Lesson Plan Description

Students learn about different bridge formations

Students will be engaged in han s-on activities to build their own bridges to answer a comparative question regarding which bridge formations are able to support the most weight. They will analyze their findings and present to the class. The project will link IBL with traditional teaching by giving teachers options to best suit the class needs. More questions will emerge to continue scientific investigations and further the learning process.

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Grade Level

3-5

Time Requirement

Three class periods/ around 45 minutes

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Practical Application

This experiment allows students to understand bridge formations as well as the mechanics of how bridges support weight. Each student will have practice with the scientific process, including documenting and interpreting data.

Objectives

  1. Incorporate the process of inquiry-based learning into a traditional direct instruction classroom setting.
  2. Students will be able to use multiple means to find answers to their questions, including but not limited to
  3. participating in the inquiry experience, reading information from primary and secondary sources, watching videos, and talking with more knowledgeable individuals in their community.
  4. Students will be able to identify different types of bridges.
  5. Students will be able to build different types of bridges
  6. Students will be able to present scientific data as well as journal their process.
  7. Students will be able to collect data answering their comparative questions.
  8. Students will be able to uncover additional questions and think critically about the data found.

Educational Standards

  • Scientific Inquiry, Practices and Applications
  • Apply knowledge of science content to real-world challenges.
  • Plan and conduct simple scientific investigations using appropriate safety techniques based on explorations, observations and questions.
  • Employ simple equipment and tools to gather data and extend the senses.
  • Use data and mathematical thinking to construct reasonable explanations.
  • Communicate with others about investigations and data.
  • The world is discovered through exploration.
  • Exploration leads to observation. Observation leads to questions.

 

3.SS.HS.6

4.SS.HS.12

5.SS.HS.7