Kirsten Schmidt

4/11/2015
Project Based Lesson
Title: Building the Most Efficient and Durable Bridges
Grade Level: 3- 5
Standards
Science:
NGSS.SC.3.N.1.1- Raise questions about the natural world, investigate them
individually and in teams through free exploration and systematic
investigations, and generate appropriate explanations based on those
explorations.
LO #1: In teams, students will synthesize a research question that
accurately conforms to stated criteria as their first step in the research
process.
NGSS.SC.3.N.1.5- Recognize that scientists question, discuss, and check each
others' evidence and explanations.
LO #2: Working in groups, students will perform an investigation and then
produce justifiable conclusions based upon their research. Each group must
provide at least 2 justifications based on scientific facts for each conclusion.
NGSS.3.SC.N.1.6- Infer based on observation.
LO #3: After performing observations, students will synthesize at least 1
accurate inference, providing 2 justifications for this inference.

MAFS:
MAFS 3.MD.2.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making
a line plot, where the horizontal scale is marked off in appropriate units
whole numbers, halves, or quarters.
LO #4: Working in teams, students will accurately measure length of objects
using standard units of measurement.

MAFS.3.NBT.1.2 Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
LO #5: Without calculators, students will be able to accurately add and
subtract within the range of numbers 0-100.
MAFS.3.G.1.1 Understand that shapes in different categories (e.g.,
rhombuses, rectangles, and others) may share attributes (e.g., having four
sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples
of quadrilaterals, and draw examples of quadrilaterals that do not belong to
any of these subcategories.
LO #6: During the process of building their bridge, students will be able to
distinguish the different shapes that make up their bridges and makes them
strongest.
MAFS Mathematical Practices
MAFS.K12.MP.5.1 Use appropriate tools strategically
LO # 7: Given instrument used for measuring, student will choose an
appropriate instrument and then record accurate measurements.
LAFS:
LAFS.3.RI.1.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
LO #8: Given a reading assignment, students will formulate 3
comprehension questions related to the text and accurately answer each
one.
LAFS.3.RI.2.4 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject
area.
LO #9:
Based upon their research, students will accurately classify words into
different groups based upon the connect they see. The students will need to
justify why they classified the words the way that they did.

ISTE (Technology Use):

Critical thinking, problem solving, and decision making: Students use critical
thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and
resources.
LO#10: Given a research project, students will effectively collect data and
write a report of their findings. The report must earn 3 or above on all
criteria included in the Report rubric.
NGSS Science and Engineering Practices:
Planning and Carrying Out Investigations- Plan and conduct an investigation
collaboratively to produce data to serve as the basis for evidence, using fair
tests in which variables are controlled and the number of trials considered.
(3-5-ETS1-3)
LO#11: Given a research project, students will effectively collect data and
write a report of their findings. The report must earn 3 or above on all
criteria included in the Report rubric.
Specific Learning Objectives
See Learning Objectives under specific standard
The teacher can share the learning objectives at the time that they teach
that topic. They can write them on their dry erase board and change as the
lessons progress.
Guiding Questions
Can a building be durable and efficient at the same time?
Do different shapes impact the strength of a bridge?
Could the cost of a bridge impact the durability of different bridges?
How can your choices effect the durability and efficiency of your bridge?
What do you define durable as?
What do you define efficient as?

Diagnostic Assessment

See the attached Diagnostic Assessment document (Diagnostic

Assessment- Durable and Efficient Bridges) and the answer key for
grading it.
Formative Assessment
The formative assessment consists of the following documents:

Building A Bridge Article and Questions (Answer Key included)

Bridges Types and Forces Worksheet Answer Key
Bridge Building Assignment
Bridge Building Check Point Rubric

The teacher will also utilize exit tickets to determine if misconceptions still
exist or to pinpoint areas of concern. If there are any concerns then the
teacher will use reteaching strategies. Some reteaching strategies that
could be used are: small groups, one on one with the teacher, peer tutoring,
or more visuals to teach the concepts.
Teacher will review the exit tickets and documents when they are given to
identify problematic areas for students.
Feedback to Students
As students work on formative assessment documents and exit tickets they
will be afforded the opportunity to learn the correct answers.
At the different check points, the students will be given back all of their own
work with some comments from the teacher and asked to check for any
mistakes. They will make changes in green pen to make any corrections to
their answers. The teacher will provide written comments to students at the
different check points.
At the end of the lesson the teacher will give the students their summative
assessment projects back with a graded rubric.
Summative Assessment
As the students finish the Bridge Building Assignment you will use the
Bridge Building Assignment Rubric to grade their project.
Prior Knowledge
Explanation of prior knowledge on mathematics, they should be able to:

Identify 2-D shapes

Weight (scale and units of measurement)
Addition, Subtraction, Multiplication, and Division
Manipulate money

Explanation of prior knowledge on science, they should be able to:

Keep a log/record of information

Follow the scientific process
Make inferences about things that they observe
Forces

Explanation of prior knowledge on language arts, they should be able to:

Read and comprehend grade level texts

Text features that can be found throughout informational text
How to ask/answer questions
Create their own questions
Teacher Presentation

Activate Prior Knowledge:

First give have them complete the Diagnostic Assessment. To activate prior
knowledge, they should have 10-25 tangrams of different shapes. As they
are building, have the teacher walk around the room and ask students which
shapes they are using. They should try to build different bridges, either
individually or in a small group. Have a discussion about how they built their
bridges and why they made the different choices. The teacher should also
write some addition and subtraction problems on the board that have to do
with money.

Guided Practice
Materials:
For a class size of 15-20 students:

3 boxes of Spaghetti
1000+ Popsicle Sticks
6-8 bottles Elmers Glue

6-8 rolls of Scotch Tape

1000+ Tongue Depressors
200-500 Rubber Bands
1000+ Paper clips
4 boxes of Toothpicks
2-4 bags of Marshmallows

Room Set-up:
Grouping: For much of the in classwork group the students into group sizes
3-4. You can group them based on their reading level or understanding of
math concept being used for the in class activity they will work in groups.
When it gets to the individual practice they need to do that independently.
The room will have the desks put into groups of 4 or 5. They will be spread
out throughout the room. The desks should face the sides of the classroom
so that each student can look up to the board.
Board/ Front of Classroom

Group 1

Group 5

Group 3

Group 2

Group 4

Individual Practice
At this point the students have already had lessons and been taught the
topics of calculations (addition, subtraction, multiplication, division), weight,
and tools. (This lesson is not meant to teach them on the lesson topics)
Closure

They will complete the Summative Assessment to check that they have
learned the important concepts. The formative and summative assessments
check the most important skills that we want to see if they have mastered or
not.
The summative assignment is to have their bridge finished and all of the
criteria competed for that bridge. For the teacher to reinforce the most
important concepts from the lesson, they could use the bridges that were
built to show what worked and why. I would also make sure that the teacher
has a non-example bridge so that the students can see why the concepts
that they used were correct.

Differentiation
Gifted:
During the entire lesson, make sure to ask higher level questions to get the
gifted students to think at a higher level.
For higher level readers, have texts that are at a higher level.
ELL:
Throughout the project, make sure to use as many cognates as possible so
that they are more successful in understanding the topics. It is also key to
use as many images as possible when explaining and teaching the topics.
Some of the worksheets can be translated into Spanish so that you can see if
they understand the topic in their native language.
Hearing Impaired:
Throughout the project, make sure to have visuals for as much as possible so
that they can understand the topic. Also make sure that directions are also
very clearly written out. Another way to help them understand the process
and procedures, you should act out what they will need to do.
Safety
Concerns
Handling Glue

Safety Reminders
Do not put the glue in or near your
mouth.

Using food to build

Do not eat the food that we are using

to build.

Wood becomes fighting tools

The sticks are to be used as building

materials not toys.
The teacher will start a conversation about how to stay safe and what they
should do.
"Teacher will review general safety rules with the class before the
project. For each activity, teacher will list safety concerns with the students
and help them brainstorm ways to minimize these concerns"