Lesson Planning Template

ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule

Component One: Organizational Information

Teacher
Grade 3-4
Name(s) Rayelle Joevenazzo
Level(s)
Topic B: Building with a Variety of
Unit(s) / Materials
Subject
Science Topic(s) /
Area(s)
Strand (s) Topic C: Testing Materials and
Designs
Start/Stop Position
Times + Monday 9:30-10:30am of Lesson
Lesson within
1 of 5
Duration Sequence:
1. What kinds of materials make an object strong/safe?
Overarching
2. What types of materials make an object not strong/unsafe?
Question(s)
3. Study the different types of bridges, which parts of the bridge make it strong? Which
parts of the bridge make it weak?

Component Two: Description and Rationale

Description:
My lesson plan will be centered around Topic B, grade three, on the Education of
Alberta website which is, “Building with a Variety of Materials.” I felt that it would be
advantageous to incorporate Topic C, “Testing Materials and Designs”, into my lesson
plan, since these topics are so closely related. The purpose of this lesson is to heighten
student’s awareness of relationships between a material, its properties, and an object’s
form/function. This is relevant to the students because they can apply this lesson to the
world around them, which will be useful outside of the classroom. I will first ask the
class, what kinds of materials make an object work well, like say paper? Also, what
types of materials make an object not work well? (for instance, why can I put this wax
paper in the oven but not loose-leaf paper). By experimenting and testing certain
materials, students will learn more about the natural world. I will be filling out a portion
of a chart that I will be handing out to the class in the form of a worksheet (see
attached document for worksheet). I will utilize a couple materials such as, loose leaf
paper and/or wax paper, and fill out the chart according to the durability of the
material and other alternatives for its medium.

I will shift the focus to the analyzation of bridges. I will get the student to
research the four (out of six of the) major types of bridges (beam, truss, suspension,
arch) on their chrome books. Incorporating this use of technology will demonstrate a
purposeful integration of communication technologies within the classroom. As a class
we will fill out a chart that answers if each one of these bridges is strong or weak and to
explain why we as a group believe this. This lesson will also support literacy
understanding because the students will pick a bridge that they think is the most
sturdy/ strong and then fill out a questionnaire on a worksheet explaining why. Some
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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
key questions that I’ll explore within my overarching question will be, why do we have
bridges? How are bridges made? And what materials are used to construct beam, truss,
suspension and arch bridges? I’m assuming that my students have prior knowledge of
what a bridge looks like and have efficient enough literacy skills to properly spell/ look
up these words. As addressed in my Language and Literacy class articles,
comprehension is enhanced when readers activate prior knowledge or make
connections to background knowledge. I believe that the use of literacy in this
assignment will enable students to understand, synthesize, and communicate about
the use of materials in a scientific context.

This will cover section 3–7 (General Learner Expectations) on the Education of Alberta
website under “construct structures, using a variety of materials and designs, and
compare the effectiveness of the various materials and designs for their intended
purposes.” I will then allow the students to work in pairs (with their masks on) to come
up with answers to three of the other materials listed on the worksheet, with explanation
for the materials properties, such as, strength, durability, and if its waterproof or not. I
Rationale: envision my lesson will address the key elements of my subjects’ discipline by providing
my students with hands on experiences, observational tests, examination, and a better
understanding of the best material and design is for building, for example, a bridge.
Taking my students through a series of challenges and activities by having them
building, testing, and evaluating materials, will allow them to better understand that the
choices of material will depend on the function of the object and the properties of that
chosen material.

Component Three: Learner Outcomes

General
Learner 3–6 Use, safely, a variety of tools, techniques and materials in construction activities.
Outcomes(s)
(GLOs)
(or equivalent) 3–7 Construct structures, using a variety of materials and designs, and compare the
effectiveness of the various materials and designs for their intended purposes.

Compare and evaluate the strength and stability of different models and objects.
Specific
Learner Apply procedures to test the strength of construction materials, in particular, different
Outcome(s)
(SLOs) stocks of papers.
(or equivalent)
Recognize that functional structures must be sufficiently strong and stable and that
unstable or weak structures are often unsafe to use.

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
Component Four: Learning Objective(s) and Assessment Evidence
Learning 1. SWBAT compare the effectiveness of various types of materials.
Objective(s) 2. SWBAT test the strength of different stocks of paper.
3. SWBAT identify the properties of the four different types of bridges.

Intended
Learning Objective Driving Question(s) Response(s)

 The three pigs built their houses with three

-What do the three little pigs have to do with different materials: Hay, wood, and bricks (the
building with materials? strongest).

 The wolf could not blow down the brick house

-Why did the wolf successfully blow down because brick is too strong of a material since
1.SWBAT compare the two of the houses, but not the third one? it is binned by concrete.
effectiveness of various types
 The wolf could easily blow down the hay
of materials. -What were the outcomes of using these house, the wolf blew down the wood house,
different types of materials? and the wolf could not blow down the brick
houses because it was too sturdy.
-What gives the Tipi its support?
 The poles form the framework that support
the cover (usually buffalo hide).

-Focused on the task at hand

-Manipulating the different types of paper to
answer the driving questions.
-The completion of the chart that is on the
worksheet (should look something like this).
Loose leaf: Easy to puncture because it’s a soft
material. Yes, the paper ripped when I set my
Test the strengths of different stocks of textbook on top of it. When I emerged the
paper: paper in water it floats because it is less dense
than water, so it floats to the surface.
- Poke a hole in the paper with a pencil. Was However, if it gets completely soaked then
2.SWBAT test the strength of it easy or difficult? it will become denser than water and sink.
- Have your partner hold the paper with one -Wax paper: It was easy to puncture, but
different stocks of paper. hand on each side. Place your math textbook harder to puncture than the loose-leaf. It held
on top of the paper (mass). Did the paper up the weight of my textbook and didn’t rip.
rip? Or can it hold the book up? Yes, the wax paper floated and is still strong.
- Fully emerge the paper in water. Did it -Cardboard: This material was difficult to
float? Is it still strong? puncture. The cardboard held up the weight of
my textbook easily. Yes, it floated, until it
absorbed the water and sank.
-Sandpaper: Was difficult to poke a hole in.
This paper held up my textbook. This material
is also waterproof and still strong after
emerging in water.

-What does a truss, beam, arch, and -Accessing pertinent information on their
suspension bridge look like? chrome books.
3.SWBAT identify the -Students are focused on the task at hand.
-What does a truss, beam, arch, and -The student can properly draw the four
properties of the four different suspension bridge transport? different types of bridges.
-The drawings sufficiently show the variations
types of bridges. of the different types of bridges.
-What makes these four types of bridges
strong? - Correct completion of the bridge design
worksheet.

Component Five: Pre-Lesson Preparations

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
Curriculum Resources Materials and Equipment
 Program of study  Presentation files
https://education.alberta.ca/media/159711/elemsci.pdf  Chrome books
 Currlab resources for the Science program of study  Printer
https://library.ulethbridge.ca/currlab/scienceteaching/3  Projector or Smart board
 Resources on the University of Lethbridge Website  Computer with internet access
https://library.ulethbridge.ca/ld.php?  Paper Materials (sandpaper, cardboard, wax
content_id=33947103 paper, loose leaf)
 YouTube Video of, The Three Little Pigs  Class Textbooks or Mass (weight)
https://www.youtube.com/watch?v=PhY0pRWwskg  Bucket with water
 FNMI Resource  Pencil and/or crayons, markers
https://airtable.com/shrNIbBIx60owZzBh/tbl1m3Zc
1tTWu2GLm
 YouTube Videos on the four different types of bridges
https://www.youtube.com/watch?v=oVOnRPefcno
https://www.youtube.com/watch?v=hTPjDn668ns
https://www.youtube.com/watch?v=CP3fMa9iq8w
https://www.youtube.com/watch?v=HBuy176w9wY

Teacher Tasks
 Photocopying
 Handing out Chrome books and getting the students logged in
 Power point is up and ready to go
 Testing materials are set up and ready to use

Component Six: Body (aka. syntax) (introduction, activities, closure)

Introduction Time
Allotment
Attention
 Starting the class with a video of the Tacoma bridge collapsing. Presenting my first power point
Grabber slide that asks the question, “Why do Architects choose to build with a variety of materials?”
4mins

Description
Recognize that functional structures must be sufficiently strong and stable and that unstable or weak
and Rationale
structures are often unsafe to use. Drawing attention to the effectiveness of various types of 1min
materials.

Time
Activities Allotment
Learning Teacher Cues: 12mins
Present the slide with the link to the movie, The Three Little Pigs
Activity #1
 By a show of hands, who knows the story of the Three Little Pigs? Students will watch an eight-
 SWBAT minute video on the three little pigs. To show them the strengths of different materials that are
compare the used to build a house with.
 Specific Learner Expectations: Select appropriate materials for use in construction tasks and explain
effectiveness the choice of materials. Students should demonstrate familiarity with a variety of materials, such as
papers, woods, plastics, clay and metals.
of various
types of Specific/Driving/Guiding Intended Response(s)
materials. Question(s)
1. What do the three little pigs have to do  The three pigs built their houses with

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
with building with materials? three different materials
 Hay, wood, and bricks (the strongest)
2. Why did the wolf successfully blow  The wolf could not blow down the brick
down two of the houses, but not the house because brick is too strong of a
third one? material
 It is binned by concrete
3. What were the outcomes of using these  The wolf could easily blow down the hay
different types of materials? house
 The wolf blew down the wood house
 The wolf could not blow down the brick
houses because it was too sturdy

 As a class we’ll investigate the traditional house of Canada’s original inhabitant by investigating the
parts of a Tipi
 Assess what gives the Tipi its support.
 Discuss why the Tipi is made with certain materials (wood and buffalo hide)
Transition Teacher Cues:
 “We will now be testing some of our own materials, to observe the strength of different 2mins
stocks of paper”
Learning  After handing out the performance task worksheet to the class, I would get them to follow
Activity #2 along as I filled out the first column on the worksheet.
 SWBAT Test  I will then direct them to continue to fill out the chart on their own or (safely) with a
partner.
the strength  Specific Learner Expectations: Apply procedures to test the strength of construction
of different materials, in particular, different stocks of papers.
stocks of  Checking in each step of the way. Laying out time frames for where the students should
be at in this activity
paper.
Specific/Driving/Guiding Question(s) Intended Response(s) 12mins
4. From the tests, which paper did you find,  The cardboard was the hardest
was the hardest to puncture  Sandpaper was the second hardest to
puncture with my pencil
5. Which paper did you find, held up your  All the paper held up the mass, except the
textbook/the mass best? loose-leaf paper, which ripped.
6. Does construction paper support more/less  Construction paper supported more mass
mass than loose-leaf paper? than loose-leaf paper.
 Construction paper is thicker and stronger,
which is why it can support more mass.
Transition Now that we know the strengths of each one of these stock papers, were now going to shift our
focus to the four different types of bridges and their properties.
2mins
Learning  After handing out the performance task worksheet for this activity, I would then get the 20mins
Activity #3 Students logged into their chrome books and on the internet. (4 minutes designated)
 SWBAT  I will have steps on the worksheet of what they should be typing into the database to help
them search the four different types of bridges.
identify the  The worksheet will have the students draw and describe each of the four bridges.
properties of  Specific Learner Expectations: Identify methods for making a structure stronger and more
the four stable.

different  At the end of this assignment I will be taking these worksheets in for a formative
assessment, which my attached rubric will be assessing.
types of  Each individual bridge should take you (the students) four minutes or less to fill out.
bridges.
Specific/Driving/Guiding Question(s) Intended Response(s)
7. What did you notice about the shape of the  Some of these bridges have a rectangular
bridges when drawing it? shape with re-occurring patterns
(beam/suspension)
 The arch bridge has a lot of circular shapes
 While the truss bridge has a lot of triangular
shapes
8. Which bridge(s) did you find the strongest?  The arch bridge can hold the most weight
 The beam bridge can hold the least amount
of weight
 The truss bridge can hold a great amount of

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
strength.
9. What are bridges used to transport?  Cars, trains, loads, sometimes people
 Used to transport things across water ways
Transition I will let the students know when they have two minutes remaining. Once they’ve handed in their
worksheets, I will address my last slide.
2mins
Closure/Cliffhanger Time
Allotment
Assessment  Remind students of today’s question: Why do Architects choose to build with a variety of materials?
 Students should work on the Reflection in their notebooks to complete the sentence starter (exit
of Learning:
slip)
 I may wish to use this time to record my own reflections about how my students are currently 4mins
understanding building with materials.
 Marking the bridge worksheet and seeing how well each student did on the task and if I can move
forward with this lesson or if it needs review.
Transition:  Cliffhanger: Perhaps one day, in the near future, you’ll become junior architects and get to build
your own bridges!
1min

Component Seven: Teacher Reflection

What worked  The students loved, “The Three Little Pigs,” movie that I included in my slides. They did a
well? Why? great job of relating the movie clip to the program of study. The students seemed to really
enjoy this lesson, since it was so hand’s on.
What didn’t?  I should have performed the experiment ahead of time to ensure that it would run smoothly
Why not? and that there would be no hiccups.
What would
you do
differently  If I was to do this experiment again, I would change the experiments steps, so the students
next time to
would soak the cardboard in water and then puncture a hole in it with their pencil. The
further
promote students found it difficult to poke a hole in the cardboard and struggled with his step in the
optimum experiment (which set us behind).
learning for all
students?