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Tuesday March 10th, 2015

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Robyn Volek

Lesson Plan #2 March 10

Grade/Subject: Grade 7/8 Science

Unit: D: Structures and Forces Lesson Duration: 55 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes:

1. Describe and interpret different types of structures encountered in everyday


objects, buildings, plants and animals; and identify materials from which they are
made
Specific Learning Outcomes:
1.1 Recognize and classify structural forms and materials used in construction

1.4
Describe and interpret natural structures, including the structure of living
things and structures created by animals
1.5
Identify points of failure and modes of failure in natural and built structures
4.2 Identify environmental factors that may affect the stability and safety of a
structure, and describe how these factors are taken into account
LEARNING OBJECTIVES
Students will:
1. Describe the various types of structures
2. State the functional benefits of each type
3. Give examples of each type of structure

ASSESSMENTS
Observations:
- Discussions
- Conversations
- Student work
Written/Performance Assessments:
- Foldable handout

Key Questions:
- What needs to be considered when designing and
planning?
-

LEARNING RESOURCES CONSULTED


Resource #1: Resource #1: Science Focus 7 McGraw-Hill Ryerson (Textbook)
Resource #2: Alberta Education, Program of Studies (Science 7-8-9)

MATERIALS AND EQUIPMENT

Smart Board w/ pictures of structures


Egg shells
White paper (for whole class)
Scissors
Pencil crayons

PROCEDURE
Introduction (0 min.):
Hook/Attention Grabber: Have pictures of structures up on the board when students walk in. Write the essential
question up on the board
Expectations for Learning and Behaviour:
- I expect students to participate in discussions and work to the best of their abilities
Advance Organizer/Agenda:
- Review golf ball bridge
- Considerations for structures
- Discussion of structures (Classifying different types of structures)
- Egg strength demonstration
- Natural vs. Manufactured structures
- Foldable work time
Transition to Body: Hand back the proposals and questions from last class

Body (40-55 min):

Tuesday March 10th, 2015

Robyn Volek

Learning Activity #1 (5-10 minutes):


- Ask students what considerations they had to take into account when building their bridge?
- Break students up into rows and have each row become a designer, contractor, or engineer for building a
structure what factors do they take into consideration before designing and constructing a jean jacket, a
skyscraper, a basketball, a house, and a playground. Let them discuss for a few minutes
- Are there any similarities between the rows?
- Explain that although there is a variety of structures, similar considerations are made when designing and
constructing
Assessments/Differentiation

By having students work in groups, they will be able to share their ideas
You can have students write down or draw in their notebooks if it helps them remember the activity

Learning Activity #2 (10-15 minutes):


- Have students look at the pictures up on the board and think about what some of the differences between the
structures are OR what the similarities are
- What ways could we sort these structures? (Natural vs. manufactured, frame, shell, or mass, and function)
- Ask students about structures found in nature (and classify them as frame, shell, or mass)
- Relate manufactured and natural structure (write the definitions on the board students will write in their
notes not the foldable)
- Have students work with pairs to come up with pairs of manufactured structures that were inspired by natural
structures (give an example on the board). Discuss answer students came up with.
Assessments/Differentiation:
- By using pictures, discussing the information, and having quick demonstrations, I will be able to meet the needs of many
learners in the classroom
- Students can write pretty or silly for their foldable notes and write in a colored pencil (they will get to decorate it
later)

Learning Activity #3 (25-30):


- Bring up slide on three pictures (one mass, one shell, and one frame structure)
- Ask students how they would classify these structures
- Pass out pieces of white paper and have students bring out their scissors and a pencil
- Demonstrate what students need to do for the foldable
- Write the names of the three structure types on the front
- Discuss the definition of a mass structure
- Bring up a picture of a mass structure and have students think about pros and cons of using a mass structure
(create a list on the board for students to copy into their notes) as a group, we can quickly construct a mass
structure from textbooks and test stability (by shaking the stack)
- Discuss the definition of a frame structure
- Bring up a picture of a frame structure and have students think about the bridge they constructed (frame) and
have them think about the pros and cons (write a list on the board for students to copy in their notes)
- Discuss the definition of a shell structure
- Bring up a picture of a shell structure (egg) and have students think about pros and cons of using a shell
structure (create a list on the board). Use eggs to test the strength of a shell structure. Bring in a helmet and
demonstrate how you cant feel the forces as much with the shell structure.
- Have students write down two examples of each structure under their definition
- Bring up a picture of a structure that has a mixture of structure types ask students to classify this structure.
Discuss why there is a mixture of structure
Assessments/Differentiation:
- If students struggle with coming up with natural ideas, ask students what structure birds use to fly, what structure do you use to
bite food

Closure (5-15 min.):


Consolidation/Assessment of Learning:
- At the end of class, have students finish their foldable by looking for structures around the classroom or that
they can think of outside that can be classified within the 3 types. One example they draw must be natural; a
second example must be manufactured. Let students know you want this handed in for Thursday and they
will have time to complete tomorrow.
Feedback From Students:

Tuesday March 10th, 2015

Robyn Volek

- Ask students to name the three types of structures


- Have them pick the type of structure they think is best for construction (i.e. their favorite kind)
Transition To Next Lesson:
- Have students pack up their notes and binders and get ready for lunch
- Put away all the materials and prepare for the next science class

Sponge Activity: Classifying structures worksheet as extra work