Unit Plan:

Grade 7 Structures and Forces

March 2, 2015
Robyn Volek

Structures and Forces

Table of Contents
Focusing Questions3
Concept Map..3
Unit Summary ..4
Unit Rationale...4-5
Learning Outcomes6-8
Unit Assessment Plan...9-11
Calendar: Unit at a Glance..12-13
Materials/Resources List14
Daily Unit Schedule.15-20
Learning Resources 21
Lesson Plans.22-29
Classroom Management Plan30

Focusing Questions:
How do structures stand up under load?
What forces act on structures?
What materials and design characteristics contribute to structural strength and stability?
Concept Map:

Structures and Forces

Unit Summary:
Structures are found all around us and are found in the natural and manufactured environments. The
structures around us have a variety of functions and are seen in a wide array of forms. Students will learn
about the variation of structures as well as properties of materials used to build structures. Students will
be able to test structures under various loads and forces and therefore examining structural strength and
stability. Students will gain knowledge about variance in culture and traditional structures of the past and
present and learn about how technology plays an integral part in developing safe and effective designs to
meet our needs.
Rationale:
Content: I will begin my unit by getting students excited and beginning to think about structures and
forces. Since I have a project class for my introduction of the unit, I will lay down a quick introduction to
the unit and begin with a demonstration of what this unit will entail. I will use foundation of the unit and
teach students about the different structures we see in the world around us. Once that solid foundation of
knowledge is down, I will begin to go into depth about function, materials, joints, and strength & stability.
These ideas all build up from each other and will help students gain a better understanding by beginning
with differences in structures. After studying the design and function, we will investigate forces and
measure forces on structures. After success with understanding force and how to measure force, we will
investigate how structures can fail and how to design structures to prevent failure. My goal with this unit
plan is to build up knowledge and scaffold up so students understand the basics before moving into the
next material.
Activities/Assessments: We will begin this unit with students building a bridge to support the weight of a
golf ball. This is a form of pre-assessment for me because it allows me to see where students are at with
understanding of structures, stability, forces, and modes of failure. This also gives students a fun
introduction to the unit and gets them excited about the weeks to come. My goal is to have one or more
experiment/lab/demo a week, even if it is a short one. There will be a lab/demo testing examining forces,
measuring forces, strengthening structures, and building a balanced foundation. With the labs, there will

also be projects every week or second week to work on. Students will research cultural and traditional
structures and present their findings to the class, they will create an Angry Birds structure that can
withhold external forces (winds, earthquakes, loads), and they will construct a model of a natural or manmade structure that incorporates materials and joints. All of my labs and projects will build on the material
they are learning each week as we progress through the course. They will be comprised of formative and
summative assessments so I can check understanding of material. I have set time at the beginning and
end of each week to do a quick review of the material, and time for a pre-assessment discussion at the
beginning of each lesson. Throughout the unit, I will have review questions for students to do that will be a
formative assessment tool that I check every week or every two weeks depending on the content. There
will be two quizzes testing the material as we go through, one within the second week, and the other
within the fourth. They will be outcome specific to assess that students have learned the material. At the
end of the unit will be a unit exam that covers all of the SLOs and GLOs.

Structures and Forces

Learning Outcomes:

Outcomes for Science, Technology and Society (STS) and Knowledge:

Students will:
1. Describe and interpret different types of structures encountered in everyday objects, buildings, plants and
animals; and identify materials from which they are made
Recognize and classify structural forms and materials used in construction
Interpret examples of variation in the design of structures that share a common function, and evaluate the
effectiveness of the designs
Describe and compare example structures developed by different cultures and at different times; and
interpret differences in functions, materials and aesthetics
Describe and interpret natural structures, including the structure of living things and structures created by
animals
Identify points of failure and modes of failure in natural and built structures
2. Investigate and analyze forces within structures, and forces applied to them
Recognize and use units of force and mass, and identify and measure forces and loads
Identify examples of frictional forces and their use in structures
Identify tension, compression, shearing and bending forces within a structure; and describe how these
forces can cause the structure to fail
Analyze a design, and identify properties of materials that are important to individual parts of the structure
Infer how the stability of a model structure will be affected by changes in the distribution of mass within the
structure and by changes in the design of its foundation
3. Investigate and analyze the properties of materials used in structures
Devise and use methods of testing the strength and flexibility of materials used in a structure
Identify points in a structure where flexible or fixed joints are required, and evaluate the appropriateness of
different types of joints for the particular application

 Compare structural properties of different materials, including natural materials and synthetics
Investigate and describe the role of different materials found in plant and animal structures
4. Demonstrate and describe processes used in developing, evaluating and improving structures that will meet
human needs with a margin of safety
Demonstrate and describe methods to increase the strength of materials through changes in design
Identify environmental factors that may affect the stability and safety of a structure, and describe how these
factors are taken into account
Analyze and evaluate a technological design or process on the basis of identified criteria, such as costs,
benefits, safety and potential impact on the environment
Skill Outcomes (focus on problem solving):
Initiating and Planning
Students will:
Ask questions about the relationships between and among observable variables, and plan investigations to address
those questions
Identify practical problems
Propose alternative solutions to a practical problem, select one, and develop a plan
Select appropriate methods and tools for collecting data to solve problems
Formulate operational definitions of major variables and other aspects of their investigation
Performing and Recording
Students will:
Conduct investigations into the relationships between and among observations, and gather and record qualitative
and quantitative data
Research information relevant to a given problem
Organize data, using a format that is appropriate to the task or experiment
Carry out procedures, controlling the major variables
Use tools and apparatus safely
Analyzing and Interpreting
Students will:
Analyze qualitative and quantitative data, and develop and assess possible explanations

Structures and Forces

Compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts,
tables, bar graphs, line graphs and scatterplots
Identify and evaluate potential applications of findings
Test the design of a constructed device or system
Evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and
impact on the environment
Identify and correct practical problems in the way a prototype or constructed device functions
Communication and Teamwork
Students will:
Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and
results
Communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data
tables, graphs, drawings, oral language and other means
Work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they
arise
Attitude Outcomes
- Interest in Science
Students will be encouraged to:
Show interest in science-related questions and issues, and pursue personal interests and career possibilities within
science-related fields
- Mutual Respect
Students will be encouraged to:
Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views
and backgrounds
- Scientific Inquiry
Students will be encouraged to:
Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues
- Collaboration
Students will be encouraged to:
Work collaboratively in carrying out investigations and in generating and evaluating ideas \
- Stewardship

Students will be encouraged to:

Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable
environment
- Safety
Students will be encouraged to:
Show concern for safety in planning, carrying out and reviewing activities

Unit Assessment Plan

Science POS Outcomes
STS-Knowledge
GLO 1. Structures and materials
GLO 2. Forces
GLO 3. Properties of materials
ICT
C-3 - Collaboration
STS-Knowledge
K1.1 Types of structures
K1.4 Natural Structures
STS-Knowledge
K1.3 Traditional and cultural
structures
K4.2 Environmental factors
K4.3 Technological design or

Skills
S1 Initiating and planning
S2.3 Carry out procedures
S3.3 Testing designs
S3.4 Evaluate designs and
prototypes
S3.5 Identify problems
S4 Communication and
teamwork

Skills
S1 Initiating and planning
S2 Performing and recording
S3.1 Compile data
S3.2 Applications of findings

Assessment
Methods
Pre-Assessment
Golf Bridge Activity
& Questions

Date
March 9th

Weightin
g (%)
0%

Foldable Notes &

Examples

March 12th

0%

Traditional or
cultural structures
research project

March 16 &
17th

(Summati
ve)
10%

10

Structures and Forces

process
STS-Knowledge
K1.1 Types of structures
K1.2 Variety in structures
K1.3 Traditional and cultural examples
K1.4 Natural structures
STS-Knowledge
Skills
K3.1 Testing strength of
S1 Initiating and Planning
materials
S2 Performing and Recording
K3.2 Joints
S3 Analyzing and Interpreting
K3.3 Different Materials
S4 Communication and
K2.1 Units of force and mass
teamwork
K1.5 Points of failure
ICT
C1 Mutual Respect
C2 Scientific inquiry
C3 - Collaboration
STS-Knowledge
Skills
K2.1 Units of forces & mass
S1.3 Appropriate methods
K2.5 Changes in distribution
S2 Preforming and recording
S3 Analyzing and interpreting
S4 Communication and
teamwork
STS-Knowledge
K3.1 Testing strength of materials
K3.2 Joints
K3.3 Properties of materials
K3.4 Role of materials in plants and animals
K2.1 Units of force and mass
K2.2 Frictional forces
STS Knowledge
Skills
K2.3 Internal forces
S1.3 Appropriate methods
K1.5 Points of failure
S2 Preforming and recording
S3 Analyzing and interpreting

10

Quiz

March 19th

(Summati
ve)
10%

Joints and materials

project creating
and researching a
moving system

March 23rd

0%

Measuring forces lab

March 26th

0%

Quiz

March 31st

(Summati
ve)
10%

Examining forces lab

April 1st

(Summati
ve)
-Report +
questions

S4 Communication and
teamwork
STS Knowledge
GLO 1. Structures and materials
GLO 2. Forces
GLO 3. Properties of materials
GLO 4. Processes used in developing, evaluating and improving
structures
STS-Knowledge
Skills
K1.5 Modes of failure
S1 Initiating and planning
K2.1 Units of force
S2 Performing and Recording
K2.2 Frictional forces
S3 Analyzing and interpreting
K2.3 Internal forces
ICT
K2.4 Design and materials
C2 Scientific inquiry
K2.5 Stability
C4 Stewardship
K3.2 Joints
C5 Safety
K3.3 Materials
K4.1 Increasing strength
K4.2 Environmental factors
K4.3 Cost, benefit, safety
STS-Knowledge
GLO 1. Structures and materials
GLO 2. Forces
GLO 3. Properties of materials
GLO 4. Processes used in developing, evaluating and improving
structures

11

10%
Assignment/Review
booklet

April 16th

0%

Final project Angry

birds

April 13th &

20th

(Summati
ve)
-Rubric
20%

Unit Exam

April 23rd

(Summati
ve)
30%

12

Structures and Forces

Calendar: Unit at a glance

March 2015
Monday
(Project Day)
8am-10:49am
2hr 45mins
9
-Introduction to me
-Introduction to the
unit
-Golf ball bridge

Tuesday
10:51am-11:46am
55mins

Wednesday
10:51am-11:46am
55mins

Thursday
10:51am-11:46am
55mins

Friday
10:51am-11:46am
55mins

10
-Types of structures,
natural, manufactured
Sorting/classifying
activity
-Foldable notes

11
-Types of structures
-Entrance activity
moving structures over
to correct name
-Function & design
-Finish foldable notes

13
PLC Day
No School

16
-Traditional or
cultural structures

17
-Traditional structures
presentation

18
-Materials
-Strength & stability

12
-Function & design
-Traditional structures
- Introduce project
-Foldable notes hand
in
Hand out review
notes for quiz
19
QUIZ (30mins)
-Strength & stability

12

20
-Joints

research project
23
-Joints and materials
project construct
an apparatus using
joints (either man
made or natural)
-Research day
30
-Continued build
structure day

-Materials
Review booklet due
24
-Joints
-Mass
-Forces and weight
-Crush It! Demo with
eggshells

Review what will be on

quiz
25
-Flex Day if needed
-Picturing forces
-Forces on structures
-Centering gravity

-Flexibility
26
-Measuring forces lab
-Picturing forces
-Forces on structures
-Centering gravity
Review booklet due at
end of class

27
-Measuring forces
-Frictional forces
Hand out review
notes for quiz
Review what will be
on the quiz

31
- QUIZ (30mins)
-External forces

1
-Internal forces
-Resisting stress
-Examining Forces Lab

2
-External forces
-Internal forces
-Resisting stress

3
Good Friday
No School

April 2015
Monday
(Project Day)
8am-10:49am 2hr
45mins

Tuesday
10:51am-11:46am
55mins

Wednesday
10:51am-11:46am
55mins

13
-Building Angry Bird
structure that can
support a load, is
earthquake proof, is
wind proof write
rationales to
support
-Rubric

14
-How materials fail
Firm foundation demo

SPRING BREAK
15
-How materials fail
-Designing with forces
-Using frictional forces

20

21

22

13

Thursday
10:51am-11:46am
55mins

Friday
10:51am-11:46am
55mins

16
-Strengthening
structures
Strengthening
structures demo
-Strengthening Demo
-Balance and stability
-Spread the load
-Rapid rotation
Review booklet due
23

17
-Flex Day
-Cost,
environmental
impact

24

14

Structures and Forces

-Continue on project

Review Day

Review Day

Unit Exam

Last Day
-Testing project

**Formative assessments
** Summative assessments

Materials List:

March 9th: For groups: 20 straws, 15 paper clips, 60cm of tape, and one golf ball
March 10th: Egg shells
March 11th: Running shoe, meter stick
March 16th: Poster paper, books on structures
March 17th: Miscellaneous materials (based on availability at school) tape, string, fabric, knit, woven,
clothingetc.
March 20th: Miscellaneous joints (based on availability at school) ties, pins, glues, screws, nailsetc.
March 23rd: Students will bring in their own materials. I will provide the joint materials (Materials for this
day will depend on what students decide to build)
March 24th: Force meter
March 31st: Video on Galloping Gertie
April 1st: Rubber bands, paper, string, slinky
April 13th: Students will make a list of materials they need and cannot bring from home
April 14th: Video on structure failing (YouTube)

14

April 15th: Straws, tape

April 16th: Coin, pop can
April 17th: Video on building eco-friendly homes
Daily
Unit
Schedule
Date
Monday,
March 9th

Outcomes

Main Concepts

Learning Activities/Strategies

Assessment

Materials

SLO: GLO 1,
GLO 2,
GLO 3.
SKILL: S1,
S2.3,
S3.3, S3.4,
S3.5,
S4
ATTITUDE: C-3
SLO: 1.1, 1.4,
1.5

-Project Day
- Introduction to me
-Introduction to the
unit

-Golf Ball Bridge Experiment

-Direct Instruction
-Discussion

-Questions and
proposal
drawing
(formative)
-Exit Slip
(formative)

-Straws
-Tape
-Paper clips
-Smart Board
-Power
Point/smart
notebook

-Types of structures
-Classifying
structures

-Foldable on the structures

-Pictures & discussion
-Shell structure demo (Egg strength demo)
-Mix and match structure examples/discussion
-Direct Instruction + Discussion & demos

-Observations &
Discussion
-Foldable
(formative)

Wednesd
ay, March
11th

SLO: 1.1, .2,

1.4, 1.5, 4.3

-Types of structures

-Categorization game (Review)

-Silent school walk (or classroom observation)
looking for structures
-Running shoes function demo
-Discussion on functions & aesthetics
-Get students to come up with a list of functions
for an object i.e. meter stick fly swatter
-Create a list of possible functions
-Finish foldable

-Foldable
(formative)
-Observations &
Discussion
-Categorization
game (preassessment)

-Pictures on
Smart Board
-8x11 paper
-Scissors
-Egg shells
-Textbooks
-Game
instructions
-Running
shoes
-Pictures on
Smart Board
-Meter stick

Thursday,
March
12th

SLO: 1.1, 1.2,

1.3, 1.4, 1.5

-Discuss structures and function (preassessment)

-Aesthetics of buildings (pictures) & discussion
-Safety discussion

-Observations &
discussions
-Redesign
proposal

-Pictures on
Smart Board
-Paper
-Running Shoe

Tuesday,
March
10th

-Function
-Aesthetics
-Designing for
Safety
-Balancing Safety
with cost
-Function
-Aesthetics
-Designing for
Safety

15

16

Structures and Forces

-Balancing Safety
with cost
-Traditional
structures

-What are some safety structures we use

discussion
-Redesign a shoe activity
-Introduction to project on traditional structures
break them into groups and pick a structure to
research and present on

(formative)
-Design a new
structure to
help keep us
safe doing a
silly activity
(formative)
-Project
research,
poster,
presentation
(summative)

Monday,
March
16th

SLO: 1.3, 3.3,

4.2, 4.3
SKILL: S1, S2,
S3.1, S3.2

-Project Day

-Break students into groups and have them

research a traditional or cultural structure that
they picked last class
-Approve their idea before beginning their work

Tuesday,
March
17th

SLO: 1.3, 3.3,

3.4

-Traditional
structures

-Review last week (structures, functions)

-Presenting traditional structures (if not
Monday)
-Learning centers on different materials and
strengths
-Have students fill out a worksheet
-Student led learning

-Project
research,
poster,
presentation
(summative)
-Review booklet
due today
(formative)
-Exit slip on
readiness for
quiz (formative)

-Finish centers (if not done)

-Discussion and demonstration of strength and
stability, and flexibility
-Direct instruction

-Observations
and discussion
-Review game
(formative)

-Materials
-Composite
materials
-Layered materials
-Woven and knit
materials
-Choosing materials
Wednesd
ay, March
18th

SLO: 3.1, 3.3,

3.4,

-Materials
-Composite
materials
-Layered materials
-Woven and knit
materials
-Choosing materials

-Review game for quiz

-Questions about material

-Strength and
stability of

16

-Book
computers
-Books on
traditional
structures
-Poster paper
-Printer paper
-Worksheet for
centers
-Materials
tape, string,
fabric, knit,
woven,

-Smart board
-Materials
from previous
day
-Game
instructions

structures
-Flexibility
-Strength and
stability of
structures
-Flexibility

Thursday,
March
19th

SLO: 1.1, 1.2,

1.3, 1.4, 1.5,
3.1, 3.3, 3.4

-Quiz (30mins)
-Finish up material strength and stability,
flexibility.
-Introduce joints
-Discuss joints and materials in natural vs. manmade structures.
-Direct instruction, class discussion, think-pairshare
-Review difficult quiz questions
-Demos on joints
-Summary chart to compare advantages and
disadvantages
-Discuss and find examples of joints
-Group discussion on joints & function

Friday,
March
20th

SLO: 3.2
SKILL:
ATTITUDE:

-Joints
-Fasteners
-Interlocking Shapes
-Ties
-Adhesives
-Melting

Monday,
March
23rd

SLO: 3.1, 3.2,

3.3, 2.1, 1.5
SKILL: 1, 2, 3, 4
ATTITUDE: 1,
2, 3

-Project Day
-Joints in man-made
structures and
natural structures
-Student will create
a materials list of
what they need **
they should bring
some from home for
next week **

-This is a two week project

-First week, students are going to research
joints and how joints are different in man-made
and natural structures
-In groups, they will choose a structure to build
from a list, and research the type of joints and
materials used within
-This will be strictly a planning day

Tuesday,
March
24th

SLO: 2.1, 2.5

-Finish up on joints
(if needed)
-Mass
-Forces and Weight
-Weight
-Measuring Forces

-Review last week (materials, joints)

-Discuss force & mass
-Differentiate between weight and mass write
in notebooks
-Demonstration on measuring force
-Discussion and demonstration based

Wednesd

SLO: 2.1, 2.5

-Mass

-Possible flex day

17

-Quiz on types
of structures,
function/design
(summative)

-Quiz
-Materials in
previous
classes
-Pictures on
Smart Board

-Summary chart
(formative)
-Exit slip on
advantages and
disadvantages
-Observations &
discussions
-Observations
and
conversation
-Checklist with
students
-Rubric

-Discussion and
observations
-End of class
questions on
force (exit slip)

-Different
types of joints
ties, pins,
glues,
-Summary
charts
-Sticky notes
-List of
animals
-List of
possible joints
I will bring
-Computers
-Comparing
charts
(worksheet)
-Checklists
-Rubrics
-Paper
-Force meter
-Pictures on
smart board
-Calculators

-Observations

-Paper

18

Structures and Forces

ay, March
25th

-Forces and Weight

-Weight
-Measuring Forces
-Picturing Forces

-Review differences between mass and weight,

how to measure force
-Discuss and draw force diagrams
-Discuss and demo on center of gravity

Thursday,
March
26th

SLO: 2.1, 2.5

SKILL: 1.3, 2, 3,
4

-Picturing forces
-Forces on
structures
-Centering gravity

-Review measuring forces

-Finish picturing forces if needed, forces on
structures, and center of gravity
-Measuring forces lab

Friday,
March
27th

SLO: 2.1, 2.2,

2.5

-Measuring forces
-Frictional forces

Monday,
March
30th

SLO: 3.1, 3.2,

3.3, 2.1, 1.5
SKILL: 1, 2, 3, 4
ATTITUDE: 1,
2, 3

-Project Day
-Building day for
joints project

-Return review notes and go over any difficult

questions
-Finish up the lab if needed
-Discuss how frictional forces impact us
-Direct instruction, demos, and questions
-Review what will be on the quiz (game)
-Have students begin building their apparatus
-At the end of class, have students present their
findings and their design
-Have students include a write up for why they
used each joint or material

Tuesday,
March 31st

SLO: 1.5, 2.1,

2.2, 2.5, 4.2

-External forces

-Quiz (30mins)
-Show video to Galloping Gertie
-Discuss what forces are acting (preassessment)
-Have students record live load and dead load
definitions, external forces

18

and discussion
-Snow ball
activity review
of mass vs.
weight
-Lab questions
& write up due
tomorrow or
end of class
(summative)
-Review booklet
due at the end
of class
(formative)
-Lab questions
& write up
(summative)
-Observations
and discussion

-Pictures on
smart board

-Presentation
-Use of joints
and materials
-Rationale write
up
-All formative
-Quiz on joints,
materials,
forces, and
measuring
forces
-Preassessment on
force
(discussion)
-Exit slip on

-Depending on
what students
bring
-Multiple joints
glue, tape,
pins,
-Sticky notes
-Video on
Youtube
-Smart Board
-Force
diagrams
-Quizzes

-Force meters
-Smart board
pictures
-Lab
instructions
-Lab handout

-Review
booklet
-Force meters
-Quiz review
game

forces
Wednesd
ay, April
1st

SLO: 1.5, 2.3,

4.2
SKILL: 1.3, 2, 3,
4

-Internal forces
-Resisting stress

-Review any difficult questions on quiz

-Foldable notes on definitions of internal forces
-Demos and passing out materials to
manipulate based on forces
-Examining Forces Lab

Thursday,
April 2nd

SLO: 1.5, 2.1,

2.2, 2.3, 4.2

-External forces
-Internal forces
-Resisting stress

-Review of forces
-Finish up lab
-Discuss and watch a video on forces around us
-Discuss how forces impact stability
-Direct instruction, group discussion, partner
discussion

Monday,
April 13th

SLO: 1.5, 2.1,

2.2, 2.3, 2.4,

-Project Day

-Beginning of the angry birds construction

individual work
-This will be a research day, similar to our last
project. Students will research how to build a
structure to withstand forces
-They can choose their own materials, own
design, own joints, etc. Ties in everything we
have learned so far about forces and materials
-Students will receive the criteria of the project
similar to the last project
-They will research how to create a structure
that is earthquake proof, wind proof, and can
support a load
-Discuss plans and proposals with each student
-Review last week (forces)
-Leverage demo
-Discuss how structures can fail over time

2.5, 3.2, 3.3,

4.1, 4.2, 4.3
SKILL: 1, 2, 3
ATTITUDE: 2,
4, 5

Tuesday,
April 14th

SLO: 1.5, 2.3,

2.4, 2.5, 3.1,
4.1, 4.2

-Levers
-How materials fail
-Making use of

19

-Exit slip - put a

picture on the
smart board
and ask
students what
internal force is
it
-Examining
forces lab
-Examining
forces lab
(summative)
-Find examples
of forces in a
cartoon (preassessment)

-Smart board
-Paper
-Materials to
manipulate
(paper, slinky,
rubber band)

-Summative
assessment
based on their
rationale,
project, and
ability to stand
up to the forces

-Computers
-Work sheet
with criteria
-Chart about
what they
need to
research
-Rubric for
project
-Checklist for
project

-Observations
and discussion
-Questions to

-Paper for exit

slip
-Lever

-Smart board
-Video
-Cartoon

20

Structures and Forces

Wednesd
ay, April
15th

SLO: 1.4, 1.5,

2.3, 2.4, 2.5,
3.1, 4.1, 4.2

stress
-Metal fatigue
- Classify each of
the following
structures as
situations where
buckle, bend, shear,
or torsion
-How materials fail
-Making use of
stress
-Metal fatigue
-Designing with
forces
-Strengthening
structures
-Using frictional
forces

Thursday,
April 16th

SLO: 1.4, 1.5,

2.3, 2.4, 2.5,
3.1, 4.1, 4.2

Friday,
April 17th

SLO: 4.1, 4.2,

4.3

Monday,
April 20th

SLO: 1.5, 2.1,

2.2, 2.3, 2.4,

2.5, 3.2, 3.3,

-Strengthening
structures
-Find something
solid
-Make a solid layer
-Spread the load
-Rapid rotation
-Cost
-Benefit
-Safety
-Environmental
impact
-Project Day

show pictures to aid in discussion

-Have students brainstorm ideas to list
structures that might be treated
-Failure of structures demo
-Direct instruction/videos of failure in structures
-Firm foundation demo

answer as an
exit slip
-Questions on
firm foundation
demo

examples
-Videos
-Smart Board
-Sand
-Soil
-Toothpicks

-Review structural fatigue

-Discuss natural structures that take advantage
of the strengthening techniques we have been
discussing
-Discuss how to strengthen structures pictures
of beams and strong shapes
-Straw manipulation to see what shapes are
strongest
-Draw force diagrams to show how forces are
redirected
-Direct instruction and discussion based

-Discussion and
observations
-Preassessment on
structural
fatigue
(entrance slip)

-Sticky notes
-Videos
-Smart Board
-Straws
-Tape

-Review structural fatigue

-Strengthening structures demo
-Discuss how foundations are important
-Review booklet due

-Questions on
strengthening
structures
demo (exit slip)

-Paper for exit

slip
-Coin or pop
can
-Textbooks

-Possible flex day

-Review strengthening structures and designing
them to withstand forces
-Watch a video on eco-friendly homes and
discuss the environmental impact
-Hand back review booklet
-Building day for project
-If on schedule, student will finish writing up
their rationales and begin building their

-Preassessment on
designing with
forces

-Video on eco
friendly home
-Smart Board

-Summative
assessment
based on their

-Computers
-Materials
students bring

20

4.1, 4.2, 4.3

SKILL: 1, 2, 3
ATTITUDE: 2,
4, 5

structures. They should be done building by the

end of the period

rationale,
project, and
ability to stand
up to the forces
-Discussion and
observations of
how students
are doing with
the review
questions
-Discussion and
observations of
how students
are doing with
the review
questions
Summative
exam
-Rubric
-Checklist
-Project
(Summative)

Tuesday,
April 21st

GLO: 1, 2, 3, 4

-Review

-Review game based on the first half of the unit

and areas students struggled in

Wednesd
ay, April
22nd

GLO: 1, 2, 3, 4

-Review

-Review game based on the second half of the

unit and areas students struggled in

Thursday,
April 23rd
Friday,
April 24th

GLO: 1, 2, 3, 4

-Unit Exam

SLO: 1.5, 2.1,

2.2, 2.3, 2.4,

-Testing final project

Unit exam students will have the full period to

study for the exam
-Testing of angry bird project

2.5, 3.2, 3.3,

4.1, 4.2, 4.3
SKILL: 1, 2, 3
ATTITUDE: 2,
4, 5

21

from home
-Various joints
I supply based
on student
needs/proposa
l
-Smart board
-Review
sheets
-Questions
-Smart board
-Review
sheets
-Questions
-Exams
-Fan
-Weights

22

Structures and Forces

Learning Resources:

Alberta Learning. (2003). Science 7-8-9 [Program of Studies]. Alberta, Canada: Alberta Learning.
Booth, C., Cormie, G., Eichorn, D., Farenholtz, A., Martha, J., Neal, J., Reading, S., Sandner, L.
(2001). Science in action. Toronto: Addison Wesley.
Gue, D., Makar, D., Martin, J., Martin, T., Strachan, I., Bullard, K., . . . Galbraith, D. (2001). Science focus 7:
Science, technology, society. Toronto, Ontario: McGraw-Hill Ryerson Limited.
Gue, D., Makar, D., Martin, J., Martin, T., Strachan, I., Bullard, K., . . . Galbraith, D. (2001). Science focus 7,
science, technology, society: Teacher resource Binder. (Vol. 4). Toronto, Ontario: McGraw-Hill Ryerson
Limited.
Internet Resources:

EDQUEST. http://www.edquest.ca/component/content/article/150
Egg strong enough to hold a car!. [Video file]. Retrieved from http://www.youtube.com/watch?
v=xukNq7JO4dE
Cluster 3: Forces and Structures. http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/7c3.pdf
Galloping Gertie Video. Retrieved from. https://www.youtube.com/watch?v=CsKKDLKYsVU
Grade 7 Structures Unit Handout. http://mrsbader.com/pdf/7-2-formandfunction/StructuresUnitHandout.pdf

22

Lesson Plans:

Lesson Plan #1 Project Day Monday March 9th, 2015

Grade/Subject: Grade 7/8 Science

Unit: D: Structures & Forces

Lesson Duration: 2hr 45 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

1. Describe and interpret different types of structures encountered in everyday objects, buildings, plants and
animals; and identify materials from which they are made
2. Investigate and analyze forces within structures, and forces applied to them
3. Investigate and analyze the properties of materials used in structures
Specific Learning Outcomes:

K1.1 Recognize and classify structural forms and materials used in construction
K1.2 Interpret examples of variation in the design of structures that share a common function, and
evaluate the effectiveness of the designs
K1.5 Identify points of failure and modes of failure in natural and built structures
K2.1 Recognize and use units of force and mass, and identify and measure forces and loads
K2.3 Identify tension, compression, shearing and bending forces within a structure; and describe how
these forces can cause the structure to fail
K2.4 Analyze a design and identify properties of materials that are important to individual parts of the
structure
K2.5 Infer how the stability of a model structure will be affected by changes in the distribution of mass
within the structure and by changes in the design of its foundation
K3.2 Identify points in a structure where flexible or fixed joints are required, and evaluate the
appropriateness of different types of joints for the particular application
K3.3 Compare structural properties of different materials, including natural materials and synthetics
***Although this hits multiple outcomes, this is a form of pre-assessment and doesnt go into depth in the
outcomes

LEARNING OBJECTIVES
Students will:
1. Describe structures and forces around them

23

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Structures and Forces

2. Apply their knowledge of forces and structures

3. Relate the ideas of forces and structures to explain results

ASSESSMENTS
Observations:
Key Questions:
-Work on proposal
-How do forces affect our daily life
-How well groups work together
-What needs to be considered when designing and planning?
-How well students understand forces and
structures (discussion and conversations)
Written/Performance Assessments:
-Proposal for bridge (formative)
-Questions regarding bridge building (formative)

LEARNING RESOURCES CONSULTED

Resource #1: Science Focus 7 McGraw-Hill Ryerson (Textbook)
Resource #2: Alberta Education, Program of Studies (Science 7-8-9)

MATERIALS AND EQUIPMENT

* Per Group: 20 plastic straw, 15 paper clips, 60cms of masking tape, 1 golf ball, scissors
* Smart Board (PowerPoint about me, criteria for bridge, online timer)
PROCEDURE
Introduction
Hook/Attention Grabber: Introduction to me
Advance Organizer/Agenda:
- Introduction to me
- Student profile sheets
- Ice breaker
- Introduction to the unit
- Golf ball bridge activity

Body (2hrs 40min.):

Learning Activity #1 (20 minutes):
Introduction to myself
Go through slideshow of pictures of me, my family, where Im from
Open up for questions (10 maximum) make sure you tell students that you have the right to veto any questions, and
dont ask anything they wouldnt be comfortable asking themselves

24

Handout student survey/questionnaire

Give students 5 minutes to complete
Collect all of the questionnaires collect questionnaires by taking attendance

ICE BREAKER ACTIVITY (5-10 minutes) break the class into row groups and do this ice-breaker activity: students are exiled to a desert
island. Each person can bring one piece of music, one book, and one luxury item you can carry with you.

Learning Activity #2 (10 minutes):

Introduction to the unit
Explain that we are starting our unit of structures and forces
Have students partner up and write down everything they know about structures and give examples of structures
Ask the class to share ideas and examples of structures
Write down the definition of a structure on the board (have them write it down in their notes) things with a definite
size and shape, which serve a purpose or function
Have students work with a partner and write down everything they know about forces and examples of forces
Ask the class to share examples of forces
Write down the definition of a force on the board (have them write it down in their notes) a push or pull, or anything
that causes a change in the motion of an object
Assessments/Differentiation:
If students would rather draw examples rather than write notes that is fine
By working in a group, all students will be able to participate and share their ideas (think-pair-share)
I will write down on the board what students come up with to ensure they can visualize the ideas

Learning Activity #3 (2hrs):

Explain to the class we are going to be building a structure in a moment
Explain that the students need to be thinking about forces that can act on this structure
Bring up the design specifications of building the bridge
Read off all of the specifications
Tell the students that each of them are architects and they need to design a bridge
Have all students take out a piece of paper and explain that in a moment, they are going to design
Draw an example on the board explain how they need to label, especially lengths
Leave the specifications on the board and give students 5-10 minutes to draw out their proposal
Walk around and make sure everyone is participating and drawing
Once all the designs are finished, have students write their names on them

25

26

Structures and Forces

Explain that in a moment, we are going to move into groups (that Ive pre-assigned)
Tell students that their first task as a group is to pick a design that they think will work and discuss how they will build
it OR create a new design from a mixture of everyones design
After they think they are happy with their design, students must come see me with their design proposal and I have to
approve it. When they do come to me, make sure that you ask them questions about each of the specifications
emphasize that students must go through the list
Once their design has been approved by me, they can grab the materials and begin constructing their bridge
If at any time, they are not happy with their bridge, they can change the design both on the bridge and on paper but
they do not receive any more materials unless approved by me (if tape got stuck together or a straw broke)
Explain that they will have 1 hour to do their proposal and do their bridge
After the hour, we will do testing and the bridge that has all the specifications and can stand up, will win something
Explain that they do not get to try the gold ball until we begin testing in an hour (maybe they can apply force with
hands)
Ask for a couple people to repeat directions back to you
Ask if there are any questions
Explain to students that this is group work, so everyone needs to be working together and sharing ideas
Explain that they need to take this seriously, and if they are goofing off or off task, you will have a worksheet for them
to do

Split the class up into groups of 3 or 4 and set the timer on the smart board for them to begin
As students are doing their proposal, walk around and make sure they are looking at all the specifications
When the bell rings, let students take a two minute break to grab snacks or water
If students finish their bridge early, hand them a couple questions regarding other forces for them to discuss and
answer as a group use the extend your knowledge questions pg. 277
When the time is up, have everyone bring their bridges up to the front of the class and testing will being
Have students make a chart and trial #s to keep track OR I can keep track on the board too
Allow students to run 5 trials with their bridge and measure to ensure their specifications are correct
Give prizes to groups whose bridges were successful
Explain that we will test them further after we answer some questions

After testing is done, bring up questions on the board

Have students move back to their desks and pull out their proposal design
On the back of the paper, have students answer the 5 questions (make sure they answer up to #4, and then we can

26

discuss #5 as a class) tell students they will be handing in these papers at the end of class
Have students center around the front of the class, have a bridge on the table
Go through each of the questions Why did the bridge fail? Was it hard to meet all the expectations? What would you
change about your bridge to make it stronger or better?
Using the bridge on the desk as an example, as the students what additional things would they have to consider if this
was a real bridge? Use the bridge as a demo to show different forces acting on it.
Allow students to test the limits of the remaining bridges one or more golf balls, maybe a marker or pen, etc.
After 5 minutes of extra testing, tell students they can finish up the questions if they havent done so. When they
think they are done, they hand them into you and then help clean up the bridges (put straws in a bag for use later)

Assessments/Differentiation:
Students can draw a picture or write out their proposal for the bridge. As long as it is clear what they are doing, I will accept it
Students can write in point form for the questions if they would like
If they find it easier to answer the questions with a diagram, I will allow it
By discussing questions as a class, I can gain knowledge on how students are doing and help give students a better understanding
of the material
I will take in the questions and proposal they did as a form of formative assessment

Closure (5 min.):
Consolidation/Assessment of Learning:
Pass out sticky notes to students
Have them write two things they learned today, something you really liked from class today, and something you look
forward to for this unit.
Transition To Next Lesson:
Have students place their sticky notes on the board before they leave
Have students pack up their binders, hand in their work from today, and be ready for next class

Sponge Activity: If students finish everything quickly:

1. Groups: You have 5 minutes to build the tallest tower possible with the materials given. Tallest tower
wins. After measuring the winner for the tallest tower, have students create snowballs (5 each) and
throw them at the towers trying to knock them down. Students must stay behind a line and can only
throw each snowball once. Any standing towers will win a prize.

27

28

Structures and Forces

2. Groups: In 5 minutes (or more, depending on time), you must construct the tallest tower using only
one 8x10 piece of paper and tape. The tallest tower after 5 minutes wins. After everyone is done,
show video on how to do the challenge: https://www.youtube.com/watch?v=tuEBEKOProY

Lesson Plan #2 March 10th

Grade/Subject: Grade 7/8 Science

Unit: D: Structures and Forces

Lesson Duration: 55 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

1. Describe and interpret different types of structures encountered in everyday objects, buildings, plants and
animals; and identify materials from which they are made
Specific Learning Outcomes:

1.1
Recognize and classify structural forms and materials used in construction
1.4Describe and interpret natural structures, including the structure of living things and structures created by
animals
1.5 Identify points of failure and modes of failure in natural and built structures
4.2 Identify environmental factors that may affect the stability and safety of a structure, and describe how these
factors are taken into account
LEARNING OBJECTIVES
Students will:
1. Describe the various types of structures
2. State the functional benefits of each type
3. Give examples of each type of structure

28

ASSESSMENTS
Observations:
- Discussions
- Conversations
- Student work
Written/Performance Assessments:
- Foldable handout

Key Questions:
- What needs to be considered when designing and planning?
-

LEARNING RESOURCES CONSULTED

Resource #1: Resource #1: Science Focus 7 McGraw-Hill Ryerson (Textbook)
Resource #2: Alberta Education, Program of Studies (Science 7-8-9)

MATERIALS AND EQUIPMENT

Smart Board w/ pictures of structures

Egg shells
White paper (for whole class)
Scissors
Pencil crayons

PROCEDURE
Introduction (0 min.):
Hook/Attention Grabber: Have pictures of structures up on the board when students walk in. Write the essential question up
on the board
Expectations for Learning and Behaviour:
- I expect students to participate in discussions and work to the best of their abilities
Advance Organizer/Agenda:
- Review golf ball bridge
- Considerations for structures
- Discussion of structures (Classifying different types of structures)
- Egg strength demonstration
- Natural vs. Manufactured structures
- Foldable work time
Transition to Body: Hand back the proposals and questions from last class

Body (40-55 min):

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Structures and Forces

Learning Activity #1 (5-10 minutes):

- Ask students what considerations they had to take into account when building their bridge?
- Break students up into rows and have each row become a designer, contractor, or engineer for building a structure
what factors do they take into consideration before designing and constructing a jean jacket, a skyscraper, a
basketball, a house, and a playground. Let them discuss for a few minutes
- Are there any similarities between the rows?
- Explain that although there is a variety of structures, similar considerations are made when designing and
constructing
Assessments/Differentiation

By having students work in groups, they will be able to share their ideas
You can have students write down or draw in their notebooks if it helps them remember the activity

Learning Activity #2 (25-30 minutes):

- Have students look at the pictures up on the board and think about what some of the differences between the
structures are OR what the similarities are
- What ways could we sort these structures? (Natural vs. manufactured, frame, shell, or mass, and function)
- Bring up slide on three pictures (one mass, one shell, and one frame structure)
- Ask students how they would classify these structures
- Pass out pieces of white paper and have students bring out their scissors and a pencil
- Demonstrate what students need to do for the foldable
- Write the names of the three structure types on the front
- Discuss the definition of a mass structure
- Bring up a picture of a mass structure and have students think about pros and cons of using a mass structure (create
a list on the board for students to copy into their notes) as a group, we can quickly construct a mass structure from
textbooks and test stability (by shaking the stack)
- Discuss the definition of a frame structure
- Bring up a picture of a frame structure and have students think about the bridge they constructed (frame) and have
them think about the pros and cons (write a list on the board for students to copy in their notes)
- Discuss the definition of a shell structure
- Bring up a picture of a shell structure (egg) and have students think about pros and cons of using a shell structure
(create a list on the board). Use eggs to test the strength of a shell structure. Bring in a helmet and demonstrate how
you cant feel the forces as much with the shell structure.
- Have students write down two examples of each structure under their definition
- Bring up a picture of a structure that has a mixture of structure types ask students to classify this structure. Discuss
why there is a mixture of structure

30

Assessments/Differentiation:
By using pictures, discussing the information, and having quick demonstrations, I will be able to meet the needs of many learners
in the classroom
Students can write pretty or silly for their foldable notes and write in a colored pencil (they will get to decorate it later)

Learning Activity #3 (10-15):

- Ask students about structures found in nature (and classify them as frame, shell, or mass)
- Relate manufactured and natural structure (write the definitions on the board students will write in their notes not
the foldable)
- Have students work with pairs to come up with pairs of manufactured structures that were inspired by natural
structures (give an example on the board). Discuss answer students came up with.
Assessments/Differentiation:
- If students struggle with coming up with natural ideas, ask students what structure birds use to fly, what structure do you use to bite food

Closure (5-15 min.):

Consolidation/Assessment of Learning:
- At the end of class, have students finish their foldable by looking for structures around the classroom or that they can
think of outside that can be classified within the 3 types. One example they draw must be natural; a second example
must be manufactured. Let students know you want this handed in for Thursday and they will have time to complete
tomorrow.
Feedback From Students:
- Ask students to name the three types of structures
- Have them pick the type of structure they think is best for construction (i.e. their favorite kind)
Transition To Next Lesson:
- Have students pack up their notes and binders and get ready for lunch
- Put away all the materials and prepare for the next science class

Sponge Activity: If students finish early, have them partner up and create a list of all the structures in the
classroom and classify them according to how they are made and what type of structure they are.
Classroom Management Plan
I will use a variety of management plans to ensure that students are participating and engaged in the
learning material without disrupting class. I will use positive reinforcement when students do a positive
action in the class both in the learning aspect and behavior. I will have discussion with individuals one-

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Structures and Forces

on-one if they are continuously being disruptive in my classroom. These discussions will be after class or
before class or quiet reminders when I walk by their desk. I will use redirection techniques to ensure
students are on-task and non-verbal techniques such as the teacher look, or physical proximity. I will keep
a seating arrangement to keep students engaged and on-task and I will alter it if needed. I will
continuously practice positive behavior in the classroom and go over routines and strategies.
If these strategies do not work, I will warn the student, move the student to a different spot in the
classroom, warn the student again, and then potentially contact home or ask my TA for help.

32