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Copyright © Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve Copyright © Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve
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Contents Contents
Learning Objectives What You’ll be Learning: This is a description of what you should
achieve by completing this unit of work.
Learning Activity 1: Introduction and discussion
Task 1.1 Identifying prior knowledge using a placemat activity. Learning Activity 1: Tuning In. What do you already know?
Task 1.2 Glossary of Terms Task 1.1 Placemat activity.
Task 1.2 Glossary of Terms
Learning Activity 2: Research
Task 2.1 Brainstorm research pathways & collect resources Learning Activity 2: Research: Looking in new places
Task 2.2 Identification and Classification Task 2.1 Brainstorm research pathways & collect resources
Task 2.3 Name Games Task 2.2 Make a classification table.
Task 2.3 Name Games
Learning Activity 3. Maths and Science Concepts
Task 3.1 Rigidity Learning Activity 3. Maths and Science Concepts
Task 3.2 Triangulation Task 3.1 Rigidity
Task 3.3 Stability and Centre of Gravity Task 3.2 Triangulation
Task 3.4 Visiting Professional Task 3.3 Stability and Centre of Gravity
Task 3.4 Visiting Professional
Learning Activity 4: Case Study: Bridge Disasters!
Task 4.1 Research and report on a bridge disaster. Learning Activity 4. Bridge Disasters. Be a Disaster Detective!
Task 4.1 Research and report on a bridge disaster.
Learning Activity 5: Construction of Bridges
Learning Activity 5. Building Better Bridges! Make a toothpick bridge
Task 5.1 Form construction companies and complete building task.
Task 5.1 Form construction companies and complete building task.
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As a result of completing this Learning Element, students will be able to: By doing this unit you will be able to:
Look at local and famous bridges closely and talk about them. Explore some local and famous bridges.
Look at a variety of professional roles and the skills involved Discover the many different professional people who design and
in creating a bridge and the sequential process that this entails. build bridges.
Name and use maths concepts such as budget, balance and You will be able to determine:
cheque writing. Who’s involved in building your bridge?
Theorise why these concepts are important in managing What purpose will your bridge serve?
money. Who benefits from bridges being built? Are there any losers?
Describe structural properties in relation to stability, rigidity, Can things go wrong during design and/or construction phases?
forces, triangulation, centre of gravity, etc. What measures can be taken to avoid problems occurring?
Analyse mathematical and design concepts necessary for Who is affected by bridge building?
success in bridge planning and construction.
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Form a construction company and fulfil individual roles
In cooperative groups, plan, design and construct a bridge, within Plan and build a bridge that meets the guidelines of the
a given budget, using available resources and acquired competition.
knowledge. Enter your bridge in ‘Bridge Breaking Day’ to see if it is the
Reflect on how this knowledge can be applied in other areas of strongest bridge in the class.
students’ lives, making explicit links. Critically analyse and appraise your design for strengths and
Produce a media report on bridge design, reflecting the social and weaknesses by completing an evaluation form.
environmental impact of a bridge disaster. Complete a reflective daily journal to keep track of your new
understandings and record questions.
Complete a self-evaluation to reflect on your role in the entire
process.
Make suggestions for improvements.
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Learning Activity 1: Tuning In Learning Activity 1.1: Share your knowledge of bridges.
Task 1.1: Identify prior knowledge. Task 1: What do you know about bridges?
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Learning Activity 2: Research Learning Activity 2: Research
Task 2.1: Task 2.1: Where can we find out about bridges?
Research, building on prior knowledge, to collect general
information about bridges. Collect resources for use and display in Brainstorm locations of resources.
the classroom. This will provide a visual stimulus as well as a Follow up by bringing resources into the classroom for
general knowledge base for the unit. information and displays.
This may include the following strategies:
Library searches and borrowing books and posters.
Internet searches using key words.
Web Quests.
CD ROMs.
Human Resource and professionals.
Images in books, calendars, photos, etc.
Task 2.2: Identification and Classification. Task 2.2: Sorting it all out! Identify and Classify.
Select 3 bridges that are classified differently. (Eg: Cantilever, Make a classification table using Microsoft Word to show 3
Suspension, Roman Arch) and design questions that will help different bridge types. Include some images in your table.
understand the principles underlying each bridge. In groups devise questions about the bridge’s function or purpose,
Devise a classification table that encompasses bridge type & what type of bridge it is, etc, that will help you to organise your
purpose and includes a visual representation. The table should be information.
open-ended so that it can be further developed as students explore
theories behind bridge building and gain deeper understanding.
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Task 2.3: Name Games Task 2.3: Name Games
For example: Play some cool games to help you remember the bridge types you
“What am I?” (Played similarly to Celebrity Heads.) have learned.
“Memory card game.”(Write name of bridge type on a card and Your teacher will have some ideas if you are stuck!
have a corresponding card with the matching picture. Turn 2 cards
over, from face down, and try to match the name with the picture.)
“Possible Sentences”
“Zing Zing Zing and away we go!” (Students chant the following
rhyme, adding new knowledge as a challenge to others:
:Zing, Zing, Zing, and away we go!
Categories, Will you please,
Name some,
Names of,
Bridges, such as (First person says a name of a bridge then says ‘be
quick’, passing the lead to the next in line who should add another name
without skipping a beat in the chant. Continue game around the circle.)
Task 3: Maths & Science Concepts Task 3: Maths & Science Concepts
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thoughts to journals. Why is rigidity important/relevant? Write down your results in your journal.
Why do you think rigidity is important in this process?
3.2 Triangulation
As students analyse results from rigidity tests they will ‘discover’ 3.2 Triangulation
that triangles are the ‘key’ to making shapes rigid. This introduces What was it that made certain shapes stronger? What did you have
the concept of triangulation. to do to them?
Discuss this as a class, then have students write triangulation in Discuss this with the class then record any new words in your
their Glossary of Terms. Glossary of Terms.
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Students select a bridge from history that has collapsed and use knowledge you have gained to analyse the reasons for the
the knowledge gained to analyse the reasons for the collapse. As collapse. As the investigator, consider its purpose and design, its
the investigator, students consider its purpose and design, its use, use, climatic conditions, materials used and anything else you
climatic conditions, materials used and anything else considered consider relevant.
relevant. Report your findings to the class, using any of the following
Report findings to the class, using any of the following methods: methods:
As a TV or radio reporter As a T.V. or radio reporter
Produce a front- page newspaper report. Produce a front-page newspaper report.
Oral presentation Oral presentation
Any other option (negotiate with teacher.) Any other option (negotiate with teacher.)
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Task 5: Construction Time. Task 5: Bridge Building Time!
Aim: Students will work cooperatively in small groups to design and Aim: Work cooperatively in small groups to design and produce a bridge
produce a bridge made from toothpicks. They will need to keep to a strict made from toothpicks. You will need to keep to a strict building code and
building code and work within a budget. Practical and realistic application work within a budget. Practical and realistic application of maths and
of maths and science concepts is the key to the success and value of this science concepts is the key to the success and value of this project.
project. Social Skills: Time Management; achieving a common goal through
Social Skills: Time Management; achieving a common goal through working cooperatively; communication with peers, etc.
working cooperatively; communication with peers, etc.
Time Line
Session 1 & 2: Session 1 & 2:
Form Groups of 4. Issue a folder for each group to store documents. Form Groups of 4. Collect a team folder from your teacher.
Name your company and design a logo. (Good copy on A3 paper) Name your company and design a logo. (Good copy on A3 paper)
Select jobs from job description list. Select jobs from job description list.
Read Contest Rules and Building Code Read Contest Rules and Building Code
Purchase planning paper. Purchase planning paper.
(NB. Teacher should discuss job descriptions in detail with each Your teacher will discuss job descriptions in detail with each profession
profession involved., eg meet with all architects at the same time to ensure involved.
understanding of role, then repeat with other occupations.)
Session 3: Plan bridge design and begin to draft on planning paper. All
Session 3: Plan bridge design and begin to draft on planning paper. All team members should have input with the architect to complete the design.
team members have input with the architect to complete the design. Once the teacher approves your plan you may begin building.
Teacher should approve plans before students begin building.
Sessions 4-10
Sessions 4-10 (approx) Work with your team members to construct your bridge, following your
Students work together to build their bridge, following their design design carefully.
carefully. Teachers need to ensure that students follow their job
descriptions closely and monitor budgets as the sessions progress. Reflect after each session with a brief journal entry.
Students should do a brief journal entry /personal reflection, following
each session. (lead in sentences could be supplied.)
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Second-last Session: Second-last session: Use the set criteria to judge each bridge. Complete a
In groups, students, evaluate every bridge according to set criteria. rubric (self-designed) to decide certain winners. Predict the wining bridges
Students need to follow the criteria carefully and justify their votes. in tomorrow’s “Bridge Breaking Day”
Complete award certificates for each category. Leave the winning team’s
name off the ‘Strongest Bridge’ Award until after Breaking Day.
Invite professional visitor(s) back to the classroom for Judging & Award
presentation.
Final Session: Bridge Breaking Day. Final Session: Bridge Breaking Day!
Follow the setting up procedures as outlined in Pollard (see references) Have your bridge and your team ready for the competition.
and bring digital camera and video to record the competition. Bring food and drinks for the party afterwards!
Celebrate and hand out awards. Expert visitor provides constructive feed
back for each group.
• 16 • 16
Assessment Task: Understanding Building Concepts: Assessment Task: Showing understanding.
Individually, students select one aspect of the building process that has Select one aspect of the process you have been through that has had the
had the most impact on their understanding and learning and share it with most impact on your understanding and learning. Briefly share your
the class, orally. thoughts with the class in a 2- minute oral presentation.
Assessment Task: Case Study; Investigate a Bridge Disaster. Case Study: Investigate a Bridge Disaster.
Media reports should identify some of the social and/or environmental
effects of the disaster. Who was affected?
Refer to Task 4.
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Assessment Task: Transformation of Knowledge. (Bridge Building) Self-Assessment: Complete the assessment page by inserting a photo of
Students rate their bridges according to criteria (RUBRIC) and also assess your group and critically reflecting on your effectiveness as a group
their own effectiveness as a member of the group. Give critical feedback member. Give feedback about the unit and make suggestions for
on the unit of work and make suggestions for improvement. improvement / changes.
• 18 • 18
What might we learn about next?
Follow-on activities and learning experiences might include: Other structures
Home-based assignment: Famous Structures Making our school a better place.
Planning a structural addition for the school, eg small bridge, Other professions / jobs in the real world.
greenhouse, gazebo, shade pergola, etc.
Career directions. What jobs are out there that we don’t know
about? Create a web page or hand-out to inform others.
MAJOR REFERENCES:
Pollard, J. (1989) Building Toothpick Bridges, Dale Seymour
Productions.
Garratt, J. (1996) Design & Technology, 2nd Edition, Cambridge
University Press.
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About this Learning Element Description
Learn about:
Description Types of bridges there are in the world.
This learning element offers ideas for the exploration and critical analysis Who is involved in designing and making bridges.
of the processes involved in bridge construction. Why some bridges collapse.
How you can build a strong, stable bridge.
Keywords
Professional Roles
Costs and benefits of technological progress Keywords
Social and environmental implications of bridge building Professional Roles
Thinking Critically Winners and Losers
Environmental and social impact
Knowledge Domain Different perspectives and opinions
Maths, Science, Design and Technology. Integrated closely with English
and SOSE.
Learning Domain
Learning Level Integrated unit of work with focus on Maths, Design and Technology and
This unit could be adapted from Years 4-8. Science.
Learning Level
About the Author Years 4-8
Position: Deputy Principal Primary Site Author: Gold Creek School Multiliteracies Project Team
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Author: Lana Read
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