6th Grade Bridge
Unit – Lesson Plan
Science 6.5 - Science and technology used in a work environment
- Technological innovations address human needs
Science 6.6 - Changing variables changes the outcome
Math 6.3 - Organize and construct displays of data using graphs and tables
Math 6.4 - Construct two and three dimensional models using a variety of materials and tools
Students will be able to list and describe different types of bridges
Students will understand why different bridges serve different purposes
Students will be introduced to the engineering modeling process: designing, building, and testing
Students will gain an understanding of how science and technology are used in a work environment, how technological innovations address human needs, and how changing a variable on the input of a process affects the outcome of the process. They will also design a bridge and make a three-dimensional model bridge according to the design. Finally, the students will practice organizing and displaying data.
The purpose of this lesson is to activate the students’ knowledge about technology in our world as well as to introduce the students to the engineering modeling process.
This lesson will begin with a whole group discussion about the different types of bridges along with demonstrations with simple models of different types of bridges. The class will also discuss the engineering design process and examine an example bridge design. The class will then be broken into small design teams. These teams will design and build a bridge according to their design and with their allotted materials. Finally, the class will test each teams’ bridge as a whole group.
Teacher – “Bridge Basics” article, a simple model of a beam bridge, a truss bridge, an arch bridge, a suspension bridge, and a cable-stayed bridge.
Students – Paper, a number of popsicle sticks (depending on each teams’ budget), glue.
The lesson will begin with a whole group discussion about the different types of bridges along with a demonstration with a simple model of each different type of bridge.
The instructor will introduce bridge vocabulary to the students and describe the constraints under which the bridge is to be built, the cost of the bridge materials, how the bridge is to be tested, and the requirements that the bridge should meet.
The instructor will describe how the planning and designing process, is important in the development of any technological innovation, product or service. The instructor will then illustrate an example of a truss bridge design (which is what the students are to design and build for this lesson).
The class will be divided into teams of four. Each team has a getter1 and a getter 2, who are responsible for getting and returning classroom materials, a starter, who is to ensure that the team starts the assigned activity, and a recorder, who records the teams activities in a journal
Paper will be distributed to the teams and the teams will design their bridge with the assistance of the instructor.
The popsicle sticks and glue will be distributed to the teams and the teams will build their bridges according to their design and with the assistance of the instructor.
Upon completion of the bridge building, the entire class will partake in the testing of each teams’ bridge.
Vocabulary
Beam, truss, arch, abutments, suspension, cables, towers, anchorages, cable stayed bridge
Bridge
Constraints
The popsicle bridge shall span a gap of one foot between to desks. The bridge may be supported by no more than two inches of the desk on each side. The bridge is not allowed to have any piers that reach the ground. The popsicle sticks will cost $500 each and the students will have a budget of $10000.
The bridge must have a roadway over which a matchbox car may pass uninhibited. The bridge must be a truss style bridge.
Evaluations/Assessments
The instructor will qualitatively assess the students’ bridge design as well as the building of the bridge in accordance with the bridge design.
Each bridge will also be assessed according to how much weight it supports during the bridge testing as well as by its cost effectiveness.
Conclusion
The class will participate in a whole group discussion reviewing the key factors in designing, building, and testing a bridge.
Accommodations
Cooperative grouping allows the students to feel comfortable in their groups.
Visual representation is heavily utilized which will assist the ELL students in comprehension of the key ideas of this lesson.