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Science Structures

The document outlines a lesson plan for a Grade 3 class on structures. Students will be divided into groups and given materials to construct skyscrapers. They will test their structures using a fan to simulate wind. Students will then suggest modifications to increase the strength, stability, and function of their structures. The lesson incorporates videos, hands-on building, group work, and opportunities for peer feedback to engage students through multiple means of representation, action and expression.

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53 views

Science Structures

The document outlines a lesson plan for a Grade 3 class on structures. Students will be divided into groups and given materials to construct skyscrapers. They will test their structures using a fan to simulate wind. Students will then suggest modifications to increase the strength, stability, and function of their structures. The lesson incorporates videos, hands-on building, group work, and opportunities for peer feedback to engage students through multiple means of representation, action and expression.

Uploaded by

api-283597214
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Crandall University

1/4

Structures

Developed by: Christine LeBlanc, Robert Crousse, Brock Leaman, Kathleen Crant
Grade level: Grade 3
Universal Design for Learning
Representation
1.3: By using videos to display the topic of structures the students will receive a variety of information
through visual and auditory means.
3.2: By allowing the students to make connections with structures and their lives they will be developing
ideas on the topic and understand the relationship between cause and effect.

Action and Expression


4.1: Students have the option to respond their ideas both verbally, through hands on building.
5.3: Working in groups allows the students the ability to scaffold their own ideas with those of their peers

Engagement
7.2: Interaction with structures is an everyday experience in lives of the students. This makes the issue
relevant to the lives of the students.
8.3: The class uses group work extensively which will foster collaboration between the students and
allow opportunities for the students to practice their communication skills.

Outcomes
GCO: Proposing Solutions to Building Challenges: Materials and Structures
SCO: Students will be expected to manipulate materials purposefully to create the structure,
respond to the ideas of partners while constructing the structure, acknowledge these ideas and
contributions, and make changes in the structure as deemed necessary,
Test the strength and stability of personality built structures, and identify ways of modifying a structure
to increase its strength, stability, form and function.
SWBAT (in student friendly terms): I will be able to work as a group to build a skyscraper with the
materials provided.
SWBAT test their skyscraper against wind and suggest ways in which would increase its strength,
stability, form and function.
Assessment (formative/summative, self/peer)
What prior data is informing your instruction?
APK
Review on vocabulary from previous lesson. (Structure, strength, stability, form and function)
What assessment strategies will measure the learning from the outcomes?
Using the fan
Notes from their Science notebook throughout the whole lesson Summative
Monitoring their interactions during their group activities Formative

Timeline / Elaboration
Before (APK)
5__m
Ask students why they think the Jungle Jim in the school playground does not fall apart in winter
time or even a very windy day.
Show the 2 min video

During

30__m
we will number off the students one through three to form three groups.
once students are divided in their groups, I will explain to students that we are going to build our
own structure.
Each table should have many toothpicks and marshmallows.
Instruct students that they will have 15 minutes to build their structure with the intent of it being
strong and stable.
After students have finished their structures, each structure will be tested by the elements.
Fan to simulate wind, Water/Snow to simulate weight on a roof, and shaking the table to simulate
an earthquake.
Students are to observe the structures while being put through the test.

Opportunity for individual/small group instruction


Students will build structures using the toothpicks, skewers and marshmellows.
3 groups will be formed
After

Students will be asked to write on a piece of paper a solution to what they think might have
helped the structure to be stronger and more stable. Exit Ticket
Students will write a few lines and their names.

_5_m

Required Materials, Tools and Technology

Toothpicks/skewers
Marshmellows small and large
Fan
Rubbermaid
Smart board

Special Concerns
For the group work I will have to seat the students with peers that they will get along with and try to pair
students with differing opinion so that they can challenge one another.

Differentiation
The use of the Smart board and speakers to present videos will be instrumental for students who have
visual and auditory concerns.
MIs used during class.
Video- Visual/Spatial
Group Work- Interpersonal/Intrapersonal
Design- Linguistic/Logical-Mathematical
Building- Kinesthetic

In-Class Support
Could you please monitor the group discussions to make sure that they are on task.

Cross-curricular Connections
Social Studies- the class can compare and discuss different design of structures around the world, or
famous structures within their own country.
Technical Studies- building and design
Reflection
I think that after more in class experience I will be able to judge realistic time limits for activities

Note: The boxes will expand as you add text, so everything will be visible when you print. You can delete
the extra blank lines that have been added to the cells.

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