Grade 3 Topic C Lesson 4 - misswilkie

solesudaneseUrban and Civil

Nov 25, 2013 (3 years and 11 months ago)

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1


Subject:
Gr. 3
Science

Teacher: Miss Wilkie

Lesson:

4

D
uration
:
2 X 30 minutes


Unit:
Testing Materials and Designs


Topic:

Paper Beams

Rationale:

Students need to be aware of
different shapes
of beams
used in construction and the
strengths and wea
knesses associated with them.

General Learner Expectations:



3
-
8 Evaluate the suitability of different materials and designs for their use in a building task.

Specific Learner Expectations:



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.

Ob
jectives:

The student will…



Engage in a
n activity that
compares an accordion fold beam to a rectangular fold beam and a
box girder to
see similarities and differences in the strengths and weaknesses of the design.



Understand th
at a hollow steel beam is the

most widely used beam used in construction due to
its strong an light design.

Materials:



SMART Notes for Topic C: Testing Materials and Designs



Lesson
4



Hard hats



Paper, tape, rulers



Books for stacking



Worksheet #2, Master #3, 4, 5, and graphing sheet



B
locks used as masses


Activities:



Review:
The restaurant dilemma.

(3
-
5 minutes)

o

When we tested the arch and square design, what result did we find?

2


o

The arch shape will support more mass because it is distributed evenly.



Activity:
Paper beams

(
25
-
30 min
utes
)

o

Using SMART Notes, begin lesson with the Lesson
4

slide.

o

You’ve got mail! Reveal the task to students hidden in the envelope. Explain that they
have been asked to help the contractor that is faced with some options for a building
design. They will

have to test the different designs that the contractor might use in
order to make construction the safest and most effective.

o

Review

what hypothesis means: an educated guess about what will happen and why.
Usually “I think…because…”.

o

Go through the mate
rials with the students and make sure the

materials

are all present
and available for the activity.


o

Go through the procedure with the students and answer any questions.

o

This is an INDIVIDUAL activity. Hand out the worksheet #
2

to each student. Do this
activity as a walk through so they get their bearings of what is expected of them.

o

Have the students fill in the hypothesis on the worksheet.

o

Hand out beam templates and make each one together. (Have examples already
prepared)

o

Follow procedure for activity
. Have students fill in each section of the worksheet while
they do the activity.



CLEAN
-
UP (5
-
7 minutes)



Graph the information: Have students graph their results on the provided handout. They will
need three different colors to represent the different t
ypes of beams. (10
-
12 minutes)



Which shape is stronger? (
5
-
7

minutes)

o

Go through SMART slides about the
strengths of beams and which beam is the best
choice.

Closure:



Review which shape is best suitable for building. The hollow, light
-
weight shape of a box

girder
allows for the most stable structure and inexpensive for contractors to use.

Assessment:



Arches
and beams
quiz to follow on what makes an arch stronger than a square
, and what
properties of a beam make them more stable.

Resources:

Topic C: Testin
g Materials and Designs


Edmonton Public Schools


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