ED 3501

Lesson Plan
Name: Kelsey Bahler
Topic: Testing arches across
General

Learning
Outcomes
Specific Leaning

Outcomes

Learning
Objectives

Begin with the

end in mind
Materials

Procedure
Introduction
(5 mins.)

Body of Lesson
(50 mins.)

Grade/Subject: Grade 3 Science

Unit: Testing Materials
Date: November 26
Length of Lesson: 1 hour
3-8 Evaluate the suitability of different materials and designs for their use in a
building task.
3-8-2 Compare and evaluate the strength and stability of different models or
objects constructed.

3-8-3 Describe the properties of some common solids such as wood, paper and
plastic that make them suitable for use as building materials.

3-8-4 Apply procedures to test the strength of construction materials, in

particular, different stocks of papers, plastic or wood.

3-8-5 Apply procedures to test different designs.

Determine whether a single large pillar in the middle of a structure or 4 small

ones around the corners will support more mass
Remember that the shape of a material can affect the strength
Conduct a fair test using the knowledge learned
Discover if 1 big pillar is better than 4 small ones

SMART Notes (slide 37)

Cardboard, paper

Worksheet #4

Graph

7 kits: masses, paper, cardboard, tape, holder

1 big piece of cardboard

Review:
o Yesterday we tested 3 different types of pillars.
(have 3 students each tell you 1 type we tested)
o What did we find and report to the principal?
o Why was it the strongest?
o And why was that a fair test?
o What force was acting on the pillars?
o Now that we know the cylinder pillar is the
strongest we need to figure out if one big pillar
or 4 small ones are stronger for the school
board
SMART Notes (10mins)
1.Begin with the end in mind (1min)
2.Mail (2min)
3.Lets make a plan (5-7min)

Expectations
Participation
Listen
quietly, settle
in

Listen
quietly to
mail

ED 3501

Activity: Support Pillars (25-30 minutes)

o Have students create a hypothesis and choose
someone to share
o Have students record the materials that will be
used for the activity.
o What will make this activity a fair test? Have
the students read the lists of items that they will
change or keep the same and circle the
appropriate ones for each section. Choose
someone who does not normally answer for fair
test question
*HEIGHT! Needs to stay the same-only width
can change.
o Go over the procedure checklist with the
students.
o Create 1 example of each type of pillar
**Use two people to demo height importance
for fairness
o Read the next steps of the checklist
We will be placing a piece of cardboard
on top of the pillar(s) so that the
cardboard and pillars are centered.
Students will then add their mass to the
top of the pillar in the middle until the
pillar(s) can no longer support the
mass.
*Each person should create at least 1 small pillar.
There are 4 small pillars and 4 people in a group
o Have students go get their kits and work in
their groups
o PLAY group song
o If someone finishes early challenge them to
build a better design
CLEAN-UP (5-7 minutes) play jeopardy song to get
them back in their desks when they are almost done
cleaning up. CHOOSE a few students to finish the
cleanup.
Take a minute to talk about observations. Use someone
who did a great job as an example.
Clarify expectations
Demonstration: (3 mins) I will be the big strong pillar.
Hold up a piece of cardboard over my head. 4
volunteers- each hold a corner of the cardboard over
their heads. Is it better to have one big pillar in the
middle or 4 small ones on the sides. It is easier for all 4
of the pillars to hold something heavy up then just one

Work
cooperativel
y as a group
Each person
should be
creating 1
small pillar.

Carpet.

Group
work,
volume can
be at a 2.

ED 3501

Closure
(3-5 mins.)

Sponge Activity

pillar-even if its big

Which layout and size of pillars supports the most
mass? (5 mins)
o As a class, discuss the conclusion for the
activity. The four small pillars, at each corner
of the cardboard, supported more mass because
the mass is distributed over a greater area with
maximum support. Link back to arch vs. square
and compression
Write a conclusion as a class. (3-5mins)
Have someone read out the question
Conclusion slide
Write on digital worksheet
Graphing results (If time): (5mins)
o Remind them that a graph is another way to
show your conclusion/what you learned/answer
to the question
o The students will need to create a title for the
graph (Difference in mass support of pillars)
o The students will label the side of the graph
with numbers skip counting by 2 and then
shade in how much mass each set of pillars.
Word search/all about me

Resources
Topic C: Testing Materials and Designs Edmonton Public Schools

This is a
quiet,
individual
activity