Lesson Name or Number:
|
Date:
|
Jan.
28, 2014
|
||||||
Name:
|
Katherine
Dyck and Janice Ledesma
|
Subject:
|
Science
|
Grade(s):
|
3
|
|||
Rationale: Students
will experience the design process.
Prescribed
Learning Outcome(s): SLO 3-2-09
Instructional
Objective(s): The students will
follow all the steps as outlined in the design process. Students will each
participate in their small groups and develop problem-solving skills.
Prerequisite
Concepts and Skills: Students will have already learned how to make
structures strong, balanced and stable. They will also have already tested out
materials to determine their strength. Students will have also tested out
strong and weak shapes (ex. An arch is a strong shape because it distributes
weight to both sides)
Materials and Resources:
Teacher
|
Students
|
-Prior to the activity, divide students into groups
of 5
-Print off worksheet (one per group)
-Arrange student desks to form small groups
-Lay a table cloth over each group of desks
|
-Pencil
-Tooth picks
-Modelling Clay
-Pipe cleaners
-Newspaper
-Popsicle sticks
-Glue
|
Lesson Activities:
Teacher Activities
|
Student Activities
|
Time
|
Teacher will
introduce the process of bridge construction by showing the class the first
part of the video: Mega Structures: Impossible Bridges- China
http://www.youtube.com/watch?v=v-KtnJXAErc
In a large group
students will discuss which bridges they usually use (Salter Bridge,
Arlington Bridge) and state the purpose of those bridges
Still in the
large group, the teacher will discuss and pass around pictures of bridges in
Winnipeg.
Teacher will
introduce bridge construction project and explain the bridge criteria and
criteria for working in groups
Teacher will
divide students into small predetermined groups and hand out one worksheet
per group.
Teacher will
walk around the room and observe how the groups are working together and
observe whether or not groups are on task.
|
Students will sit on the carpet and
watch the video
Students will participate in large group discussion.
Students will work with their groups and follow the
steps on the worksheet which follows the steps as outlined in the design
process.
|
15 mins
10 mins
1-2
classes
|
Teacher
Activities
|
Student
Activities
|
Time
|
As students are in their seats,
teacher will hand out designs to the students. Then the class will gather
around the carpet. Teacher will ask all groups two questions:
· Why did you choose that material?
· What makes your design so strong? How do you know?
After each group shares, teacher will explain the
following:
· Criteria (written on board)
o Holds 50g
o 30cm long
o 15cm high
· How to fill out sheet (BLM 4b) after testing
Teacher will circulate, observing their problem
solving skills and reviewing their design process before allowing them to
rebuild their model.
Summarize – teacher will gather students to do a
walk around to observe each bridge asking the following:
· What made your bridge work/not work?
· Did it meet all the criteria? Why/Why not?
|
Students will
share their designs to the class and class with have opportunities to ask
questions
Students will begin building in designated
workstation with their chosen materials. Then students will test out their
bridge, making sure it meets the criteria.
Students will work on one sheet of the design
process together (having one student be the recorder). They will brainstorm
ideas to improve upon old bridge design.
Students will share their design process and explain
their changes and if it worked – what they would do different and what worked
best.
|
10 – 15
mins
1 – 2
classes
1 class
15 – 20
mins
|
Universal
Design for Learning (UDL) and Differentiated Instruction (DI): Prior to dividing the students into small groups, the
teacher will observe the students’ strengths and challenges. The groups will
include students with a variety of skills. In each group, students will have a
role (ex. one student will be the recorder, one will be the artist who draws a
diagram of the bridge, one will have to present the bridge to the class,
students will be the builders, one student will have to count the materials
needed for the bridge)
Criteria will be written out on board and verbally
explained. Also, the design process sheet will be posted up on the board and
verbally explained
Organizational
Strategies: Groups will be predetermined ensuring students with a
variety of skills will be placed in each group. Video will be set up before
class begins and tables and chairs will be arranged prior to the beginning of
class.
Materials will be set up in an easy to access manner
at a different table for each group to take for their bridge.
Behavioural
Management Strategies: Prior to
watching the video and class discussions, teacher will suggest students sit
away from peers whom they will be inclined to talk to. Prior to group
discussion, teacher will remind students to be respectful of their peers (no
talking when someone is speaking). Teacher will walk around and observe each
group as they work on their bridge. Prior to students presenting their bridge
teacher will remind students to be respectful of the presenter.
To keep students accountable, the self-assessment
sheet (Appendix A) will be explained before the lesson starts. Teacher will
explain that if they don't believe students are being honest, then the teacher
has the right to change it.
Assessment
and Evaluation: Students will self
assess using worksheet (Appendix A).
Teacher will mark design process sheet looking over each section and
assessing if it was filled out properly meeting the following criteria:
·
Shows
thoughtfulness having each section fully filled out with multiple ideas
·
Correlation
between what didn't work and what they need to change (detailed improvement
plan)
·
Recognition of
what worked well and why (in verbal explanation)
Extensions: 3 – 2 – 09 connects to 3 – 2 – 01 and 3 – 2 – 02 since
the students need to understand the proper terms that pertain to bridges and
structures to build and test them. This lesson also connects to 3 – 2 – 10 and
3 – 2 – 11 since it is a foundational understanding to identify these
structures in the community and their environment.
Reflections
(if necessary, continue on separate sheet):
No comments:
Post a Comment