Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Lesson 16: Lesson 14: Push Joints

Date

November 27, 2014

Subject/Gra
de Level

Grade 3 Science

Time
Duratio
n

30 mins

Unit

Testing Building Materials and Designs

Teacher

Jordan Hitz

General
Learning
Outcomes:

Specific
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

36 Use, safely, a variety of tools, techniques and materials in construction
activities
38 Evaluate the suitability of different materials and designs for their use in a
building task.
1. Using a variety of materials and techniques, design, construct and test
structures that are intended to: support objects span gaps serve as
containers serve as models of particular living things, objects or buildings.

1. Recognize that functional structures must be sufficiently strong and stable and
that unstable or weak structures are often unsafe to use.
2. Compare and evaluate the strength and stability of different models or objects
constructed.
LEARNING OBJECTIVES
Students will:
1. Actively engage in their learning
2. Learn that a glued joint is stronger than an unglued joint
3. Learn that pipe cleaners make more rigid joints than paperclips

ASSESSMENTS
Observations:
Key Questions:

Will students engage in the activity?

Will students understand which joint is more appropriate to use?
Will glue on a push joint make it stronger and more stable?
What joint did we learn about for connecting our cardboard together?
Will glue on a push joint make it stronger and more stable?

Did the glued shapes support more weight than the unglued shapes?
What was the difference between the pipe cleaner joints and the paperclip
joints?
Products/Performan
ces:

Which joint did you prefer?

Hands up to answer
Filled out workbook on experiment

LEARNING RESOURCES CONSULTED

Science Program of studies
Student workbook

MATERIALS AND EQUIPMENT

Pipe cleaners
Straws
Paper clips
Glue
Weights

PROCEDURE
Prior to lesson

Hand out workbooks

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Make cubes
Set up cubes
Gather weights
Gather trolley
Introduction
What joint did we learn about for connecting our cardboard
together? Slot Joint.
Hands up if you have any ideas of what a push joint might be?
In attention grabber
Active participation
Respect for teacher and one another
Hands up if answering a question
Stays in seat unless asked otherwise
Inside voices
Hypothesis
Experiment
Conclusion
Please turn your pages to Lesson 14: Push Joints
Body
Hypothesis:
Hands up to read the question.
**Pick a student who is sitting nicely to read the question, then
repeat question: Will glue on a push joint make it stronger and
more stable?
Hands up to share you hypothesis.
**Pick students who are sitting nicely with their hands up.
Remind the students that they have to say why they think that.
Write down one of the students hypotheses under the
document camera. Let students know that they may write their
own, but must include why they think that.

Time
5 mins
NA

NA

NA
1 min
Time

5 mins

**Walk around to make sure students are writing the

hypotheses down
Teacher Notes:
Assessments/
Differentiation

Zoom in document camera if students cannot see writing.

Writing down hypotheses gives students time to write down
what is needed if they didnt hear everything that was said.
Walking around provides observational assessment on my part.
I can see if students are recording what is needed and give
them feedback to do so.

Learning Activity
#2

Letting students place weights on top the cubes gets them

engaged in the lesson, and makes their learning more
applicable.
Experiment:
Choose the glued pipe cleaner cube first. Ask for students help
and let them place the weights on top until it fails.
**Choose students who are sitting nicely.
When cube fails, record how much wait it held underneath the
document camera.

Teacher Notes:

NA

**Repeat for the unglued pipe cleaner, glued paperclip and

unglued paperclip
Zoom in document camera if students cannot see writing.

Adapted from a template created by Dr. K. Roscoe

10 mins

NA

Assessments/
Differentiation

Learning Activity
#3

Lesson Plan Template ED 3501 (Version C)

Writing down hypotheses gives students time to write down
what is needed if they didnt hear everything that was said.
Walking around provides observational assessment on my part.
I can see if students are recording what is needed and give
them feedback to do so.
Conclusion:
Ask the kids to put their hands up to answer the questions:
**Choose quietly sitting student to answer
Did the glued shapes support more weight than the unglued
shapes?
**Write down the answers under document camera.
What was the difference between the pipe cleaner joints and
the paperclip joints?
**Write down the answers under document camera.

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities

Which joint did you prefer? (Students do this on their own)

**Walk around to make sure students are doing this
Zoom in document camera if students cannot see writing.
Writing down hypotheses gives students time to write down
what is needed if they didnt hear everything that was said.
Walking around provides observational assessment on my part.
I can see if students are recording what is needed and give
them feedback to do so.
Closure
(Hold up the different kinds of cubes)
All right grade 3s, hands up to tell me what kind of joint this
is? Can you tell me why it is called that?
Why would a pipe cleaner make a better push joint? (It is more
rigid)
**In consolidation of learning

5 mins

NA

Time
1 min

NA

Good job today grade 3s!

30 sec

Tomorrow we are going to learn about something that is called

a gusset

30 sec

Magic School Bus @19 mins

Reflections:
I really like doing this lesson with the kids. They were so excited that they got a
chance to come to the front and do part of the experiment in front of the class.
Pointing out students, and thanking them for sitting nicely is a great management
strategy. The other students want to be thanked and picked for the experiment so
they quiet down as well. While we were testing out the glued paperclip joint cube,
which doesnt stand up at all, a student pointed out that we didnt even need to test
the unglued one because they would do the exact same thing. I was very happy that
he pointed this out because it was a point I was going to bring up to the students. I
get to see learning connections being made while I listen to the students
hypotheses and hearing them explain why they think what they said. I think this is
so cool, and important for students to learn how to do. I cant wait to see how they
continue to grow through the science experiments.

Adapted from a template created by Dr. K. Roscoe