Model informative writing and reference Lucy Calkins Unit 2 from earlier in the year. Teach peer critiquing Write rough drafts and have peers critique them. Teacher conference Rubric evaluations I can orally explain and defend our bridge design. (Speaking and listening 4) Rubric to assess during oral presentation Oral Presentation Scoring Rubric.doc Model how to explain a process Teach peer critiquing. Practice with peers and have peers critique I can work collaboratively with a team to research and design our bridge. (Collaboration) Observation of interactions and evaluation of final product Discuss how a team effectively works together. Create heterogeneous teams. Go over rubric they will be assessed on. I can explain how two equivalent forces can be used to make a bridge safe and stable. (Critical thinking-written report) Written response, journal entry Designing Bridges BIE 3-5 Critical Thinking Rubric CCSS 2013.pdf Reflective Essay Rubric abridged.doc Rubric 4-13 To Get To the Other side: Designing Bridges Group Observation Checklist.doc Rubric 2-6 To Get To the Other side: Designing Bridges Lessons on motion and forces Discussions from previously learned materials, Javier Builds A Bridge, worksheets from Bridges kit © 2014 BIE/Thoughtful Classroom Adaptation 5 © 2014 BIE/Thoughtful Classroom Adaptation 6 P R O J E C T Project: To Get To the Other Side: Designing Bridges M O N D A Y T U E S D A Y C A L E N D A R Time Frame: 3-5 weeks W E D N E S D A Y T H U R S D A Y F R I D A Y Science: What are some forces that act on structures and how can we as civil engineers design structures that can withstand these forces? Examine structures and observe how each is affected by a force Brainstorm and implement some engineering solutions to prevent forces from causing a structure to fail Discuss how civil engineers work to counteract the forces (pushes and pulls) on a structure in order to make it stronger and more stable Science: How does the structure of a bridge affect its strength and how we can use different materials in our bridge designs. (pairs) PROJECT WEEK ONE Science and Social Studies: Entry Event: Show videos of Tacoma Bridge Narrows Collapse and articles on truck and bus hitting CSX Bridge on Onondaga Lake Parkway. Discuss the need to create a new bridge to allow trains to pass above, yet all traffic travel safely below. What will final product be? What do we need to know to get there? Formulate teams and do a team building activity (TBD) Team contracts completes and notes sent home to families. Social Studies: Why do bridges look different? Science: What do we need to know to decide what type of bridge to use? Show pictures of Bridges around the World. Discuss where the bridges are located and look at the different styles of bridges. Be sure to show a picture of the CSX bridge over the Parkway so they can observe the landscape and type of bridge that is there now. Talk about the 3 types of bridges: Arch Bridge, balance, Beam Bridge, suspension bridge Ticket out door: Which type of bridge do you Onondaga Lake Parkway? ELA: Javier Builds a Bridges: Read and discuss vocabulary included (differentiate according to reading level needs) Making and testing Bridges Set-up (3-1) Students build a beam bridge and test it Students record their results and observations Reflection in journal © 2014 BIE/Thoughtful Classroom Adaptation 7 © 2014 BIE/Thoughtful Classroom Adaptation 8 P R O J E C T Project: To Get To the Other Side: Designing Bridges M O N D A Y T U E S D A Y C A L E N D A R Time Frame: 3-5 weeks W E D N E S D A Y T H U R S D A Y F R I D A Y Science: Bring in architects, engineers, bridge inspectors to talk to students about their design and their careers Science: How can we improve our bridge design? Pairs rebuild bridge with new ideas pairs test stability Pairs test strength Students PROJECT WEEK TWO Science: How does the structure of a bridge affect its strength and how can we use different materials in our bridge designs? Math: measurement Science/ELA: Students use sample materials and identify the properties, discuss possible shape Students examine and discuss with partner how to use the materials Science: How can we use our knowledge of materials and their properties, different bridge types, and the Engineering Design Process to design a strong, stable bridge to go over Onondaga Lake Parkway? (pairs) Discuss what type of bridge would work best over the Parkway Why do engineers use prototypes? What criteria will we use? Imagine possible designs and plan bridges Science/ELA: “Create and Improve” Pairs create bridges based on their plan Pairs test stability Pairs test strength Pairs improve their designs © 2014 BIE/Thoughtful Classroom Adaptation 9 P R O J E C T Project: M O N D A Y C A L E N D A R Time Frame: T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y PROJECT WEEK THREE © 2014 BIE/Thoughtful Classroom Adaptation 10 P R O J E C T Project: M O N D A Y C A L E N D A R Time Frame: T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y PROJECT WEEK FOUR © 2014 BIE/Thoughtful Classroom Adaptation 11 P R O J E C T Project: M O N D A Y C A L E N D A R Time Frame: T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y PROJECT WEEK FIVE © 2013 Buck Institute for Education 12 P R O J E C T Project: M O N D A Y C A L E N D A R Time Frame: T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y PROJECT WEEK SIX © 2013 Buck Institute for Education 13