Spark 101 Lesson Plan
Video Presentation Title:
Using Tower Cranes to Solve Engineering Problems
Unit of Instruction: Construction / Structural Drafting
Standard(s):
Subject/Course:
Objective(s):
Engineering (90 minute class)
Engineering
130.365(c)(1)(D)(E)
…demonstrate the principles of teamwork related to engineering
and technology;
…identify and use appropriate work habits.
130.365(c)(2)(A)(B)(C)
…understand and discuss how teams function;
…use teamwork to solve problems.
…serve as a team leader and a team member and
demonstrate appropriate attitudes while participating in
team projects.
130.365(c)(3)(A)(B)(C)(D)
…use time-management techniques to develop and maintain
work schedules and meet deadlines.
…complete work according to established criteria.
…participate in the organization and operation of a real or
simulated engineering project.
…develop a plan for production of an individual product.
130.365(c)(6)(A)(B)(C)(D)(E)(F)
…understand and discuss principles of ideation.
…think critically, identify the system constraints, and make factbased decisions.

In order to construct a museum of this size in an urban
environment, engineers had to consider placement of tower
cranes as one key aspect of the project. How many tower cranes
would be needed in which locations? Work with engineers from
Clark Construction as they solve this challenge. Site drawings,
including a CAD file, are available for student use and can be
found in the Educator Resources

Use critical thinking skills to deployment of a major construction
equipment according to specs in SPARK101 video

This is an excellent opportunity for Career and Technology
Education (CTE) teachers to relate core-subject material to reallife situations. Sometimes referred to as Math-in-CTE, CTE
teachers can take what has already been presented in Math class
and relate those topics to industry terminology.

This is an opportunity for STEM teachers to tie two aspects of
STEM, Engineering and Math, together so students can see the
value of the core classes and how it relates to the real world.

Use terms like constraints, site-plan, and working-envelope.
Physics
112.39(c)(3)(A)(B)
…in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all sides
of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the student.
© 2015 Spark 101
Engineering-aligned Lesson Plan by Stephen Szyndler, Trimble Tech HS, Fort Worth, Texas
Page 1 of 7
Assessment/Demonstration of Learning:
Freshmen:
Technical Communication and Sketching
- Shows students how valuable it is to be able to communicate
your ideas through drafting. Engineers solve problems (where
to locate the cranes) and then communicate their solution to
construction workers through blueprint created using drafting.
-
Using sketches to come up with a solution.
Sophomore:
Intro to Sketching, CAD, and 3D Modeling
- Using sketches to come up with a solution.
-
Resources Needed:
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Engineering notebooks (each student should have one)
SPARK 101 student engagement templates (See lesson for
titles)
Solid Works program
Computers
CAD File
Calculators
Chart paper
Calculator
Pencils
Ruler
Using CAD drawing to represent an idea and communicate a
List of Possible New Vocabulary:
solution.
Juniors:
CAD, 3D Modeling, and Designing Solution
- Using CAD drawing to represent an idea and communicate a
solution.

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Counter-weight
Hoist
Jib
Seniors:
Designing Solutions and Identifying Problems
- Using CAD drawing to represent an idea and communicate a
solution.
© 2015 Spark 101
Engineering-aligned Lesson Plan by Stephen Szyndler, Trimble Tech HS, Fort Worth, Texas
Page 2 of 7
Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
Time:
10 minutes
Teacher Procedure
Before introducing the Think-Write-Pair-Share strategy with students, develop a set
of questions or prompts that target key concepts related to the video. See
Assessment on previous page for targeting key concepts.
Describe the strategy and its purpose with your students, and provide guidelines/
question(s) for the discussion that will take place related to the video.
Begin by asking questions about the video for the students to discuss with reference
to:
 Sketching
 CAD
 3D Modeling
 Designing Solutions
 Identifying problems
 Construction
 Building Site
 Measurement
Using this strategy prior to showing the video gives the teacher the opportunity to
adjust their instruction based on students sharing about what they already know.
© 2015 Spark 101
Engineering-aligned Lesson Plan by Stephen Szyndler, Trimble Tech HS, Fort Worth, Texas
Page 3 of 7
Problem/Motivation
(Part I of video)
Time:
2-5 minutes
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
Using SPARK101 video, scholars will be introduced to problem regarding
deploying cranes to a construction site.
http://www.spark101.org/video/tower-cranes-engineering-challenges/
Ask students to add to vocabulary in Engineering Notebook.
Tower Crane, Mobile crane, scale model, area, blueprint, Hoist, Jib
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
© 2015 Spark 101
Time:
30 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Before the groups try to solve the problem, review the engineering design process
with the students. Students are trying to solve a problem related to area using a
crane that rotates 360 degrees. Ask students if they know of any formulas regarding
area and 360 degrees. Yes it is the geometric properties of a circle. First, conduct a
quick assessment to see if students can recall the formula for the area of a circle.
Then give them a standard problem they may have seen in math class covering area
of a circle. Assess how many students can solve a problem calculating
circumference and area of a circle.
1. What is the diameter of a circle with radius of 7 inches?
2. The area of a DVD is 12.56 square centimeters. What is its diameter?
3. The circumference of a dinner plate is 15.7 inches. What is its radius?
Engineering-aligned Lesson Plan by Stephen Szyndler, Trimble Tech HS, Fort Worth, Texas
Page 4 of 7
4. What is the circumference of a circle if its radius is 4 meters?
5. What is the area of a circle with a radius of 3.5 feet?
Based on the knowledge and skill level, review:
Pi and its relationship between the circumference and diameter

Circumference Circumference

diameter
2 * radius
Area of a circle
𝑨 = 𝝅𝒓𝟐
BACK TO VIDEO
Now that students have demonstrated that they remember the principals of circles,
they will use the 8 Step Engineering Design Process to come up with solutions to the
problem that was presented in the Spark 101 video. Each group will decide final
design to share.
Checks for Understanding
- Why?
- We have to be able to solve problems given to us. We use the engineering
design process to do this.
© 2015 Spark 101
Points to Ponder:
Engineering-aligned Lesson Plan by Stephen Szyndler, Trimble Tech HS, Fort Worth, Texas
Page 5 of 7
-
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
Future Impact and Meaning
© 2015 Spark 101
Time:
2-5 minutes
Time:
10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
2-5 minutes
Time:
10 minutes
What is the difference between a scientist and an engineer?
What are the impacts of the solution?
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Remind students that there is a participation portion to this assignment. The teacher
will start the discussion with the first step of the Engineering Design process, Identify
the problem. Continue to lead the discussion threw the rest of the steps in the
process. We will then see the future impact and meaning with potential future
pathways on SPARK101 video.
Check for Understanding
What was the most difficult part of the constructions?
Maintaining accuracy of the drawings, dealing with the construction instruments.
How important is accuracy in the drawings when designing a blueprint?
How important is the location of construction equipment?
Relate to SPARK101 video.
Accuracy is very important because errors can lead to an unsafe environment. The
tools used for construction must fit the job; yet must deploy correct equipment to
optimize space.
Show this third and final segment of the video to your students, letting them know
that they will be reflecting on their thoughts related to pursing possible education
pathways and careers presented in the video.
Using information from the Think-Write-Pair-Share and the crane investigation,
students will complete the following reflection (Paired Reflection):
Engineering-aligned Lesson Plan by Stephen Szyndler, Trimble Tech HS, Fort Worth, Texas
Page 6 of 7
goals)
(Have students reflect
on how solving the
problem might relate
to current or future
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Check for Understanding
The most important goal of this activity is to allow students to use their critical
thinking skill while coming up with solutions to solve a problem. Students need to
understand that they may not get it right the first time or even the second.
Sometimes you need to fail first in order to succeed. Students have not failed.
They have just determined what does not work and need to try another approach or
solution. Students will understand the accuracy and precision is very important
when it comes to construction projects and that safety is paramount regardless of
the size or scale or the project.
Summarizer/Closure
Time:
5 minutes
Have the students summarize their takeaways from the lesson and how it could
relate to their personal lives in the future.
Assessment (if applicable)
Additional Notes (if needed)
CK12 Connections (if available)
© 2015 Spark 101
OpenStax Connections (if available)
Engineering-aligned Lesson Plan by Stephen Szyndler, Trimble Tech HS, Fort Worth, Texas
Page 7 of 7