Structures and Materials: Physical Science Unit

Grade 3

Developed 2011

Unit Outcomes and Indicators Outcomes:

1 SM3.1 Investigate properties of materials and methods of joinery used in structures. (CP, TPS) SMS.2 Assess the function and characteristics of strong, stable, and balanced natural and human- built structures.(CP, TSP)

Indicators: SM3.1 a.) Identify problems to be solved related to the properties of materials in structures (e.g. What is the purpose of the structure? What materials are appropriate for constructing the structure? What are appropriate methods of joinery?) b.) Examine the properties of materials used in structures (e.g. beaver lodge, bird nest, wasps’ nest, honeycomb, ant hill, tipi house, marionette, circus float, umbrella, ladder, bridge, earthlodge, quinzhee, drink can, hockey puck, playground equipment, and toys). c.) Compare the properties of materials used historically and currently to construct structures such as houses, bridges, towers, and roads throughout the world. d.) Sort materials for use in constructing structures according to one of more physical properties such as strength, texture, colour, flexibility, and durability. e.) Analyze how various similar and dissimilar materials can be joined (e.g. gluing, nailing, screwing, stapling, taping, velcroing and tying)

2 and identify the most appropriate methods for joining specific materials for an identified use. f.) Use appropriate tools (e.g. hammer, nail, glue, and scissors) to safely cut, shape, make holes, sew, and assemble materials. g.) Develop and carry out a plan, including making predictions, identifying variables, and recording relevant observations, to test the strength of various materials (e.g. straws, toothpicks, masking tape, string, cotton balls, wooden blocks, Styrofoam, cloth, clay, and spaghetti). h.) Assess the suitability of various materials for constructing structures, including methods of strengthening those materials (e.g. adding more layers, tying of gluing together, triangulation, cross-bracing, and changing the shape of materials). i.) Examine the suitability of using recycles materials to construct structures (e.g. tires as highway surfacing, and reclaimed lumber or straw bales for houses).

SM3.2 a.) Analyze the purpose or function of various natural and human built structures. b.) Examine how some human-built structures are modeled on shapes and structures found in nature. c.) Assess how 2D shapes (e.g. rectangle, triangle, circle, square, hexagon, and octagon) and 3D objects (e.g. dome, arch, and cylinders) provide strength, stability, and balance to natural and human built structures. d.) Compare the characteristics of solid (e.g. sand castle, mountain, and dam), frame (e.g. partition wall, hockey net, and spider web), and shell (e.g. igloo, bike helmet, balloon, and drink can) structures. e.) Classify natural and human built structures as solid, frame, or shell structures. f.) Compare the characteristics of different types of shelter (e.g. tent, igloo, hut, boat, castle, tipi, yurt, and house) constructed by people throughout the world past and present. g.) Examine the characteristics and significance of historical structures such as Stonehenge, the Parthenon, Petra, the Great

3 Wall of China, Angkor Wat, Machu Picchu, the Taj Mahal, the Pyramids, and Easter Island moai. h.) Analyze how various shapes contribute to balance and stability in humans and various animals. i.) Develop and carry out a plan to construct a simple structure such as a tower, bridge, tipi, or bird feeder that meets teacher or student-specified criteria related to strength, stability, and function. j.) Estimate measurements in order to select appropriate quantities of required materials for constructing a structure. k.) Follow safety procedures and rules while construction structures and explain the need for such procedures and rules. l.) Illustrate the construction process for a simple structure, including descriptions of the components of the structure, using labeled drawings, written and oral explanations, and demonstrations. m.)Assess the strength, stability, and balance of personally- constructed structures and make changes to improve the structure as deemed necessary. n.) Identify materials or parts of a structure that failed and hypothesize why they failed. o.) Assess natural and human-built structures to determine if they are effective, safe, make efficient use of materials, meet user’s needs, and minimize impact on the environment. p.) Research jobs and hobbies which contribute to the design, building, and maintenance of natural and human-built structures.

Student I Can Statements for Outcomes and Indicators

4 SM3.1 Investigate properties of materials and methods of joinery used in structures. (CP, TPS)  I can describe the properties of materials found in different structures.  I can describe the ways that structures can be joined. INDICATORS a. I can ask good questions about the materials in different structures. b. I can explore the properties of different materials that are used in natural structures. I can explore the properties of different materials that are used in human-built structures (strength, texture, colour, flexibility, durability). c. I can compare how structures were built in the past to how they are made today. I can use examples from around the world. d. I can sort building materials by one or more of their properties structures (strength, texture, colour, flexibility, durability). e. I can explore how to best join materials that are alike. I can explore how to best join materials that are different. I can show with way to join materials for different purposes. (e.g. gluing, nailing, tying, screwing, velcroing, taping). f. I can be safe when using tools to cut, shape, make holes, sew or put materials together. g. I can test the strength of different materials using the scientific method (ask question, make a prediction, identify variables, record information). h. I can decide if a material is good (suitable) for building certain structures. I can describe different ways to make a structure stronger (adding layers, tying, gluing together, triangulation, cross-bracing, changing shapes). i. I can I can decide if a recycled material is good (suitable) for building certain structures (e.g. tires as highway surfacing, reclaimed lumber, straw bales for houses).

 SM 3.2 - Assess the function and characteristics of strong, stable, and balanced natural and human-built structures.  I can decide if a natural structure is strong, stable, and balanced and explain why. I can decide if a human-made structure is strong, stable, and balanced and explain why.  I can describe the purpose of different natural structures. I can describe the purpose of different human-built structures. (e.g scissors …)

INDICATORS a. I can describe the purpose of different natural structures. I can describe the purpose of different human-built structures. (e.g scissors …)

5 b. I can show that some human-built structures can borrow shapes and structures from nature. c. I can decide if a 2D shape (e.g. rectangle, triangle, circle, square, hexagon, octagon) will make a natural structure strong, stable, and balanced. I can decide is a 2D shape will make a human-built structure strong, stable, and balanced. I can decide if a 3D shape (e.g. dome, arch, cylinder) will make a natural structure strong, stable, and balanced. I can decide is a 3D shape will make a human-built structure strong, stable, and balanced. d. I can compare the characteristics of the following types of structures: solid, frame, shell. (e.g. Solid: sand castle, mountain, dam; Frame: partition wall, hockey net, spider web; Shell: igloo, helmet, balloon, drink can). e. I can sort different natural and human-built structures as solid, frame, or shell. f. I can compare characteristics of different types of shelter from around the world, both in the past and in the present. g. I can explore the characteristics of different historical structures from around the world. I can explain why these structures are wonders (significant). h. I can describe how different shapes in humans and animals help make them balanced and stable. i. I can design a test and build a structure that is strong, stable and has a set purpose (function). (e.g. tower, bridge, tipi .. ) I can make a list of characteristics for my structure so that it is strong and stable. j. I can estimate how much material would be needed to build a structure. k. I can be safe and follow the rules when building structures. I can explain why it is important to be safe and follow the rules when building structures.

Key Vocabulary of the Unit Properties Materials Joinery

Structures Natural Human Built

Strength Texture Flexibility

Durability Triangulation Cross- bracing

2 Dimensional Shape 3 Dimensional Shape Recycled

Purpose Solid Frame

Shell Balanced Stable

Strong

6 Each of the words from the key vocabulary list will be defined, discussed, and when applicable be physically represented or viewed in pictures. Resources that use the key vocabulary will be read and the words used in discussions and lesson development throughout the unit.

Properties

Joinery

Structures

7 Materials Natural

Human Built

8 Texture

Flexibility Strength

Triangulati on

9 Durability

Cross- bracing 2 Dimensional Shape

10 3 Dimensional Shape

Purpose

11 Shell

Balanced

Strong Recycled

12 Frame Stable

Assessment Assessment will involve the systematic collection of information about student learning with respect to: - Achievement of provincial Science curricular outcomes - Effectiveness to the teaching strategies employed - Student self-reflection on Science learning in the unit Pre-assessment tools will be used as well as formative and summative assessment tools. Teachers may have to adjust the assessment tools used as the needs of students indicate. First Nations/Métis Integration When we look at historical shelters we will look at those of the First Nations peoples of the prairies. We will build scale models of traditional tipis when we build structures and test strength, stability, and purpose. We will also discuss how the materials used in the traditional shelters were those readily available to First Nations people of the prairies. This could be part of a cross-curricular study in Social Studies.

13 Differentiated Instruction The learning needs of students in the Grade 3 Science classroom will vary between the classes instructed and students in different schools. Some ideas for differentiated instruction will be incorporated but it will be up to the individual teacher to assess the students and provide the instruction that best meets the needs of the students. Some pre-assessment tools will be included to assist in identifying students with differentiated needs.

Resources Kenaston School Library Shapes and Structures- Science Factory by Jon Richards ISBN 0-7613-1161-0

Construction- Machines- World Book’s Young Scientist – ISBN 0-7166-2791-4

The Structures Files – Sky- High- Discovery Channel School ISBN 1- 58738-148-6

Materials and Structures – Physical Science (Structures and Mechanisms)- Hands On Science ISBN 1-894110-57-9

Characteristics of Objects and Properties of Materials – Physical Science (Matter) ISBN 1-894110-70-6

Structural Wonders- Great Wall of China by Christine Webster ISBN978-1-59036-723-0

Structural Wonders – Pyramids of Giza by Sheelagh Matthews ISBN 978-1-59036-725-4

14 Structural Wonders- Parthenon by James De Medeiros ISBN 978-1-59036-727-8

Working with Materials - Joining Materials by Chris Oxlade ISBN 978-0-7787-3649-3

What Are Natural Structures- by Bobbie Kalman ISBN 978-0-7787-3343-0

Everyday Structures from A- Z by Bobbie Kalman Crabtree Publishing Company ISBN 0-86505-387-1- ordered from McNally Robinson

Bill Nye the Science Guy Architecture – DVD by Disney Educational Products

Bill Nye the Science Guy Structure – DVD by Disney Educational Products

Structures and Materials Links http://www.pbs.org/wgbh/buildingbig/index.html An excellent site that has interactive activities and information for almost every lesson in the unit. http://pbskids.org/zoom/activities/sci/ On this site scroll down to the Structures: Build It section. There are a variety of hands on ideas for kids to build structures in the classroom. http://42explore.com/bridge.htm This site has a variety of links with the common theme of the structure of bridges. http://www.archkidecture.org/learn.html This is all about architecture for kids. It includes a section on materials used in structures as well as a variety of structures. http://www.discoveryeducation.com/teachers/free-lesson- plans/stable-and-unstable-structures.cfm

15 This lesson plan works through an analysis of why 3 bridges have collapsed. http://www.pbs.org/wgbh/buildingbig/lab/materials.html This looks at different types of materials, their pros and cons for building structures. http://www.youtube.com/watch?v=cg-vV1lYlP0 This is the link to Bill Nye the Science Guy and The Three Little Pigs on Youtube. The Internet Resources

Ancient Wonders  Wonders of the Ancient World - The Seven Wonders were a celebration of religion, mythology, art, power, and science. For us, they reflect the ability of humans to change the surrounding landscape by building massive yet beautiful structures.  A virtual tour of the Ancient Wonders - Can you name the Seven Wonders of the Ancient World? Can you name the Seven Wonders of the Ancient World? Don't panic if you can't.  Wonders of the Ancient World - Information and images of the wonders, click on the menu to access your wonder.

Forgotten Wonders  Forgotten Wonders of the World - Forgotten but yet wonders. Explore the list that didn't make the list.

Natural Wonders  Natural Wonders of the World - Nature has created wonders that man could never imagine. Discover the wonders created by nature.  The Natural Wonders of the World - In trying to compile a list of the 'Seven Natural Wonders' we found that lists varied, resulting in many more than seven wonders  The Seven Natural Wonders of the World - The world's natural wonders differ from the other grouping of wonders in that they were not made or improved upon by humans.

Modern Wonders

16  Wonders of the Modern World - Wonders of the Modern World include fascinating monuments and structures that changed the existing landscape. Find links to images and information on these man made structures.  Great Wall Of China - Known to the Chinese as '10,000 Mile Long Wall', the Great Wall was constructed 2,000 years ago during the Qing Dynasty (221-207 BC).

Architecture  Shell Island Case Study - In this inquiry simulation, your objective is to investigate the issues concerning the fate of the Shell Island Resort and then debate the future of this and other oceanfront structures threatened by coastal erosion. As you engage in your investigation, identify the social, political, and scientific issues with which different stakeholders must deal. You will place yourself into the role of one of the stakeholders.  Neighborhood Walk-Survey Sheets - Exploring a neighborhood with the eyes of a planner can be fun. Learn to look, listen, touch, and smell to your environment. Where are the people? What are they doing? What are the buildings used for? Are the buildings old or new? Does anything look like it doesn't belong in the neighborhood? Where are the cars? What is interesting? What is surrounding the neighborhood?  Architecture For Kids - This site will help you learn about architecture in an interesting way.  Architectural Styles and Periods - This site highlights the diversity and beauty of the architectural styles and periods from Ancient times to the late 20th century.  Architecture Links for Kids and Teachers - Surf through these sites to get an overview of architecture and examples of amazing structures.

17 Structures and Materials Unit Outline- Grade 3 Science

1. Introduction a. Structures and Materials Pre-assessment b. School Search and Classification c. Definitions of Structures

2. Natural and Human Built Structures 3. Materials used in Structures 1.a.) 2D and 3D 1.b.) Historical use of materials 1.c.) Sorting materials 4. Shapes in Structures 1.a.) Solid, Frame, and Shell Structures 5. Joining Materials 6. Soundness of Structures- Natural & Human Built 7. Structures Around the World 8. Structures That Failed 9. Famous Structures 10.Building Structures 11. Jobs and Hobbies Related to Structures 12.Review 13.Exam

Unit Initiatory Activities: 1.) Print out the key vocabulary words. Mount them on card stock so they can be laminated and used on a bulletin board as the key vocabulary is introduced in the unit. Build a pyramid shape, on the bulletin board, with the key vocabulary cards as the words are introduced.

2.) Give the students the Anticipation Guide as a pre-assessment for the unit (A-1). This Anticipation Guide will also be given at the conclusion of the unit so students can identify the learning that they have achieved.

18 3.) Read over the opening statement and I Can statements for the unit. This should be right after the cover page in their student assessment booklets. Discuss what the I can statements mean. Go over what they can expect to learn over the course of the unit.

Lesson: One- What Are Structures?

Curricular Connections: Outcomes: SM 3.1 Investigate properties of materials and methods of joinery used in structures. SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: SM 3.1 a. Identify problems to be solved related to the properties of materials in structures. (e.g. What is the purpose of the structure?) SM 3.1 b. Examine the properties of materials used in structures. SM 3.2 a. Analyze the purpose or function of various natural and human built structures. Student “I can” statements SM 3.1 a. I can ask good questions about the materials in different structures. SM 3.1 b. I can explore the properties of different materials that are used in structures SM 3.2 a. I can describe the purpose of different structures.

Lesson Focus/Purpose: The purpose of this lesson is to define what a structure is and describe the purposes of various structures.

Materials and Resources: - Student Assessment Booklets- A-1 – Table of Contents, - Student Assessment Booklets- A-3- Anticipation Guide - Student Assessment Booklets A-4- Key Vocabulary - Student Duotang Page 1

19 - Science Duotang to hold the duotang pages - Images of structures saved on a document to view on the SMART Board, included in Teacher Resource File - Book- What Are Structures? From Looking at Nature series by Bobbie Kalman - Book- Materials and Structures- Hands On Science

Assessment: Pre-assessment 1.) Hand out a copy of the Science Assessment Booklet for each student. Have students complete the Anticipation Guide (A-2). 2.) Have the students put in a happy face that best describes the self- assessment of how they feel about their knowledge of structures, after completing the Anticipation guide, in the Table of Contents that is at the start of their assessment booklet. Post- assessment 1.) Have the students complete a post assessment on the key vocabulary introduced in today’s lesson. This is (A-3) and found in the student assessment booklet.

Instruction: 1.) Prior to the lesson, go on the internet and save images of a variety of both natural and human-built structures. Examples may include people, bridges, wasp nests, hang glider, bird, coat hanger, desks, school, etc… They are included in the Teacher Resource File. 2.) Tell the students that they are going to view pictures of “structures.” Show the students the images on the SMART Board. 3.) Discuss the images what they have in common as well as how they are different. 4.) Say to the students, “if all of these are structures, what are structures.” Come up with a definition of what they think structures are. Write on the board or Smart Board. 5.) In the book, What Are Structures? read page 4 that is titled What is a Structure? Here it says, “A structure is something that is made up of different parts. Each part has a purpose. A purpose is the reason why something is made the way it is. People, plants, and animals are structures. Each of their parts has a purpose.” 6.) Ask students if we should adjust add to or change our definition of a structure that we developed. Refine the definition. Have the students copy this definition into their Building Big Glossary of words at the front of their Student Duotang Sheets. 7.) Complete the activity from Lesson 1 from Hands on Science- Materials and Structures that is included here. Introduce the term structure to the students. Explain that they are all working inside a structure right now- the school. Within this large structure, there are many more structures of different sizes and materials. Display structures, such as a chair and a desk, and ask the students:

20  What is the function or purpose of a chair?  What material is a chair made of?  Is the chair safe to use? Why?  What would make the chair unsafe for use?  Is the design of the chair good? Is it comfortable to sit on?  What is the function or purpose of a desk?  What material is a desk made of?  Is the desk safe to use? Why?  What would make the desk unsafe for use?  Is the design of the desk good? Is it easy to write on? 8.) On the SMART Board or on a chart, bring up the Student Duotang book Page 1- Structure Hunt. There are three columns on this sheet, Structure, Function, and Materials. Record the chair and desk under the structures column and note the student’s ideas as to the purpose, and materials of these two structures. Now have the students brainstorm a few examples of other structures within the school and go through the procedure with these few examples. 9.) Establish some cooperative groups and have the students complete the Structure Hunt page, working with a small group of students. Their goal is to find structures within the classroom and other areas of the school, decide on the purpose or function/purpose of each structure, and determine the materials the structure is made from. Have the students record their observations on Page 1 of their duotang pages during the structure hunt. 10.) After the hunt is complete, gather the students together to discuss the activity. Ask these questions, from the Hands on Science teacher manual for Materials and Structures.  What structures did you find?  How many structures did you find?  Did you find anything that surprised you?  Was it difficult to describe some of the structures; for example, doorknobs, door frames, filing cabinets pencil sharpeners, and window latches?

11.) Have the students write the definitions for structures, materials, purpose, properties in their Building Big Science glossaries. Put these words up on the bulletin board to review throughout the unit.

12.) More examples can be added to the chart put up on the SMART Board to promote and encourage the discussion. 13.) Complete post-assessment A-3 – Key Vocabulary or this could be a review that begins lesson 2.

Extending the Learning: When they go home ask them to think about structures in their home. Tell them that they will be asked to list two structures that they found in their home. You may want to have them write a note in their planner to remind them or send a note.

21 Differentiating: 1.) Some students may need a scribe for completion of the Structure Hunt activity. 2.) Assign cooperative groups with needs of students taken into consideration so all may be successful with peer assistance.

Lesson: Two- Natural and Human Built Structures Curricular Connections: SM 3.1 Investigate properties of materials and methods of joinery used in structures. SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: SM 3.1 a. Identify problems to be solved related to the properties of materials in structures. (e.g. What is the purpose of the structure?) SM 3.1 b. Examine the properties of materials used in structures. SM 3.2 a. Analyze the purpose or function of various natural and human built structures. SM3.2 b. Examine how some human-built structures are modeled on shapes and structures found in nature. Student “I can” statements SM 3.1 a. I can ask good questions about the materials in different structures. SM 3.1 b. I can explore the properties of different materials that are used in structures SM 3.2 a. I can describe the purpose of different structures. SM3.2 b I can show that some human-built structures can borrow shapes and structures from nature.

Lesson Focus/Purpose: The purpose of this lesson is to explore both natural and human-built structures. Materials and Resources: Book- What Are Natural Structures by Bobbie Kalman- (This resource is perfect for this unit, including information that supports the indicators and outcomes and is well worth ordering. It is at a appropriate level for Grade 3 students as well. See resource list.) Student Duotang pages 2 &3 Sorting cards for human built and natural structures- enough so each small group of 4 in your class can have a set of cards- have them pre-made and in Ziploc baggies for easy management and reuse- they are included at the end of this lesson Student Assessment Booklet A-4- My Science Journal – idea adapted from Hands on Science teacher’s manual

22 http://www.pbs.org/wgbh/buildingbig/lab/materials.html This website has a section on materials that compares the expense as well has the strength of a variety of different materials. SMART board Sorting activity for Human Built and Natural Structures constructed by Jade Ballek

Assessment: Pre-assessment: 1.) Do an informal formative matching activity with vocabulary word cards from lesson one with their definitions. This would be a formative assessment. Post-assessment: 2.) In Student Assessment Booklet, have students complete a self- assessment of what they learned in this lesson in the Science Journal page in their assessment booklet. This is a self-assessment. 3.) Complete anecdotal notes on observations during discussion, whether they found structures in their own home, and their level of engagement in the group activities. You can use the frame provided in teacher resource section of the Unit Plan.

Instruction: 1.) Review some of the key vocabulary from last day (structures, purpose, materials). Look on the bulletin board and look at the words that are forming the base of our pyramid. 2.) Have them tell some of the structures that we found in our school structure hunt from last Science class. 3.) Have them tell the two structures that they found in their houses. 4.) State purpose of today’s lesson. Today we are going to explore both natural and human built structures. 5.) Break them into small discussion groups and give them the following task. Either write it up on the SMART Board or blackboard. In your group, list ten structures that are in our world, that were not built by humans. 6.) Share the results of this brainstorming activity. Impress the point that not all structures are “human built”, some are “natural.” Introduce these 2 new key vocabulary words and build them into our “vocabulary pyramid on the bulletin board. 7.) Read and discuss the book, What Are Natural Structures? By Bobbie Kalman. 8.) Go back to the same small groups that we began our lesson in. Each group has a set of cards with different natural and human built structures printed on them. Have the students sort the cards into 2 categories, Human Built and Natural. These category headings are included in the sorting cards at the end of the lesson. 9.) On the SMART board have the students take turns completing they Sorting Activity for Human Built and Natural Structures. In the dice activity,

23 students can click on the dice and call out whether it is a natural or human built structure.

Differentiating: Pre-plan your groups with student abilities, strengths, and personal dynamics taken into consideration. Depending on the level of independence your class, the Student Duotang sheet could be completed independently, in small cross-leveled groups, or as a class with teacher modeling on the SMART board.

Extending the Learning: Have the students complete Student Duotang Sheet Pages 2 & 3. The discussion of how the similarities could be completed in a small group or as a class.

Natural Wasp Nest

24 Bee Hive

Mountain

Mushroom

25 Bird

Grizzly Bear

Honey Comb

Beaver Dam

26 Human Built Bridge

Hang Glider

Airplane

27 House

Pencil Sharpener

Door Frame Sky Scraper

Pyramids

28 Hockey Arena

Walls Lesson: Three- Materials Used in Structures Curricular Connections: Outcomes: SM 3.1 Investigate properties of materials and methods of joinery used in structures. SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: SM3.1 a. Identify problems to be solved related to the properties of materials in structures (What materials are appropriate for constructing the structure?) SM 3.1 b. Examine the properties of materials used in structures. SM3.1 c. Compare the properties of materials used historically and currently to construct structures such as houses, bridges, towers, and roads throughout the world. SM3.1 d. Sort materials for use in constructing structures according to one or more physical properties such as strength, texture, colour, flexibility, and durability. SM3.1 g. Develop and carry out a plan, including making predictions, identifying variables, and recording relevant observations, to test the strength of various materials. SM3.2 c. Assess how 2D shapes (rectangles, triangle, circle, square, hexagon, and octagon) and 3D shapes (e.g. dome, arch, and cylinders) provide strength, stability, and balance to natural and human built structures. SM3.1 d. Sort materials for use in constructing structures according to one or more physical properties such as strength, texture, colour, flexibility, and durability. Student “I can” statements SM 3.1 a. I can ask good questions about the materials in different structures. SM 3.1 b. I can explore the properties of different materials that are used in structures.

29 SM3.1 c. I can compare how structures were built in the past to how they are made today. I can use examples from around the world. SM3.1 d. I can sort building materials by one or more of their properties’ structures (strength texture, colour, flexibility, durability). SM3.1 g. I can test the strength of different materials using the scientific method. SM 3.2 c. I can decide if a 2D shape will make a natural structure strong, stable, and balanced. I can decide if a 3D shape will make a natural structure strong, stable, and balanced. I can decide if a 3D shape will make a human-built structure strong, stable, and balanced.

*** This lesson will take longer than one class period. Lesson Focus/Purpose: The purpose of this lesson is explore the materials used in structures. Materials and Resources: Web site- http://chatt.hdsb.ca/~collinsonm?1%20science/materials%20objects %20structures/1_scie... Under Grade 1 Science you can access The Structures and Mechanisms unit and download some work sheets on Materials that I used in the lesson Hands On Science- Characteristics of Objects and Properties of Materials Hands On Science- Materials and Structures Several household items made from different materials (wood, plastic, rubber, paper, and cloth) Word cards with Wood, Plastic, Rubber, Paper, and Cloth labeled on them 5 hula hoops Student Duotang Page 4, 5, 6, 7, 8 Book- What Are Natural Structures? By Bobbie Kalman Student Assessment Booklet A-5- My Reflective Entry on How to Make Strong Structures Student Assessment Booklet- A-6- Key Vocabulary Match Bill Nye DVD on Structures with Student Duotang page 7 and 8 which is a viewing activity related to this DVD

Assessment: 1.) In Student Assessment Booklet A-5, have students document what they learned about strength and stability when they were building their structures. They can also draw a picture of a strong structure. 2.) At the conclusion of the lesson , have students complete A-6 from the student assessment booklet. This is a key vocabulary matching activity which is a formative assessment of how students are mastering the key vocabulary and whether reteaching is necessary. 3.) Anecdotal notes on student’s group work in tasks. See form in Assessment file that can be used to collect anecdotal data. 4.) The students complete the viewing guide for before, during, and after. There is a self-assessment component to this guide as students are asked to reflect upon what they have learned.

30 5.) At the conclusion of the video, the students take a quiz on the video to assess what they have learned from the video. If a question is answered incorrectly there is re-teaching incorporated so that a segment is re- watched that reinforces the concept that is misunderstood. Instruction: This lesson is partially taken from Hands On Science- Characteristics of Objects and Properties of Materials and Hands On Science- Materials and Structures. Part One- Identifying Materials

1.) Have the students form a circle. Place the household items on the floor in the middle of the circle. Pass the items around so that students have an opportunity to examine them and describe them.

2.)Have the students sort the objects according to which material they are made from, then place the objects inside the Hula-Hoops according to the material. Label each Hula-Hoop with a sign that describes the material- Wood, Metal, Plastic, Rubber, Paper, Cloth. They will notice that some objects are made of more than one material and must be left out of the sorted groups. The Hula-Hoops can also be over lapped like a Venn Diagram and objects can be place in the over lapping areas if they are made from more than one material.

3.) Have the students complete Student Duotang Page 4. In this activity, the students go around the classroom and school and write down objects that are made from paper, wood, metal, plastic, cloth, or glass.

4.) They can also complete Student Activity Page 5 and 6. These 2 pages are taken from Mr. Collinson’s Science web page.

5.) Discuss key vocabulary Strength, Flexibility, Texture, Colour, Durability. Put these word cards up on the bulletin board in a pyramid shape. Have the students write the meaning of these words in their “Building Big” science glossary. Take the objects used earlier on in the lesson and talk about the objects in regards to their strength, stability, flexibility, texture, colour, and durability.

6.) In the computer lab, have the students compare different materials using the Building Big- Materials section. They could complete an activity to find out what would be the best material to build a variety of different structures.

Part Two- 2D and 3D Structures

1.) Have a collection of 2 and 3 dimensional shapes that are listed in the outcomes above. Identify the shapes and solids that are in the collection. Sort them into two categories of 2 and 3 D and discuss the differences between 2 and 3 D. 2.) Read Page 5 and 6 in What Are Natural Structures? By Bobbie Kalman. In the castle illustration on Page 6, identify the triangle, square, circle, rectangle,

31 cylinder, and cone shape in the picture. Look at pictures of different structures and identify 2 and 2 D shapes in the structures. In What Are Natural Structures? show the picture on Page 19. It is a picture of a hive. Identify the shape that a bee or wasp uses in their hive (hexagon). Using hexagon pattern blocks, create a hive design. Discuss how they fit together using tessellation. This means they fit together exactly without overlapping or leaving gaps. 3.) Let children explore building with pattern blocks and geometric solids. 4.) Have them fill in their Building Big Science Glossary, the definitions for 2Dimensional Shapes and 3Dimensional Shapes.

Part Three- Testing Strength This lesson is taken in part from Hands On Science – Materials and Structures- Lesson 2. 1.) Set up 4 stations for testing strength of materials. For descriptions see the Station Task Cards at the end of this lesson. Divide the class into 4 groups and have them complete a task at each section. If you have time restraints you may want to have each group complete one Task and report to the other groups about what they have learned. If time is not a factor, have your groups rotate through the Task Card Centres and complete the follow-up for each.

Extending the Learning: Meet as a large group and discuss what we have learned about materials, shapes and solids and which are the strongest and most stable. Ask them to respond to what they discovered about the strength and stability of their structures in the Assessment Booklet Journal Entry on A-5.

Complete the key vocabulary matching activity from the Student Assessment Booklet – A- 6 (or this could be a pre-assessment to complete at the start of Lesson 4) Watch the Bill Nye Science Guy DVD and complete the viewing guide which is Student Duotang page 7 and 8.

Lesson: Four- Shapes in Structures Curricular Connections: Outcomes: SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators:

32 SM 3.2 d. Compare the characteristics of solid, frame, and shell structures. SM 3.2 e. Classify natural and human built structures as solid, frame, or shell structures. I Can Statements: SM 3.2 d. I can compare the characteristics of the following types of structures: solid, frame, shell. SM 3.2 e. I can sort different natural and human built structures as solid, frame, or shell.

Lesson Focus/Purpose: The purpose of this lesson is to identify and sort natural and human built structures as solid, frame, or shell. Materials and Resources: - Hockey net - Hockey puck - Blown up balloon - Vocabulary cards for Solid, Frame, Shell - SMART Board or computer lab - Student Duotang page 9 and Building Big Science Glossary - Student Assessment Booklet A-7- Cooperative Group work Assessment: 1.) The students will complete a self-assessment of their cooperative skills in A-7 during the group work project of building a frame, solid, and shell using the materials provided. 2.) The teacher can make some anecdotal notes of as the students participate in the activities of the day and the cooperative group project. 3.) The follow-up activity Student Duotang Page 9 can be marked as a formative assessment of how students understand the three classifications of structures frame, shell, and solid.

Instruction: 1.) Bring in a hockey net from the Phys. Ed. equipment room (frame), a blown up balloon (shell), and a hockey puck (solid). Tell students that all structures can be classified into 3 groups. The names of these groups are solids, frames, and shells. Show the key vocabulary word cards for these 3 groups. Say that you have brought examples of these 3 categories of structures and they are at the front of the room. 2.) Ask students which labels (Solid, Frame, Shell) belong to each of the 3 objects. On a piece of scrap paper, have students to write down which label belongs with which structure. 3.) Share responses and have students explain why they gave the answer they did. Go over the definitions of Solid, Frame, and Shell and also give other examples. Write the definitions in their Building Big Science Glossary.

33 4.) On the SMART Board have the students complete the Sorting Activity, developed by Jade Ballek, that sorts images of Frames, Solids, and Shells. This Sorting Activity is found in the Teacher Resource file. This involves them dragging the structure and placing it in the correct category. 5.) Split the students into groups of 4. Give them the task of creating a solid, frame, and shell shape using the materials in the Structures and Materials centre of the classroom. 6.) At the conclusion of this activity have the students complete Student Assessment- A-7 which is a co-operative group assessment of their role in the group work project of today’s building project. Extending the Learning: Complete Student Duotang Page 9 which looks at Shell, Frame, and Solid structures. Differentiating:

Teacher Resource Information: Structures can also be classified by their Design Solid Structures Can be made by, piling up or forming similar materials into a particular shape or design. - Mountains, coral reefs are natural mass structures - Sand castles, dams and brick walls are manufactured mass structures) Advantages: held in place by its own weight, losing small parts often has little effect on the overall strength of the structure - solid structures are not always completely solid, but are layered and have hollowed out areas for specific functions (a power dam and the Great pyramids of Egypt are a good examples) Frame Structures Have a skeleton of strong materials, which is then filled and covered with other materials, supporting the overall structure. Most of the inside part of the structure is empty space. - Load-Bearing Walls: these are the walls that support the load of the the building. - Partition Walls: these are the walls that divide up the space inside the building. - because they are relatively easy to design and build, and inexpensive to manufacture, the frame structure is the most common construction choice. All frames, whether simple or complex must overcome similar problems. To solve these problems joints, type of material, bracing, anchoring and design all must be considered in the overall structural frame construction. Shell Structures Structures, which keep their shape and support loads, even without a frame, or solid mass material inside, are called shell structures. These structures use a thin, carefully shaped, outer layer of material, to provide their strength and rigidity. The shape of a shell structure spreads forces throughout the whole structure, which means every part of the structure supports only a small part of the load, giving it its strength. Examples include: igloos, egg cartons, turtle shell, food or pop cans, or, even bubbles in foam and cream puffs. Flexible structures, like parachutes, balloons and different types of clothing are a different type of shell. Shell structures have two very useful features: - they are completely empty, so they make great containers - their thin outside layer means they use very little material Problems in building shell structures include: - A tiny weakness or imperfection on the covering can cause the whole structure to fail. - When the shell is formed from hot or moist materials, uneven cooling can cause some parts to weaken other parts by pushing or pulling on nearby sections. - Flat materials are difficult to form into the rounded shell shape. - Assembly of flexible materials is very precise, so that seams are strong where the pieces are joined.

34 Lesson: Five- Joining Materials Curricular Connections: Outcomes: SM 3.1 Investigate properties of materials and methods of joinery used in structures. SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: SM 3.1 e. Analyze how various similar and dissimilar materials can be joined (e.g. gluing, nailing, screwing, stapling, taping, velcroing, and tying) and identify the most appropriate methods for joining specific materials for an identified use. SM 3.1 f. Use appropriate tools (e.g. hammer, nail, glue, and scissors) to safely cut, shape, make holes, sew, and assemble materials. I Can Statements: SM 3.1 e. I can explore how to best join materials that are alike. I can explore how to best join materials that are different. I can show which way to join materials for different purposes. SM 3.1 f. I can be safe when using tools to cut, shape, make holes, sew, or put materials together.

Lesson Focus/Purpose: The purpose of this lesson is to explore how materials can be joined together. Materials and Resources: Hands on Science- Materials and Structures- Lesson 3 Joining Materials by Chris Oxlade (see resource list at the beginning of the unit) A collection of joining materials (glue, screws, nuts,bolts, nails, zippers, a piece of metal that has been welded, needle & thread, Velcro, tape, string, paper clip, pin, safety pin) Materials Joint-connectors Straws Pins, paper clip Popsicle sticks Pipe cleaners Spaghetti Plasticine or Play-doh Round toothpicks Mini- marshmallows Scissors, rulers White glue Construction paper String Diagrams of joints- see p. 36, 37 of Hands Tape on Science- Materials and Structures

35 Student Duotang Page 10 and Building Big Science Glossary Photocopies of Pages 36 and 37 from Hands On Science- Materials and Structures blown up for posters to be used as a idea source for kinds of joints Student Assessment A-8- Methods of Joinery Assessment: 1.) In the Student Assessment Booklets, have the students fill in a happy face for their cooperative work in the unit in the Table of Contents for lesson 5 and after completing Student Duotang Page 9. 2.) Teacher takes anecdotal notes on student’s understanding of the idea of joinery as well as group cooperation skills demonstrated has they join materials together. 3.) On Student Assessment A-8 have the students list as many methods of joinery that they can. There is a rubric that assesses their knowledge. After completing the assessment, they can fill in the Table of Contents for A-8. 4.) They then can complete the Student Assessment A-9- Assessment of Cooperative Learning Self-Assessment.

Instruction: 1.) Bring an assortment of “joining” materials that you have on hand. These may include glue, screws, nuts, bolts, nails, zippers, a piece of metal that has been welded, needle & thread, Velcro, tape, string, paper clip, pin, and safety pin. Show the students the collection and then ask what all the objects in the collection have in common. You may have to use guided questions of demonstrations to assist the students in coming up with the idea that all these objects can be used to “join” materials to make structures. 2.) Read the students the book, Joining Materials by Chris Oxlade. Discuss the different types of joining materials there are. 3.) As a group, with the teacher modeling, write a definition of joinery in their Building Big Science Glossary vocabulary words that is at the beginning of their Science Duotang. 4.) Follow Lesson 3 from Hands on Science- Materials and Structures. It is included her for convenience. Have a collection of materials and joint-connectors assembled (see materials list). Present two straws to students and ask:  How can these be joined together at the ends?  What “connectors” could we use?  How many different kinds of joints could be made? Introduce the engineering challenge, joint construction. The students’ task is to use the materials provided to make a variety of 2- dimensional shapes. Split them into groups of 4. To provide guidance, have all the students begin by making the same shape. Ask:  Using the materials, how many different ways can you build a triangle? 5.) After students have experimented building triangles with joints, encourage them to build other shapes such as squares, rectangles, diamonds, stars, and hexagons. As the students create their shapes, have them record their data on the Student Duotang Page 10 which is based on Hands on Science- Materials and Structures 38-2.3.2. Students are to make the shapes out of straws, Popsicle

36 sticks, spaghetti, or toothpicks, and use the other materials (pins, paper clips, pipe cleaners, Plasticine or Play-Doh, and mini-marshmallows) as fasteners.

Provide plenty of time for investigation, experimentation and testing. You could have Pages 36 and 37 from Hands On Science- Materials and Structures photocopied and blown up as guides for different kinds of joint ideas. As the students work, encourage them to discuss the types of joints they are making and the materials they are using.

Extending the Learning: Collect samples of each kind of joint the students make. Mount these on construction paper, and have each different joint labeled, for example, straw/pipe cleaner joint, toothpick/ Plasticine joint, and pin/paper clip joint.

Differentiating: Consider grouping of students when differentiating for this lesson. Other differentiation will depend on the needs of your students.

Lesson: Six- Soundness of Structures- Natural & Human Built Curricular Connections: Outcomes: SM 3.1 Investigate properties of materials and methods of joinery used in structures. SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: SM3.1 h. Assess the suitability of various materials for constructing structures, including methods of strengthening those materials (e.g. adding layers, tying or gluing together, triangulation, cross- bracing, and changing the shape of materials). SM 3.2 h. Analyze how various shapes contribute to balance and stability in humans and various animals. SM3.2 i. Examine the suitability of using recycled materials to construct structures (e.g. tires as highway surfacing, and reclaimed lumber or straw bales for houses.

37 SM3.2 f. Compare the characteristics of different types of shelter (e.g. tent, igloo, hut, boat, castle, tipi, yurt, and house) constructed by people throughout the world past and present. SM 3.2 o. Assess natural and human built structures to determine if they are effective, safe, make efficient use of materials, meet user’s needs, and minimize impact on the environment. I Can Statements: SM 3.1 h. I can decide if a material is good (suitable) for building certain structures. I can describe different way to make a structure stronger. SM 3.2 h. I can describe how different shapes in humans and animals help make them balanced and stable. SM 3.1 i. I can decide if a recycled material is good (suitable) for building certain structures. SM 3.2 f. I can compare characteristics of different types of shelter from around the world, both in the past and in the present. SM 3.2 o. I can describe if a natural structure is: useful, safe, makes use of materials, meets the needs of the user, does not impact the environment. I can describe if a human built structure is useful, safe, makes use of materials, meets the needs of the user, does not impact the environment.

Lesson Focus/Purpose: The purpose of this lesson is to look at the soundness of structures. Another “really big lesson” that will take longer than one class period! Materials and Resources: Part A Materials and Resources Student Duotang Page 11 &12- Shapes and Structures with Building Big Science Glossary word cards Key vocabulary word card- stable, strong, balanced Hands On Science- Materials and Structures resource SMART board, computer lab for extending the learning Web Site - http://www.pbs.org/wgbh/buildingbig/lab/shapes.html Student Assessment A-10- Shapes in Structures

Part B Materials and Resources Hands On Science- Materials and Structures Straws, straight pins Bristol board White glue Felt pens Scissors Diagram of the straw geometric shapes from Page 41 of Hands On Science Resource Student Duotang Page 13 and 14 (13 is a copy of page 41 from Hands On Science – Materials and Structures Student Assessment Booklet A-9- Cooperative Learning Self-Assessment Student Assessment Booklet A-11- Making Shapes Strong Student Assessment Booklet A- 12 – Self-Assessment of the Stability of My Structure

38 Part C Materials and Resources Sample cubes such as wooden blocks(borrow from Kindergarten room) or tissue boxes Straws, round tooth picks, Popsicle sticks Plasticine, Play-doh Pipe cleaners, paper clips, pins, tape Mini- marshmallows or thawed green peas Piece of cardboard (for a foundation) Scissors Margarine tubs Camera for taking pictures of students’ structures Pencils, ruler, paper Student Duotang Page 15 ( based on Page 46 from Hands on Science) Hair Blower Student Assessment A 13- Rubric to Assess Building Criteria completed by teacher Student Assessment A 14- Journal Entry reflection of learning on their 3D shape.

Assessment: 1.) Have them complete A-10 – Shapes in Structures after completing Part A of this lesson. 2.) Have them assess the stability of the structures they built in Part C using Assessment sheet A-11 and A-12 . Here they assess the stability of the 2 Dimensional Shape. 3.) Teacher makes anecdotal notes on students as they work on their structure. Add this information to the ongoing collection of notes on the record sheet included in the assessment file. 4.) Teacher completes Rubric Student Assessment A-13 to assess the building criteria of their 3 dimensional shape. 5.) The students complete Student Assessment A-14- a journal entry reflection of their learning about the strength and stability of their 3 dimensional shape and how it with stands wind and multi-story building. Instruction: Part A- Strong and Stable Shapes in Structures 1.) Stand in front of the students with your feet about shoulder width apart and ask if I am in a stable position. Ask what shape my legs and the lower part of my body make( hopefully they say triangle). Say that today we are going to look at the shapes that make structures stable. Show the “stable,” “strong,” and “balanced” key vocabulary word cards. Ask what stable means. Write the meaning of stable and strong in their Building Big Science Glossary. Have them turn to their Science Duotangs Page 11 and 12. Bring up the Web site, http://www.pbs.org/wgbh/buildingbig/lab/shapes.html on the SMART board. Read together the information at the top of the Shapes Lab. Have the students fill in the blanks on their Duotang Page 11 and 12- Structures and Shapes. In the classroom,

39 have them informally point out examples of different types of shapes that form the base of structures – triangles, rectangles, and arches. 2.) On the SMART Board go back to Building Big Shapes Lab and have students take turns adding weight to the three different shapes by putting elephants on the shapes. Here we find out that triangles are the strongest shapes. Have them write the number of elephants that each shape could hold without collapsing on Duotang Page 11 3.) Click on the shapes in the lab to find out more about the strength and stability of the rectangle, triangle, and arch. Fill in the blanks about the shapes on Page 12 of the Student Duotang. 4.) Fill in, on Page 12, that the strongest shape is a triangle. 5.) Have them stand with their feet shoulder width apart and look at the shape they make with their lower body and discuss out stability. Then have the students go down in a crawling position like they were an animal. Discuss whether animals are more stable than humans. 6.) Have students complete Student Assessment A-10- Shapes in Structures. Part B- Building Stronger Structures This lesson is from Lesson 4 Hands On Science- Materials and Structures and is written here for convenience. 1.) Begin by having each student build a square, using straws and pins. Students can cut the straws making them easier to work with. Have the students examine their straw squares, and then lift the structures to test their stability. Ask:  Is the square sturdy?  How could you make it more sturdy? (have them think back to our Building Big Shapes lab and what we learned there).  Where could you add another beam or cross-brace? Challenge students to make the square stable enough so that the shape will not change easily. Ask:  Where can you put a straw to make the square more stable? 2.) Once the students have experimented, have them record their solution on the Student Duotang Page 14 which is based on the activity from Hands on Science. Then as a class discuss that various solutions that they discovered. 3.) Provide each student with a copy of p. 41 from Hands on Science and have it as Science Duotang Page 13. They can use this has a reference for this activity. Discuss the various shapes. Ask:  How can a square be made more stable?  How can you make other shapes more stable? 4.) Now have the students make shapes that have 3, 4, 5, 6 or more sides. Have them use their own ideas, as well as those on the diagram, to make their shapes more stable. 5.) As students are working have them use Duotang Page 14 to draw diagrams of their final shapes. 6.) At the end of this activity, have students glue their shapes onto Bristol Board and label each shape. 7.) Complete Student Assessment A-11 and A-12.

40 Part C- Building and Testing a Frame This part of the lesson is taken from Hands on Science – Lesson 5. 1.) Display the sample cubes for students to manipulate and examine. Ask:  What shape is this object?  What material is it made from?  How could you make a cube shape using straws, Popsicle sticks, or toothpicks?  NOTE: A cube shape made from beams is called a frame. 2.) Review the ways that the students made joints in previous activities. Display the sample frame diagram to ensure that students are aware of the design of a frame. This is Page 45 in Hands on Science-Materials and Structures. Ask:  How many straws will you need to make a frame?  How many joints will you make? 3.) Challenge the students to make a frame that will be strong enough to stand on its own. Before the students begin construction, have them use Student Duotang Page 15 to draw a plan: a blueprint of their structure for testing. They should also record the materials they plan to use. You may choose to model this to the whole class before students plan their own blueprints. 4.) Now, have the students build their own frame structure. Remind them to make sure the structure is sturdy enough to stand alone. They can add reinforcing beams and braces as they see fit. 5.) Test to see if their structures are strong enough to with stand “wind.” Blow their structures with hair dryer to see if they are strong enough to withstand wind. 6.) Once students have built a single frame structure and are satisfied with its sturdiness, challenge them to add a second storey, and then build a third storey. After all student have built their structures. Do the wind test again with the multi- storey structures. Discuss the activity as a class. Ask:  What made your frames strong?  Why is a solid foundation important for your structure?  Did you add any extra beams to strengthen your frame?  What happened when you added a second and third storey?  Did the structure lose some of its sturdiness?  What do you think engineers do when they are building very tall buildings with lots of storeys?  How do you think they strengthen the buildings? 7.) Teacher complete the Assessment Rubric A-13- that assesses the structure’s criteria. The criteria includes:  An accurate blueprint  The ability to construct one frame that stands freely  Testing the sturdiness of the frame  Improving the design  Adding more storeys 8.) The students complete a self-assessment in a Science Journal entry that reflects on their own learning during the activity. This is found in Student Assessment A-14.

41 Part D- Strong, Stable Structures - Past and Present

Extending the Learning:

1.) Take the students to the computer lab and have them individually experiment on the Building Big- Shapes website to test different types of loads. 2.) After completing Part C, Have the students build other three dimensional frames such as pyramids, prisms, using various materials for the structure and joints. Encourage students to improve the stability of their structures. 3.) Set up a building centre with the same kinds of materials that were used in the previous activity. Encourage students to explore the materials, then design and build other structures for strength and stability. Have them also consider wind and vibration factors. Differentiating: This will depend on the needs of your class. It is possible that you may want to pair an older “buddy” student with a Grade 3 student to assist them with construction.

Lesson: 7 - Structures around the World

Curricular Connections: Outcome #M 3.2 Compare the characteristics of different types of shelter (e.g. tent, igloo, hut, boat, castle, tipi, yurt and house) constructed by people throughout the world, past and present. Indicator O: Assess natural and human built structures to determine if they are effective, safe, make efficient use of materials, meet user’s need, and minimize impact on the environment.

42 Purpose: The purpose of this lesson is to explore different shelters, both in the past and present. We will compare the materials that are used to build these shelters.

Materials: - SmartBoard Notebook file - Shelter cards (images of different shelters on laminated cards) - Index cards or sticky notes (whatever method you want to use to have students record their observations) - Describing Wheel Graphic Organizer – Student Duotang Page 16 - Comparing Venn diagram- Student Duotang Page 17 - Comparing Shelter Materials Handout- Student Duotang Page 18 - Science Reflection handout ( A- 15 )

Assessment: (pre-assessment, formative assessment) Pre-assessment: What do students already know about different shelters? Formative assessment: Venn diagram Summative Assessment: (Smartboard file) Identify the materials used in these shelters. For each, explain why you think these materials might have been used. Tell if you think this home was built in the past or is built now. Explain why.

Instruction: 1. Motivation: Explain that your next lesson is going to explore shelters (set the purpose). Watch the video on building an igloo (embedded in Smart Notebook). 2. Pre-assessment: In pairs, groups or on their own, students will use a Describing Wheel graphic organizer to write down some facts they already know about shelters. 3. Asking Good Questions: Using the SmartBoard Notebook Q dice file, students will create a list of questions to discover about shelters throughout this lesson. You may need to guide students to ask questions about materials and where people get these materials as well as how these structures are used. (inquiry process) 4. Developing Skills - Observation: In the next part of the lesson, students will be observing different shelters, so they need to discuss how to observe closely. What will students do when making observations? What will the teacher see? How do you want them to record information? 5. Model Activity #1: Model the next activity using images on the SmartBoard file of the Iroquois long house and a sod house. Show students how to make good observations, model the note-taking process (using either sticky notes or index cards). 6. Activity #1: In pairs or groups, students will make observations about different shelters from the Shelter cards (laminated 8 x 11 sheets of paper) for 10 minutes. They will record the answers to any questions from the list created in the Q dice activity. Some of the shelters are made up of many materials while others are

43 some simple in their design. To differentiate, you may want to challenge some students with the more complex examples. Students who struggle with the writing may be assigned a structure with fewer materials. Since the igloo has already been introduced in the modelling, struggling students may be assigned to work on that Shelter Sheet. 7. Model Activity #2: Model the next part of the activity using the Iroquois Long house and the Sod House. Show students how to use the Comparing Shelter Handout, discussing materials and where the materials came from. 8. Activity #2: From their notes, students will report about two (or more shelters) in terms of: materials, where the materials came from, and include a representation of their shelter. (see Comparing Shelter Materials). 9. Model Activity #3: Model the next part of the activity using the Iroquois Long house and the Sod House. Show students how to fill in the Venn diagram. Discuss the difference between completing a Venn diagram at a level 5, level 4, and so forth (rubric scale). This step is important because the summative assessment has students fill in another Venn diagram. 10.Activity #3: Students will form different groups (a jigsaw) to compare and contrast their shelters with other shelters (how alike, how different). Students can use a two circle or three circle Venn diagram to record their information. (Students who need the challenge can complete a 3 circle Venn.) 11.Wrap up: As a class, make a list of the different materials and where they came from (chart). In the third column, students will be thinking about why those particular materials were used (e.g. why snow was used to build an igloo). The purpose here is to have students realize that in the past, people used materials from the environment because that was available. Students will write a Science Reflection on A-15 of their assessment booklet. 12.Summative Assessment: See Assessment

Extending the Learning: Bring in different books on shelters from the library to provide opportunities for students to learn more. Within the lesson, there are examples of how to extend the learning. At the end of the Smartbook file, there is more information on tipis, including a video on tipi-raising. This also fits well into the FNMI content of the curriculum.

Differentiating: Refer to Instruction.

44 Lesson: Eight- Structures That Failed Curricular Connections: Outcomes: SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: SM 3.2 n. Identify materials or parts of a structure that failed and hypothesize why they failed. I Can Statements: SM 3.2 n. I can tell why structures fail (fall apart). I can make a prediction to tell why the structure might have failed.

Lesson Focus/Purpose: The purpose of this lesson to explore why some structures fail. Materials and Resources: Book- The Three Little Pigs SMART Board Web Site that shows the Minneapolis Bridge Disaster http://www.usatoday.com/news/graphics/bridge-collapse/flash.htm Web PDF from Nelson that describes and gives examples of why structures fail http://chatt.hdsb.ca/~flindallc/FOV1-0010304D/FOV1-0010304E/FOV1- 001107B2/11.6.pdf A good description of why structures fail linking to common nursery rhymes and fairy tales. http://www.galileo.org/tips/structures/fail.html Web Image of the Leaning Tower of Pisa

Student Duotang Page 19- Why Structures Fail Student Assessment Booklet- A-16 Web of Why Structures Fail

Assessment: Teacher makes an informal assessment based on their completion of Duotang Page 19, Why Structures Fail. Have students complete A-16- Why Structures Fail in Student Assessment Booklet.

Instruction: 1.) Read the book The Three Little Pigs. Discuss why the straw house and the twig house failed as structures (possible ideas may include unstable foundation, weak

45 materials, no frame, no cross-bracing or reinforcements, a weak shape for base, too much force, etc… 2.) Tell students that in real life, structures can fail as well. These structural failures are not too common because people who build structures have to follow rules that safeguard against disasters. Also we build certain kinds of structures that suit our environment. For example Lethbridge, Alberta is a very windy place so there are not a lot of tall buildings there, buildings in California have extra supports to help if there is an earthquake etc… 3.) Look at the Nelson PDF listed in materials. Put it up on the SMART board and read it over as a class and discuss. 4.) Show a picture on the SMART Board of The Leaning Tower of Pisa. Say that the structure failed because of two reasons:  There is only a 3 metre foundation- it should be a lot thicker to hold such a tall tower.  The soil is weak, marshy, and soft so the foundation is not strong. 5.) Another example of Structures that have failed is the Minneapolis I35-W Bridge. Have a look at the bridge and the reason it collapsed on the following web Site http://www.usatoday.com/news/graphics/bridge-collapse/flash.htm There is also a link called Major Bridge Collapses that shows a time line of bridge collapse in history and the reasons for their collapse. 6.) Complete Student Duotang Page 19 which is called Why Structures Fail. Reinforce to students that most structures do not fail but occasionally they do and there is usually a good reason. 7.) Compete A-16- Web of Why Structures Fail. This assessment is filled out with teacher and learner completing it together. After the student fills out the Table of Contents in Assessment Booklet with the date and a self-evaluation of how they think they did on this activity.

Extending the Learning: In the computer lab, they can do some internet research on “bridge collapse “or “building collapse.”

Differentiating: Differentiate as the needs of your students dictate.

Lesson: Nine- Famous Structures Curricular Connections: Outcomes: SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: SM 3.2 g. Examine the characteristics and significance of historical structures such as Stonehenge, the Parthenon, Petra, The Great Wall of China, Angkor Wat, Machu Picchu, Taj Mahal, Pyramids, and Easter Island Moai. I Can Statements: SM 3.2 g. I can explore the characteristics of different historical structures from around the world. I can explain why these structures are wonders (special, significant).

46 Lesson Focus/Purpose: The purpose of this lesson is to explore historical structures. Materials and Resources: Book- Ben’s Dream by Chris Van Allsburg A look at the Seven Wonders of the World http://www.youtube.com/watch?v=Zte_b_kXzJA&feature=related

A look at modern architecture around the world http://www.youtube.com/watch?v=65pi0JdcZcY&feature=fvwrel Computer lab Copy of the Student Duotang Page 20 – Planning sheet for Power Point Copy of the Student Duotang Page 21- Viewing Guide for Power Points A-17 in Assessment Booklet- Rubric for Historical Structures Power Point

Assessment: Teacher and student will work through the rubric – A-17 before the power point is begun as well as after when it is completed as an assessment of their power point. Instruction: 1.) Watch the China Structures that is in the Teacher Resources Folder. Tell the students that next we are going to look at the amazing structures that are human built that are considered Wonders. 2.) On the SMART Board show the 2 You Tube videos on Seven Wonders of the World as well as Modern Architecture. Discuss what makes these examples special. Show the books from the resource list about Structural Wonders, The Great Wall of China, The Parthenon, and The Pyramids of Giza. 3.) Read the book, Ben’s Dream by Chris Van Allsburg. In the story, Ben visits famous landmarks from around the world, such as the Taj Mahal, the Eiffel Tower, and so on. 4.) Have the students each decide which architectural wonder they would like to learn more about. On Student Duotang Page 20, have them complete research to complete the text in each of the boxes of the power point planning sheet. 5.) When power points are complete, view each other’s power point completing the viewing Guide- Student Duotang Page 21 . 6.) Idea from Hands on Science- Materials and Structures- As an ongoing project, have the students collect as many pictures as possible of different kinds of buildings and dwellings from magazines, the Internet, and other accessible sources. If their collection is limited, encourage students to draw and colour pictures of buildings or structures they may have found in books. Have the students mount the pictures on black construction paper and label the pictures (if they know the location), type of building, or the name of the structure). Create a class mural titled Structures Around the World. Allow

Extending the Learning:

47 If you have time, students could write a research report on one of the architectural wonders of the world. You could do this in Social Studies and do a comparison study of different Wonders of the World. Differentiating: The students could be buddied with an older grade to complete power points if they are unfamiliar with the process. Or each student could make a slide of one architectural wonder and then assembled to make a class power point.

Lesson: Ten- Building Structures Curricular Connections: Outcomes: SM 3.1 Investigate properties of materials and methods of joinery used in structures. SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: SM 3.1 h. Assess the suitability of various materials for constructing structures, including methods of strengthening those materials(e.g. adding more layers, tying or gluing together, triangulation, cross-bracing, and changing the shape of materials. SM 3.2 i. Develop and carry out a plan to construct a simple structure such as a tower, bridge, tipi, or bird feeder that meets teacher or student-specified criteria related to strength, stability, and function. SM 3.2 j. Estimate measurements in order to select appropriate quantities of required materials for constructing a structure. SM 3.2 k. Follow safety procedures and rules while construction structures and explain the need for such procedures and rules. SM 3.2 l. Illustrate the construction process for a simple structure, including descriptions of the components of the structure, using labeled drawings, written and oral explanations, and demonstrations. SM 3.2 m. Assess the strength, stability, and balance of personally-constructed structures and make changes to improve the structure as deemed necessary. SM 3.2 n. Identify materials or parts of a structure that failed and hypothesize why they failed. I Can Statements: SM 3.1 h. I can decide if a material is good (suitable) for building certain structures. I can describe different ways to make a structure stronger. SM 3.2 i. I can design a test and build a structure that is strong, stable, and has a set purpose. I can make a list of characteristics for my structure so that it is strong and stable. SM 3.2 j. I can estimate how much material would be needed to build a structure. SM 3.2 k. I can follow safety procedures and rules while making my structure and say why the rules and procedures are important.

48 SM 3.2 l. I can describe the process of building a structure with others through labeled pictures, through writing, through my explanations, and by showing. SM 3.2 m. I can describe if my structure is strong, stable, and balanced. I can make changes to my structure to make it better if needed. SM 3.2 n I can tell why structures fail (fall apart). I can make a prediction to tell why the structure might have failed.

Lesson Focus/Purpose: The purpose of this lesson is for students to build a simple structure putting into practice the concepts they have learned. Materials and Resources: Copy of the criteria for the building project Student Duotang Page 22 - Planning guide Student Assessment Booklet- A-18 and A-19 Various materials that students request for their projects, this can be brought from home or help supplied from the teacher or others in the school Assessment: 1.) Rubric(A- 18) that the students can self-assess their project based on the criteria as well as (A-19 ) that the teacher will use to assess the final projects. Instruction: 1.) Review the modeling from the bridge building from last day. Review the criteria that we came up with to assess the success of our structures. 2.) Hand out the planning guide that the students will use to plan their project. 3.) Give the students time to choose their project and to begin filling in their planning guide. Circulate to discuss projects and the materials that they will need to complete their projects. Discuss what they will need and where they are going to get the materials. 4.) This project will be completed at home. Send a note home, outlining the project and the due date, and copy of the assessment rubric.

Extending the Learning: The students can work on the project at home and at school and access materials from both places as well. Differentiating: For those who do not have the home support to complete the project, you may assist in finding a mentor within the school or community that could assist the child with the project. A high school buddy with a spare may be used to assist a student.

Lesson: Eleven- Jobs and Hobbies Related to Structures Curricular Connections: Outcomes: SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures.

49 Indicators: SM 3.2 p. Research jobs and hobbies which contribute to the design, building, and maintenance of natural and human-built structures. I Can Statements: SM 3.2 p. I can research jobs and hobbies that relate to structures, natural or human- built in designing, building, or maintaining these structures.

Lesson Focus/Purpose: The purpose of this lesson teaches students that there are many jobs and hobbies that involve building structures and materials. Materials and Resources: Access to the computer lab Student Duotang Page 23 with pencil and eraser - This activity uses the site below to do a web scavenger hunt of different structure related jobs Student Assessment Booklet A-20 The following web site on Building Big- Who Builds Big http://www.pbs.org/wgbh/buildingbig/profile/index.html

Assessment: 1.) Assess their student duotang page. 2.) Also make anecdotal notes on how independently they worked in the computer lab. 3.) Have them complete A-20 in their Student Assessment Booklet which is a self- assessment of how independently they worked on this computer lab. Instruction: 1.) Ask students to brainstorm any jobs or hobbies that involve building structures. Write these down on the board or SMART Board in a web. Have Structure Related Jobs in the centre of the web. You may suggest that if they enjoyed this unit, they may want to look into training for some of the jobs that we are going to talk about in today’s lesson. 2.) Take students down to the computer lab with their Science Duotangs, pencils, and erasers. Bring the web site up on the SMART board. Have them enter the ULR for Building Big- Who Builds Big? Demonstrate to the students where they can find the names of the people and their jobs. Demonstrate how to press the links to find more information. Show them the self-assessment A- 20 so they know what behaviors they will be asked to self-assess in today’s computer lab exercise. 3.) Complete Number 1 on Page together, modeling how the page is to be completed and where to find the information. 4.) Have the students complete the rest of the page independently. Extending the Learning: If you have a community member or parent that has a structure related occupation, invite them into the classroom as a guest speaker. Have students prepare questions before the presentation. Differentiating:

50 You may want to pair up students with varying skill/reading levels so all students are successful. You may want to complete the activity all together if the students in your class are not very independent.

Lesson: Twelve- Review and Final Assessment Curricular Connections: Outcomes: SM 3.1 Investigate properties of materials and methods of joinery used in structures. SM 3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures. Indicators: All I Can Statements: All

Lesson Focus/Purpose: The purpose of this lesson is to review the outcomes and indicators for the unit and provide a final summative assessment of the unit in the form of a Unit Test. Materials and Resources: Jeopardy Game for SMART board created by Jade Ballek (in the teacher resources file) SMART board Little papers for Mrs. Question game Review sheets in assessment folder Final Quiz in assessment folder

Assessment: The review that is completed would be a formative assessment of all the learning from the unit. The final assessment would be a summative assessment of the outcomes of the unit. Instruction: 1.) Complete the review sheets using the duotang sheets as guide. Correct. Make any corrections. Send home with the Student Duotang pages so the students are able to study. I usually give a week of study time at home. During this time, we complete review activities at school. Send a note or email or both to let parents know about the approaching quiz. Before sending home the duotang sheets home to study, split your students into 2 groups and have them develop one question each about the material in the duotang. Have them write the questions on little pieces of paper. Have them write the answers on the backs of the pieces of paper. Go over everyone’s questions in their groups so everyone knows the questions and the answers and so there is no repetition of the questions.

51 2.) Use the questions to play a game called Mrs. Question. The class is two teams. Team One asks Team 2 one of their questions. If Team 2 answers correctly, they earn a point for their team 2. Then Team 2 ask one of their questions to Team 1. If Team 1 answers correctly they earn a point for their team. Keep going until all the questions are asked. This is a simple game but my students really like playing it and it is a great review when developing the questions as well as answering them. 3.) Play the Jeopardy Game on the SMART board, which reviews some of the indicators from the unit.

Extending the Learning: Differentiating: When taking the final quiz, you may want to read the questions aloud so you are testing Science learning not reading ability. Scribing may be an option for the short answer part of the summative assessment.