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Jody Bush Sixth-Grade Science

Lesson Cycle (Gradual Release of Responsibility)

Lesson Title/Topic: Building free-standing structures with multiple levels

Standards: TEK 112.18 (b) (3) (A) Scientific investigation and reasoning. The student uses
critical thinking, scientific reasoning, and problem solving to make informed decisions and
knows the contributions of relevant scientists. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing, including
examining all sides of scientific evidence of those scientific explanations, so as to encourage
critical thinking by the student;
College and Career Readiness – II. Foundation skills: Scientific application of mathematics (D)
Scientific problem solving (1) Use dimensional analysis in problem solving

Lesson Objectives: Students will construct Assessment: Completed lab sheet


a free-standing structure with the “100
tooth-pick challenge” completing at least
three levels, and/or play Jenga illustrating
dimensional analyses by completing at
least four moves without collapsing the
structure.

Materials:
 instruction sheet – per set
 100 toothpicks - 5 sets
 80 pieces of foam - 5 sets
 a ruler - x 5
 poster board of architectural wonders
 a pencil - x 5
 a lab sheet - per student
 Chrome Books
 3 Jenga games

The teacher will: The student will:


Focus:
 show students real-world towers
picture.
 ask students if they know what we call
the person who designs these
structures.  answer questions and join in discussion.
 take student answers.
Jody Bush Sixth-Grade Science

 tell students they will be an architect


today as they are being a scientist. A
scientist must study and evaluate their
findings, and be able to communicate
their findings, just as an architect must.  Pair-N-Share for thirty seconds about what it
 tell students that today, they will have means to be an architect.
the opportunity to be an architect by
using foam blocks and toothpicks.
Teacher Input (I Do):
provide research on architects.
 Definition: a person who is
professionally engaged in the design of
certain large constructions including
buildings and the like, such as
landscape architect; naval architect.
Being an architect means that you
design, plan, and oversee the  Round Robin structures architects might be
construction of buildings. It is a very involved in designing.
important job that requires a lot of
study in order to be able to do it
properly. Architecture is both an art and
a science. It is the job of an architect to
use their creativity to design something
that looks a certain way and performs
certain functions, as well as knowledge
of scientific principles and
mathematical expertise, to ensure that
the structure stays up!  Round Robin subjects which would be
 Core subjects needed while in necessary to master in order to be an
elementary and secondary grade levels: architect.
mathematical concepts of all areas,
science concepts of various forms,
social studies with focus is design and
design origin, art techniques and study,
technology basics with focus in design
software, and preparation in the College
and Readiness Standards of Texas.
 Education required: High school
diploma (or equivalent), Bachelor of
Architecture and Master of
Architecture, which is usually 7-8 years
of college after high school, a license or
certificate is needed for each state in
which they work.
Jody Bush Sixth-Grade Science

 Average starting salary: starts out at


about $76,000 annually. This is a
median salary, meaning that this pay
could be slightly lower or higher,
depending on experiences, tenure, and
structure designs and demands.  Pair-N-Share for thirty seconds to name
 (ask students to pair-n-share for thirty other occupations that might make this level
seconds about other occupations that of salary.
might make this level of salary)
 Architectural job outlook: The U.S.
Bureau of Labor Statistics predicts that
there will be job growth of about 7%
between 2014 and 2024, with a more
drastic growth in "green" design.

 give brief purpose of this STEM


project: to understand as a scientist that
structures must be secure enough
throughout a design (from bottom-up)
to withstand forces of nature such as
gravity (that force that is always pulling
things back to earth) and earthquakes
(the shifting of the plate tectonics).
Another purpose of this activity is to
practice working together through
higher-level thinking to accomplish our
goals cooperatively.

Guided Practice (We Do):


 set bookends for giving instructions.
 when I say go: you will stand-up, pair-
up with one other person, and move to
a table by yourselves. If there is an odd
number, one group will have a third
person.
 when I say stop: you will sit quietly and
listen closely, so you will know the
rules for how to participate. Ok, you
have 10 seconds. Go
 get into groups.
 pass out prepared supplies (which will
consist of an instruction sheet, 100
toothpicks, 80 pieces of foam, a ruler, a
Jody Bush Sixth-Grade Science

pencil, and a lab sheet, Chrome Book).


Ok, stop, drop, and listen.
 explain the instructions as written on
the instruction sheet.
 Then have students prepare supplies.  empty out supplies and do not begin
 set bookends to establish starting and constructing until asked to do so.
stopping procedures.
 when I say go: you will have 10
minutes to prepare the tallest, free-
standing structure in the class.
 when I say stop: you will put all
building supplies down.
 start timer and instruct the students to
start. Go
 walk around and actively monitor  begin working in groups--discussing,
students, ensuring that students are working cooperatively.
each doing a part, discussing the STEM
project only, answering any questions
students may have, and encouraging
students along the way. At the sound of
the timer, teacher instructs all students
to stop building.
 ask students to measure the height of  stop construction.
their tower in centimeters, and to write
this on their lab sheet.  measure height of tower.
 ask students to write yes or no on Lab
Sheet of whether or not their tower
stands on its own. Teacher will verify  write yes or no on Lab sheet.
this.
 announce that all students did an
amazing job working together and
sharing ideas, but that the tallest, free-
standing tower belongs to group #?.

Independent Practice (You Do):


 instruct students to get out Lab sheet  begin answering questions on Lab sheet
and begin working on it on their own. independently, being sure to think and write
 monitor students as they work critically.
independently to answer questions. o 1) Recall your tower construction,
(These questions allow students to think what did you learn about science,
and communicate critically through construction, and architecture?
writing, which is preparing them for their o 2) Explain the most difficult part of
college careers.) this challenge and why it was.
o 3) If in an interview with an
Architect, what questions would you
ask regarding this project?
Jody Bush Sixth-Grade Science

o 4) Analyze your tower. How tall was


it? What shapes did you use in your
design? Why?
o 5) Sketch you tower structure on the
back of your paper.
o 6) How would you recommend
improving your group's tower and
why?
Closure:
 ask how the activity demonstrates what  Round Robin answers.
an Architect must consider when
designing structures.
 ask what knowledge would be
important to an Architect.
 ask students to complete an Exit Ticket  fill out their exit tickets.
rating their understanding.

Bloom’s Level(s) Technology Integration


(Questions on lab sheet include a question  Research on the internet ways to strengthen
from each Bloom's level) the structure to withstand forces of nature,
 Level I Knowledge: #1-Recall your such as gravity, tornado, and earthquakes.
tower construction, what did you learn  (STEM Challenge question page) Research
about science, construction, and this topic using the internet and record any
architecture? information you find.
 Level II Comprehension: #2-Explain
the most difficult part of this challenge  Research on the internet any information you
and why it was. can find on scientist, architects, and
 Level III Application: #3-If in an engineers and the link they all share.
interview with an Architect, what
questions would you ask regarding this
project?
 Level IV Analysis: #4-Analyze your
tower. How tall was it? What shapes
did you use in your design? Why?
 Level V Synthesis: Construction of
tower falls in this level as well as #5-
Sketch you tower structure on the back
of your paper.
 Level VI Evaluation: #6-How would
you recommend improving your
group's tower and why?
Jody Bush Sixth-Grade Science

Extension: Reteach:
 Research on the internet ways to The need to re-teach will be based on the
strengthen the structure to withstand observations and lab sheet answers.
forces of nature, such as gravity,  Teacher discusses ways of strengthening
tornado, and earthquakes. tower...broader base, more foam blocks, etc.
 Test their construction against certain  Teacher discusses how scientists, architects,
natural phenomenon. Can it survive and engineers must work together to design
winds (a fan) or an earthquake (shaking buildings to be able to defy gravity in order
the table)? to stand up without assistance.
 Teacher discusses how scientists, architects,
or and engineers must work together to design
buildings to be able to stay together in forces
 The STEM Challenge question page. of nature such as tornadoes and earthquakes.
 Students will use computers and data  Teacher shows video of “How to
from the challenge to apply concepts of Demonstrate Engineering Principles”
STEM to the activity. https://www.youtube.com/watch?v=y6FmrO
S72EA
 Students ask students to "Pair-N-Share" and
Second Activity: (Time allowing) each partner share something they learned
 establish starting and stopping signals about science, architects, engineers, and
 team-up students in groups of 5-7. building structures. Share for 2 minutes and
 provide groups with a Jenga game and then say "switch." Other Partner shares for 2
explain how dimensional analysis is minutes, then teacher says "stop."
needed to prevent causing the stack to
fall.
 explain the concept and rules of the
game.
 tell students they will have 10 minutes
in which to try to accomplish four
moves each without collapsing the
stack.
 set blocks in starting position.
 have students record the number of
moves they make successfully.
 tell students they may restart game as
long as time remains.
 set time and start activity.
Jody Bush Sixth-Grade Science

Accommodations / Modifications: References:


Following all accommodations, students https://study.com/what_degrees_do_you
will be provided all resources to actively _need_to_be_an_architect.html
participate in the lesson.
 Visuals and written instructions will
be provided.
http://www.learnwithplayathome.com/
 Repeated, short instructions will be
2015/01/mini-marshmallow-and-toothpick-
utilized.
 Students will be grouped with building.html?
students who offer them the best &cuid=1e64491c9dc7ea567de02b18d54f5a83
support (Bilingual with English
Language Learners – Higher http://www.teacherspayteachers.com
performing students with students
with learning disabilities). https://www.youtube.com/watch?v=y6FmrOS72EA
 All Individual Education Plans will
be followed.

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