Lesson

Title/Focus

Teache
r
Date

Science Building things (Build a model)

Ria Beekman
Dec 8 14 (40 min)

CURRICULUM OUTCOMES
Topic C: Building Things
Overview:
Students learn about materials by using them to construct a variety of objects, including model buildings, toys, boats
and vehicles. Students select materials to use and gain experience as they cut and shape, fold, pile materials on top
of one another, join parts, and try different techniques to achieve the result that they intend. In the process, they
learn to look at objects that are similar to what they are trying to construct and, with guidance, begin to recognize the
component parts that make up the whole.

GLO:
17 - Construct objects and models of objects, using a variety of different materials.
SLO:
1. Select appropriate materials, such as papers, plastics, woods; and design and build objects,
based on the following kinds of construction tasks:
construct model buildings; e.g., homes (human, animal, from other cultures), garages,
schools
construct model objects; e.g., furniture, equipment, boats, vehicles

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1.
2.

Construct a model object furniture.

Identify which fasteners work better with certain materials.

ASSESSMENTS
Observations:
Key Questions:

Observe students throughout the lesson. Observe what types of materials are
they using and how are they fastening these materials to each other. Are
their structures sturdy? Are they trying out different fasteners?
What would be a good fastener to use here? Is your structure sturdy? Would
your object be sturdier if you had used a different type of fastener?

LEARNING RESOURCES CONSULTED

Alberta Program of Studies Science
Module: Topic C Building Things (Grade 1) Edmonton
Public Schools

MATERIALS AND EQUIPMENT

Materials (Cardboard/paper, wood, plastic,
Styrofoam, fabric, metal)
Fasteners (staples, glue, etc)
Scissors

PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1

Assessments/
Differentiation:

Introduction
If you can hear my voice clap once.
What did we talk about last science class?
Fasteners. Give me an example of a fastener.
Today we will be building furniture using the materials
that we brought in.
Gather at the blue desk/carpet.
Body
Make a model:
- Create a chair.
- Ask students:
o What does a chair need to have?
o How could I make a chair? What materials
could I use? How could I put it all
together? How would I be able to make it
sturdy so that it can stand on its own?
Observe which students are giving well-thought about
answers. Try to get all students involved and observe
which students can provide the correct/reasonable
answers. Can students follow the step by step

Time

2 min

Time
10 min

Learning Activity #2

Assessments/
Differentiation

Learning Activity #3

Assessments/
Differentiation

CLOSURE:

procedure and understand what types of materials

would be best to use for the chair?
Dif: Ask students different level questions and try to
encourage students to think critically. (Could I use
paper for the legs of my chair? Why or why not?)
Provide sufficient wait-time.
Worksheet:
- Most students are done or very close to being
done their worksheets from last class. If you
arent Ill put the materials back on the board
and youll have to copy the last ones down
before you start building.
Build classroom furniture:
- Have students build classroom furniture.
- Encourage students to use at least three
different types of material and a few different
fasteners.
- We will be discussing what types of fasteners
work better with certain types of materials later
so try them out and see which one you like the
most.
- Remember to add all of the things that furniture
has on it so that others can tell what it is.
Observe students while they are building their models.
Do they know what types of materials they are going to
use or are they not too sure what would be their best
options?
Diff: Students can build any type of furniture as long as
I can tell what it is supposed to be. This is a hands-on
activity for the kinesthetic learners. Observe which
students seem to enjoy this the most. See whether
some students are more engaged in their learning.
Discuss:
- Tell students that we are just experimenting with
building today so it is ok if yours ends up being a
little wobbly because we can learn from it.
- _____ build a chair using __(materials)___ and
__(fasteners)___. Does it look quite sturdy? What
would make it sturdier? What other fasteners
could he/she have used?
Observe which students have tried out the different
materials and fasteners and which students realize
that certain fasteners work better for certain materials.
Diff: Ask different leveled questions to different
students. Try to get students to think critically/more in
depth.
Questions:
What would you use to hold:
- Cardboard and cardboard together?
- Cardboard and Styrofoam?
- Fabric and plastic?
- Styrofoam and Styrofoam?

15 min

8 min

5 min

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students

Transition To Next
Lesson
What went well?
What changes would
you make in your
planning? What have
you learned to
improve upon future
instruction?

- Etc
Could you use anything else?
Closure
Look at students models. By asking questions at the
end of the class I will be able to know which students
understand which types of fasteners would make their
model sturdier.
Ask students questions throughout the class while
they are building their models.
Give students positive feedback on the types of
materials and fasteners that they use and the models
that they build. Also encourage students to use
more/other materials and fasteners and have them
experiment with these.
Please put your models on the back table and quietly
line up at the door.
Reflections

Time

It seems like theres not enough time in a forty minute science class to
explain/review the concepts needed to build and then actually starting
to build a simple structure. I had to model it first so that students would
understand what types of materials and fasteners they could use for
their structure. This is the time when students brainstorm ideas for their
own project.
A few students needed prompting and help getting started. It was good
for students to experiment with the various fasteners and materials
before they started the actual chair. The discussion at the end of the
class summed it all up and helped students understand which fasteners
might work and which ones dont work real well. As a class we moved
around and discussed each students structure for a few second
descriptive feedback. Students received ideas from each other what
they could do and what they shouldnt do in the future.
GOALS:
- Dont rush instructions just to get to the building part. I was just
excited for students to start building something while I was still
there but I feel like in a different setting I might have slowed it
down just a little so that students really understand the basic
concepts.
- Provide enough time so that things are cleaned up before the
bell especially if it is last class!