Brenda Charach - Gr. 3 Structures Lesson

Lesson Name or Number:		Comparing the Strength of Materials			Date:	January 28, 2014
Name:	Brenda Charach		Subject:	Science – Materials & Structures			Grade:	3

                       

Rationale:  

Prescribed Learning Outcome(s): 

3-2-02 – Conduct experiments to compare the strength of common materials.

Instructional Objective(s):

·       The students will compare the strength of various paper samples, by ordering them weakest to strongest.

·       Students will design a method to test the strength of three paper samples.

Prerequisite Concepts and Skills: 

·       Students understand the term “strength” from the unit vocabulary.

·       Student are able to describe characteristics of materials (Grade 1, Cluster 3, Characteristics of Objects and Materials)  

Materials and Resources:

Teacher	Students
·       Storybook: The Three Little Pigs Prepare Strips of Paper: ·       tissue paper ·       kleenex ·       paper towel ·       wax paper ·       printer paper ·       glossy magazine paper ·       manila tag ·       poster board ·       cereal box ·       corrugated cardboard box	·       pencils ·       recording sheets Materials for Experimenting: ·       tin cans or cups ·       weights, modeling clay, ·       tape ·       pens ·       scissors

Lesson Activities:

Teacher Activities	Student Activities	Time
Engage – “the hook” to capture interest ·       Read Aloud the story of The Three Little Pigs (the traditional version or The True Story of the Three Little Pigs, by Jon Scieszka. Elicit – What do they already know? ·       Discuss the story focusing on the key word “strength.” ·       Ask: What type of materials did the pigs use in the story? ·       Ask: Why were the bricks the best building material? (a variety of responses are possible, such as they are stronger, easier to stack etc.) ·       Connect: “Some materials are stronger than others. Today we will be comparing different types of paper to discover which is the strongest.   Explore - What can they find out? Explain Job #1. Job #1) Using your sense of sight and touch you must carefully observe the papers and order them from weakest to strongest. (Do not rip or ruin your paper samples because you will need them.) Hand out bags of paper samples and recording sheets to each small group of students. Each bag contains 10 different papers labeled A-J. Regroup & explain job #2. Brainstorm with the students ways they could test paper for strength. Write their ideas on the board. Job #2) Choose 3 different paper types and come up with a ways to test the papers for strength. (ie. tear resistance, twist, poke the paper, drop something from different heights to puncture the paper  etc.) Explain - What have they found out? ·       Regroup for a class discussion. Small groups take turns sharing how they tested paper for strength and their results. ·       Students to share their findings and their method to test strength.  ·       Ask: Are some methods for testing paper better than others? (or more “fair”?) How come?  ·       Explain the concept of controlling variables. Elaborate & Extend – How can they connect what they’ve learned to other contexts? ·       Direct students to extend what they have learned about paper strength by responding to the extension question on their handout. Evaluate – What did they learn? ·       Observe students as they experiment with the papers. What part of the coming up with an experiment to test strength is most difficult? In future lessons, provide further explanation. ·       Assess student responses to the extension question. Were the students able to apply what they learned about strength to choosing building materials? ·       In addition, students will complete a self-evaluation to think about how they worked as a group.	Engage   Elicit ·       Students ponder the differences between the strength of the materials used in The Three Little Pigs and respond to questioning. Explore ·       Students work in groups of 2-4 people to sort the paper samples from weakest to strongest. ·       Students choose 3 paper samples to test for strength. Explain ·       Students share their findings with their peers. ·       Students respond to teacher questioning. ie. What makes a fair test? Elaborate & Extend ·       Students record their response to this question on the handout: “If you were building a paper house with one of the papers you tested, which paper would you choose to use and why?”	5 min   5 min 20 min 10 min 5 min Total Time: 45-50 minutes

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

·       This lesson is easily inclusive for all learners as it is hands-on and concrete. Scaffolding will likely be needed in determining an appropriate way to test the paper samples for strength.

Organizational Strategies:

·       Students will work in their table groups, so groups are already divided.

·       A student volunteer (in this case one of our group members) will help to distribute and collect the needed supplies.

·       Extra supplies are available at the front table.

Behavioural Management Strategies:

·       Students will show the teacher a “thumbs–up” when their group has finished ordering the paper samples in order to keep things moving.

Assessment and Evaluation:

·       Students will show the teacher a “thumbs–up” when their group has finished ordering the paper samples in order to keep things moving.

Extensions:

·       This lesson is a starting place for performing further experiments. It introduces students to the concept of designing a simple experiment. This lesson would be one of many lessons concerning the topic of  “strength.” Future lessons may could include other methods to test strength such as bend tests, compression tests, tensile tests, and could use other materials such as plastics, wood, or fabric. Students will apply what they have learned about the different strength of materials when they choose materials to build a structure later in the unit. 

Rachel Wiebe Lesson plan

Lesson Name or Number:		Vocabulary 3-2-01			Date:	January 28, 2014
Name:	Rachel Wiebe		Subject:	Science			Grade(s):	3

                                                                                                                                 

Rationale:  We are doing this lesson to get a better understanding of certain words for this unit.  We will be using these words throughout the unit, especially when we are building our bridges at the end of the unit.

Prescribed Learning Outcome(s):  "Use appropriate vocabulary related to their investigations of materials and structures." Examples: strength, balance, stability, structure, frame structure, natural structure, human-built structure, force.

Instructional Objective(s): The students will be able to use the appropriate vocabulary in their conversations and write up of their experiments.

Prerequisite Concepts and Skills:  Basic reading and writing skills, brainstorming, partner work

 Materials and Resources:

Teacher	Students
Chart paper, markers (for chart), pictures of different structures (hard copies), Bridges are to Cross by Philemon Sturges -books about structures (10-15)	Pencils, journals

Lesson Activities:

Teacher Activities	Student Activities	Time
·         Introduction: Read Bridges are to Cross by Philemon Sturges -facilitate discussion about bridges to get students' brains on the right track ·         Introduce new vocabulary words to students via chart paper (strength, balance, stability, structure, frame structure, natural structure, human-built structure, force) ·         Body: Discuss each word slowly -strength: need strength to lift heavy things -balance: stand on one foot, do you fall over? Lean to one side, how about now? -stability: stand on one foot, friend gently push, is it hard to balance? Stand on two feet, friend gently push, is it easier to balance now? -structure: the way something is built. A building is a structure, a bridge is a structure -frame structure: a hollow structure; nothing inside the structure, just outline -natural structure: structures in the environment (mountains) -human-built structure: buildings, bridges -force: strength or power ·       Table group activity: "Picture assessment" each table group is given a picture of a structure (building, bridge, natural structure etc.) [rotate pictures] walks around class to observe ·       Closing: Hands out journals	·   Sitting criss-cross-applesauce on carpet, listening to story     -participating in group discussion about bridges ·  Students repeating words that teacher says ·  Think-pair-share ·    Students listening to teacher, help to give examples of each word ·         table group must discuss the picture and the structure in the picture using the new vocabulary words ·    student write a journal entry about what they learned during the lesson (must use a min of 4 vocabulary words) ·    when finished read a structure book on carpet	5-7 mins    3 mins 10 mins 15 mins 10-15 mins

Universal Design for Learning (UDL) and Differentiated Instruction (DI): lots of hands-on/minds-on activities (think-pair-share, discovery new words and concrete examples of each word, table group picture activity, journal). For advanced learners when writing journal they will use 5-6 words in their journal and for struggling learners they will use 2-3 vocabulary words.

Organizational Strategies: The carpet area is where all the teaching happens. The book will be read on the carpet, the new words will be discussed here.  The picture activity will be done in their table groups (call table groups one by one to go sit down so there is no stampede). Their journal writing will be done at their table groups as well.  When they are finished they put their hand up and teacher calls them to her desk to go through journal together and correct spelling.  Once finished students will read a book that pertains to lesson (on the carpet) until next lesson begins, or recess or lunch or dismissal happens.

Behavioral Management Strategies: 5-star listeners while on carpter= mouths are closed, eyes are on teacher (or speaker), criss-cross-applesauce, ears are listening, mind ready to learn.

Ask students to look who they're sitting beside and if they feel like they are going to be talking to that person then they should move to a different spot on the carpet.  Give each student 1 warning and if talking persists move the student to a new spot on carpet (do not remove student from learning area unless the situation is harmful to other students)

Table team criteria will have already been established. If students are following or not following criteria give or take away points respectively.

Assessment and Evaluation: The journal will be the bulk of the assessment.  Grading scale is 1-4, 1: needs much assistance, 2: little bit assistance needed, 3: some understanding, 4: thorough understanding.

On the spot assessments will be made by teacher as they walk around class during the picture activity.

Extensions: This lesson is the first in the structure and materials unit.  It is important to get a firm grasp on the vocabulary for the unit so that when the time comes to build the bridge and do the experiments the students are able to correctly assess the materials and bridges according to strength, balance, stability etc.  Because this lesson is vocabulary based it connects to ELA quite nicely.  It could also connect to social studies if the pictures in the picture activity were of structures in the students' community.