Bridge Building Unit: Length and Duration – 15 Days
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What are the major styles and components for building a bridge?
How is the order of progression in bridge building significant?
What are the Forces that put stress on a bridge?
How can team members design a bridge that would be within budget, aesthetic, and safe?
Teaching Points and Vocabulary: Budgeting, Blueprint, Design, Estimation, Calculation of weight capacity,
Aesthetic, Compression vs. Tension, Flection, and Torsion.
Building Big-From PBS
http://www.pbs.org/wgbh/buildingbig/bridge/
Bridge Forces Lab-This is a MUST use
http://www.pbs.org/wgbh/buildingbig/lab/forces.html
Bridge Building Simulation-MUST USE-front end loading
http://www.pbs.org/wgbh/buildingbig/bridge/challenge/index.html
Bridge Basics-Good site for basic bridge background knowledge and fact finding
http://www.pbs.org/wgbh/buildingbig/bridge/basics.html
Webquest-This is a great web quest that structures some of the above links into a sequenced series of
lessons and activities. This is DEFINITELY worth looking at.
http://www2.newton.k12.ma.us/~mike_whitman/bridges/bridges_webquest_introduction.htm
**The unit is approximately 15 days, but some
activities take a morning, afternoon, or even more!
TP – What is the purpose of a bridge and the
different styles? Video, pictures, form groups,
and establish the roles. Treasurer, Site
*The websites above need to be done as a launch to manager, Architect, Materials purchaser.
the unit!!! Jeff found these and they work well with What does each job do in the project?
our vocabulary in the power point!
Company name and design a sign.
Vocabulary Review!
Standards and Benchmarks
Science: Standard IV
 B.1- Record the appropriate qualitative and/or quantitative raw data by
counting and classifying substances based on their properties.
 B.3- Communicate analyzed data such as graphs, charts, and mathematical
calculations appropriately.
 B.4- Determine the connections and relationships among data.
Math: Common Core Standards (CCSS) 4.OA.
 A.2- Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem, distinguishing multiplicative
comparison from additive comparison.
CCSS: Mathematics: Measurement & Data (CCSS: Grade 4)
4.MD.A. Solve problems involving measurement and conversion of measurements
from a larger unit to a smaller unit.
 4.MD.A.1. Know relative sizes of measurement units within one system of
units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single
system of measurement, express measurements in a larger unit in terms of a
smaller unit. Record measurement equivalents in a two-column table.
CCSS: Mathematics: Measurement & Data (CCSS: Grade 4)
4.MD.C. Geometric measurement: understand concepts of angle and measure
angles.
 4.MD.C.5a. An angle is measured with reference to a circle with its center at
the common endpoint of the rays, by considering the fraction of the circular
arc between the points where the two rays intersect the circle. An angle that
turns through 1/360 of a circle is called a “one-degree angle,” and can be
used to measure angles.
 4.MD.C.6. Measure angles in whole-number degrees using a protractor.
Sketch angles of specified measure.
CCSS: Mathematics: Geometry (CCSS: Grade 4)
4.G.A. Draw and identify lines and angles, and classify shapes by properties of their
lines and angles.
 4.G.A.1. Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
TP – If you were to build a bridge how
would you design or develop a blueprint
like an architect? There are many styles
of bridges, but our project will be using
the Truss design. Show the different
styles of Truss bridges.
TP – What are the components for
building a bridge and why is the base so
important? Why do you want to build the
bridge in parts before you assemble
(Base, Top, Bottom, and Sides)?
TP – Budget, dimensions, cost of materials, Goals
for your bridge, rubric, (Aesthetics, strength,
resourcefulness, cost efficiency).
Start researching a famous bridge to create a
poster diagram for display.
TP- Continue Building and consulting for a small fee.
**All Day Activity**
TP – Blueprint Approval based on rubric
goals, and code.
**Famous bridge poster diagram!
TP – Start buying materials,
building within budget, and rubric
code!
TP – Building inspector
begins checking for
violations.
**All Day Activity**
**Famous bridge poster diagram!
**All Day Activity**
**Famous bridge poster
diagram!
TP - Continue Building and consulting for a
small fee.
**All Day Activity**
TP – Museum Celebration
TP – Building inspector
begins fines and license
revoking on projects.
**All Day Activity**
**Famous bridge poster
diagram!
TP – Finished product and testing of
strength
**All Day Activity If Needed**
Celebrations: Bridge museum outside the classrooms before the strength testing.
Resources: Internet links, Video, Toothpicks, Glue, Weights, Graph Paper, Protractor, Rubric, Markers, Calculator, Journal, Budget Guide, Fine Summary (Building Inspector)
Assessments: Bridge Building Rubric