SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

(Follow the instructions throughout the template to copy and paste your project
work into the appropriate sections.)

Name of submitter: __________Alaina__________________

Name of other Group Members: ______Rudi, Sally___________

GRADE OF MINI UNIT: _____3______

TOPIC TITLE: __Science: Bridge Building and Structures___

Mini Unit Plan (ASSESSMENT)

Overarch
ing
Questio
n

Teacher Alaina, Rudi, Sally

Subject Science
Topic/Focu Science topic B: Building with a
Variety of materials
s

Our grade 3 class has been asked to build a bridge across the Oldman River,
and give a sales pitch presentation on the best structure all-around. What
needs to be taken into consideration to build a successful bridge structure?

Basic background knowledge of what bridges do, and locations students have
seen them in.
Learner
Considerat Acknowledging diverse learners through visual representations, auditory
instructions, charts, music videos, and hands-on activities.
ions
Gender balanced groups, and finding the best fit when putting students into
assigned groups; making sure students will be able to focus and work well
together without constantly being distracted by friends.
In groups of four, students will design, build, and present a model of a bridge
Performance to their classmates, giving a sales pitch as towhat makes their bridge the one
Task
to choose for the City of Lethbridges newest project. They will be limited to the
Overview materials provided for the construction of their bridges, and use the
information gathered through material testing, classroom research, structure
trials, and group discussions to develop their bridge. Their knowledge of Math
and Language Arts will help with aspects of their presentation.

Learner Outcomes
General
Specific
Outcomes
Outcomes

Identify patterns and

order in objects
studied; and, with
guidance, record
observations, using
pictures and words
and make predictions
and generalizations,
based on observations

identify materials
and how they are
used

Assessment Criteria
Links to
Students provide evidence
Overarchin
of their learning as they
g
Question/sub
-questions
o Students will
Actively participate in
study and
identify
discussion as teacher
various types
introduces
of bridges
prompt/introduction
o Discuss with
to bridge structures
and building
group what
the differences
are, materials
Discuss with group
used, and the
members while filling
uniqueness of
out the Bridge
each bridge
Picture Questions
type

Demonstrate positive
attitudes for the study
of science and for the
application of science
in responsible ways.

[...] Compare the

effectiveness of the
various materials and
designs for their
intended purposes

Investigate a practical
problem, and develop
a possible solution.

work independentlyo
or with others to
carry out the
identified
o
procedures
engage in all parts
of the task and
support the efforts
of others
o

Students will be
working in
groups
Contribution and
participation
from each
member is
enforced
Teamwork and
effort put into
building a bridge
with group
identify the purpose o Take note of
of the object to be
characteristics
constructed: What is
of different
to be developed?
building
What is it for?
materials
o Sales pitch
presentation
with group to
present a
structure that
will be built
across the
Oldman River
creating and solving o
problems in context
that involve
multiplication
relating
o
multiplication to
repeated addition

Calculating the
total cost for
materials
required to
build the bridge
Referring to
material price
list (prices in
multiples of 3)

Peer + group evaluation

handouts
Participating in class
discussion

o
o

Complete exit slips that

will be used to answer
any questions students
may still have, and see
if students are learning
the desired outcomes
Why will your bridge
be strong?
One thing I learned
today was...
Questions I have...

Showing their work

for calculating the
total cost for bridge
materials
Playing online math
game, and being
engaged/helping
representative from
their group

Students will listen,

speak, read, write,
view and represent to
manage ideas and
information

Investigate a practical
problem, and develop
a possible solution.

organize and share

ideas and
information on
topics to engage
familiar audiences

present ideas and

information on a
topic, using a preestablished plan

assess the research

process, using preestablished criteria

attend to
capitalization and
punctuation,

Identify the
intended purpose
and use of
structures that was
built, and explain
how
knowing the

intended purpose
and use helps
guide decisions
regarding materials
and design

Each group of
students will
present their
sales pitch to
the class in the
form of a
Powerpoint
presentation
o Write-up will
be in
presentation
and handed in
with their
notes
o Bridge
Picture
Questions
handout

Explain
o
considerations
they have made,
reason behind
the materials
o
they chose, and
how the design
came to be
Initial planning
for design of
structure with
group, rationale
behind their
decisions
Sharing with
classmates- the
groups finished
product after
completing
extensive
research

Present their
Powerpoint
presentation
Provide teacher with
cue cards and research
notes

Strong presentation
skills and effective
organization of sales
pitch and research
Evaluations from peers
will be taken into
consideration when
grading

Student Task Description

Old Man River Bridge Sales Pitch
Our grade 3 class has been asked to build a bridge across the Oldman River. In a group of four, you
will design, build, and present a model of a bridge to your classmates, giving a sales pitch as to
what makes your bridge the one to choose for the City of Lethbridges newest project. You will be
limited to the materials provided for the construction of your bridges. You will use the information you
have gathered through your material testing, classroom research, structure trials,and group
discussions to develop your bridge. You will also use your knowledge of Math and Language Arts to
help with aspects of your presentation.

Bridge Construction Component:

Materials:
One ball of yarn
50 popsicle sticks
20 10cm Skewers
one package of plasticine
one 20cm x 20cm piece of cardboard
one piece of bristol board
white glue
tape
1lb weight
*You do not need to use all the materials provided, choose wisely so you keep the budget low.
Steps
1. As a group, decide on your bridge design, and plan out how you will build it, and which
materials you will use, using your previous knowledge from the material test trials and
classroom research on strong structures.
2. Your bridge will:
-span 30 cm gap between 2 tables
-hold weight of 1lb or more

-use only the supplied materials

3. Once you have built a bridge, you will test its strength by placing a 1lb weight at the centre. If
it doesnt hold, you will go back and make adjustments to your structure accordingly.
3. This will be done in class, over 6 lessons.
3. Take photos with the class camera at different points throughout the building and trials
process to include in your presentation.
Budget Component:
Once your bridge structure is complete, you will calculate the cost of your bridge, and include that in
your presentation. Everything has a cost, and companies want to spend a limited amount of money
for the best product. You may want to keep this in mind as you are building your bridge.

Presentation Component:
Presentations will be done as a group and last around 7-10mins

It will be expected to have photos along with your presentation to help us see the process.
Use can use powerpoint if you decide to with your group, otherwise use printed pictures on
display posters.

There is a written component expected for the presentation. This may be included into a
powerpoint or on paper also displayed.

Your written section will include:

o

The intended use and purpose of your bridge,

why you chose the design and materials, in relation to the use and purpose,

what the cost is of your completed bridge along with showing how you calculated it,

how your structure changed after trials, and how you decided what those changes
would be,

any additional research information you discovered.

Bridge Building and Presentation Rubric

Criteria/Leve
l

IC

Excellent

Proficient

Adequate

Limited

Incomplet
e

Develops an
innovative
design which
would result
in a
supportive
structure for a
1lb weight.

Develops a
practical design,
which would result
in a supportive
structure for a 1lb
weight.

Develops a
viable design
which may
result in a
supportive
structure for a
1lb weight.

Develops an
unworkable design
which is unlikely
to result in a
supportive structure
for a 1lb weight.

Clear
evidence in
testing and
modifications
made with the
use of
research

Clear evidence of
testing and
modifications.

Some evidence
of testing and
modifications.

Lacks evidence of
testing and
modifications.

Appropriate
materials were
selected and
provides
thoughtful
rationale for the
materials chosen

Appropriate
materials were
selected and
provides a
simplistic
rationale for the
materials
chosen

Appropriate
materials were
selected and
provides no rationale
for the materials
chosen

Group marks:

Design/
Construction

Testing and
modifications

Individual Marks:

MaterialsSelection and
Rationale

Appropriate
materials
were selected
and provides
insightful
rationale for
the materials
chosen
regarding
intended use

regarding intended
use and purpose of
bridge.

Insufficient
information
provided.

Calculating
CostsMultiplication/
Addition

PresentationWritten/Oral

and purpose
of bridge.

regarding intended
use and purpose
of bridge.

regarding
intended use
and purpose of
bridge.

Develops an
efficient
strategy to
calculate
costs and
produce
correct
solutions.

Develops a
practical strategy
to calculate costs
however solutions
contain minor
errors.

Develops a
workable
strategy to
calculate costs
leading to
solutions with
substantial
errors.

Develops an
unworkable strategy
to calculate costs.

Skillfully
organizes
and shares
ideas

Effectively
organizes and
shares ideas.
Oral:Adjusts
volume and tone
to engage the
audience.

Simplistically
organizes and
shares ideas.

Ineffectively
organizes and
shares ideas.

Oral:Adjusts
volume and
tone to partially
engage the
audience.

Oral:Little attention
to adjusting volume
and tone;minimal
audience
engagement.

Written:Partially
correct use of
grammar,
spelling, and
punctuation.

Written:Undeveloped
grammar, spelling,
and punctuation.

Oral: Adjusts
volume and
tone to
captivate the
audience.
Written:
Accurate use
of grammar,
spelling, and
punctuation.

Written:Sufficiently
correct use of
grammar, spelling,
and punctuation.

Assessment Criteria

Level
Criteria

20

19

18

17

Excellent

Proficient

Adequate

Limited *

Insufficient /
Blank *

ED 3502 Components
Connecti
ons to
Learning
Theories

Planning
demonstrat
es a
skillful
approach
to enacting
child
developme
nt, learning
theories &
motivation.

Planning
demonstrat
es a
systemati
c approach
to enacting
child
developme
nt, learning
theories &
motivation.

Planning
demonstrat
es a
simplistic
approach
to enacting
child
developme
nt, learning
theories &
motivation.

Planning
demonstrat
es a
haphazar
d approach
to enacting
child
developme
nt, learning
theories &
motivation.

Attentio
n to

Overview
of planning

Overview
of planning

Overview
of planning

Overview
of planning

No score is
awarded
because
there is
insufficient
evidence
of student
performanc
e based on
the
requiremen
ts of the
assessmen
t task.

Classroo
m
Structur
e and
Climate

decisions
demonstrat
es a
purposefu
l focus on
establishin
g and
maintainin
g an
effective
classroom
structure
and
climate.

decisions
demonstrat
es a focus
on
establishin
g and
maintainin
g an
effective
classroom
structure
and
climate.

decisions
demonstrat
es an
appropria
te focus on
establishin
g and
maintaining
an effective
classroom
structure
and
climate.

decisions
demonstrat
es limited
focus on
establishin
g and
maintainin
g an
effective
classroom
structure
and
climate.

C&I Mini Unit plans

COPY AND PASTE YOUR LESSON PLAN MINI UNIT ASSIGNMENT FOR C&I
HERE UNDER EACH OF THE HEADINGS:
OVERVIEW OF MINI UNIT
Part A: Inquiry question
Our grade 3 class has been asked to build a bridge across the Oldman River, and give a sales pitch
presentation on the best structure all-around. What needs to be taken into consideration to build a
successful bridge structure?
Part B: Focusing questions (approx. 3 pp. double spaced)
Our lessons are designed predominantly to cover the Grade 3 Science Unit Topic B: Building
with a Variety of Materials. We chose to introduce our topic to students by telling them that the City
of Lethbridge would like to build a new bridge, and they need the Grade 3 class to come up with
models of bridges, along with a sales pitch as to why their bridge structure should be chosen. This
will be done through considering many aspects, including design, materials, purpose, and budget.
We thought this approach would make it more personal for our students to invest their efforts into
thought and execution of the bridge building, rather than having no purpose behind building them.
The program emphasis for Science, as stated in the Program of Studies front matter, is In
problem solving through technology, the focus is on practical tasks finding ways of making and
doing things to meet a given need, using available materials. The outcome of problem solving is a
product or process that a person can use. We believe that our building bridges project falls into this
category since the students will be required to design a bridge that meets the needs of the City of
Lethbridge. Students will be able to explore and try various ways of achieving this, with opportunity
to evaluate their work and make changes along the way. Reflecting on their process and final

product will give students the opportunity to grow a deeper understanding for what they have
learned through this project.
We feel this is engaging to the students to dive deeper into science since they are not given
one way of completing the task, but rather they will need to discover for themselves how they will
complete the task through their curiosity of the materials around them and experiencing how the
material will work together. Since the students will be actively involved in exploring bridge building, it
will then keep them engaged and interested to find out the intended information on their own, rather
than having a teacher force feed them with what we think they should know.
Furthermore, our math component allows students to use a real-life skill of finding out the cost
of something, and how keeping a budget would be beneficial to their group in the sales pitch
presentation. The program of studies for math states When mathematical ideas are connected to
each other or to real-world phenomena, students begin to view mathematics as useful, relevant and
integrated. By attaching this meaning to their learning, the subject then becomes more applicable to
their lives, which leads to the students constructing meaning for themselves.This is said to be even
more important for FMNI cultures, that math should be contextualized, because students will have a
greater possibility of creating connections to learning.
Some of the key questions that we are exploring within our overarching question include:

What is the purpose of the bridge? How will that affect the materials chosen and design
used?

What makes a bridge strong? How can it span a long distance?

What are some characteristics of a specific material (ie. paper, wood, metal)? And when
would that material be useful when building a structure? Why are these observations
important to consider when building bridges?

Why do we need a budget?

How will we determine how much money we need to build our bridge?

Why would we use multiplication instead of addition alone in calculating cost for our bridge
project?
We are assuming the students have each had some exposure to building with supplied

materials, and looking at structures to determine what makes them work. If the students took Grade
2 in Alberta, they should have built a boat using similar processes as what we are asking of them,
such as, testing and modifying their structure, evaluating how good the product is at performing its
intended purpose, and reflecting on what they have learned through the process with possible
changes they would make the next time. We also assume that students have seen and used bridges
in their personal lives, and can relay that knowledge into their presentations. We are also assuming
that students will have a working knowledge of some basic multiplication (up to 2 x 10) and addition
(1, 2, and 3 digit numbers), as well as a method for determining when to use each one on its own
and in combination with the other. For Language Arts, we assume that they have taken part in a
written process before, and have been shown how to use grammar, punctuation, and capital letters,
which they will incorporate into their written section of the presentation.
We chose our overarching question because it would allow us to explore many aspects within
the unit from the program of studies, while still pertaining to the question. We felt it was broad and
open-ended enough that many possibilities could fit under it, while being specific to the unit we were
focusing on, in this case building a bridge.
By the end of our unit, we would cover the following general and specific learner outcomes:
Science:
32. Identify patterns and order in objects and events studied; and, with guidance, record
observations, using pictures, words and charts; and make predictions and generalizations, based on
observations.
identify materials and how they are used
work independently or with others to carry out the identified procedures

3-3.

Investigate a practical problem, and develop a possible solution.

identify the purpose of the object to be constructed: What is to be developed? What is it for?
engage in all parts of the task and support the efforts of others

3-4. Demonstrate positive attitudes for the study of science and for the application of science in
responsible ways.
3-7. Construct structures, using a variety of materials and designs, and compare the effectiveness of
the various materials and designs for their intended purposes.

Using a variety of materials and techniques, design, construct and test structures that are
intended to: support objects span gaps
Select appropriate materials for use in construction tasks, and explain the choice of materials.
Students should demonstrate familiarity with a variety of materials, such as papers, woods,
plastics, clay and metals
Identify the intended purpose and use of structures to be built, and explain how knowing the
intended purpose and use helps guide decisions regarding materials and design
Apply skills of listening, speaking and cooperative decision making in working with other
students on a construction project.
Compare and evaluate the strength and stability of different models or objects constructed.

Language Arts:
4.2 Attend to conventions
4.3 Present and Share

present ideas and information on a topic, using a pre-established plan

5.2 Work within a group

work cooperatively with others in small groups on structured tasks

Math:

Demonstrate an understanding of addition and subtraction of numbers with answers to 1000

(limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:
using personal strategies for adding and subtracting with and without the support of
manipulatives

creating and solving problems in context that involve multiplication

relating multiplication to repeated addition
Our lessons include multiple ways of gaining the information presented to reach a diverse

group of learners. We have supplied both oral and written instructions for each activity, hands-on
activities to allow for movement within the lesson, and a performance task that allows for students
creativity to come through at multiple levels of building skills. Some students who excel at building
may do so to make a more complex bridge structure, whereas others may make a simpler version

that will still accomplish the goals of the project. The students will have opportunities to do research
using a variety of formats as well. Although this is not shown as part of our three lessons, we
discussed allowing for internet searches, library visits, and perhaps a member from the community
to come discuss important elements of building structures.
Since our lessons all build to a performance task, we have included formative assessments
along the way to support student learning prior to the end of the unit. These assessments include
observations of what the students are discussing with each other regarding the lessons and the
teacher making anecdotal notes, having discussions one on one with the students as they work to
check for understanding and building their knowledge, checking students work at the end of the
class, and doing exit slips regarding what they know and what they still have questions about. These
formative assessments allow the teacher to keep a finger on the pulse of learning. If the teacher
finds a student struggling, then additional support may be supplied. This variety of formative
assessment gives students many opportunities to show what they know.
Our summative piece of a sales pitch presentations allows students to show what they know
in multiple ways. They have a written component, where they are encouraged to include drawings
and diagrams. They will be speaking to the class about what they have done and what they have
learned through the process, which may allow the childs true voice to be heard. They will include
their math calculations as well.
We have included the following resources:

A YouTube Video with a song explaining the 3x multiplication equations. This would be used
by the teacher to use a catchy song to help students remember the 3x table.

https://www.youtube.com/watch?v=aU4pyiB-kq0

An online math game to test their knowledge on the 3x multiplications. Students could play
this game to test and reinforce their knowledge. Teacher could assess what students know
and if they need further instruction.

http://www.sheppardsoftware.com/mathgames/multiple/multiple_frenzy.htm

The internet: A teacher and student resource to find more information about bridges.

Youtube video: What Makes Bridges So Strong? by SciShow Kids

https://www.youtube.com/watch?v=oVOnRPefcno

Explain that stuff: http://www.explainthatstuff.com/bridges.html

PBS: Picking out the best bridge type and placing it where it best belongs
http://www.pbs.org/wgbh/nova/tech/build-bridge-p4.html

Book:
Monsters Under Bridges by Rachel Roellke

Explores bridges around the world, and the types of monsters living under them

http://www.jolbyandfriends.com/work/project/monsters-under-bridges-childrens-book/

Part C: 3 Lesson Plans (separate pages for each)

Grade 3

Lesson 1 (60mins)

*First lesson of the unit*

Goals: We will have students observe examples of bridge structures and a variety of building
materials, and collaboratively come up with their own ideas, regarding purpose, intended use, and
how structure designs differ. They will also test and take note of characteristics of different building
materials, and why they would be chosen. This will be done by building and testing mini bridges.
Objectives:
Students will be able to identify differences between bridge structure designs, and the purpose for
their differences. Students will also be able to apply knowledge regarding effectiveness of different
building materials into what would help for the structures intended purpose.

General learner expectations

Identify patterns and order in objects studied; and, with guidance, record observations, using pictures
and words and make predictions and generalizations, based on observations
Demonstrate positive attitudes for the study of science and for the application of science in responsible
ways.
[...] Compare the effectiveness of the various materials and designs for their intended purposes

Specific learner expectations

identify materials and how they are used

work independently or with others to carry out the identified procedures
identify the purpose of the object to be constructed: What is to be developed? What is it for?
engage in all parts of the task and support the efforts of others

Pre lesson Considerations

Materials needed/preset up required/logistical considerations needed (seating
arrangement):
Preset up:
We will be splitting up the students into 6 groups of 4.
Create a document with the following bridges: truss, beam, arch, and suspension
bridge. Print 6 copies of each bridge.

Have 6 copies of the questions to go along with the pictures:

-What is unique about this bridge?
-what is the purpose of this bridge (is it a pedestrian, vehicle, train bridge)?
-what similarities do you notice between the bridges?
Gather materials to do characteristic checks (sturdy metal rods, popsicle sticks, paper,
5 tall, 3 diameter wooden cylinder blocks, paper clips, a toy car, and a ruler).
Organize six medium sized bins with the following materials:
Materials:
6- labeled photos of the 4 bridge types (truss, beam, arch, and suspension)
6- question sheets
6- 12 metal rods (1/2in diameter)
6- 12 long popsicle sticks
6- 8x11.5 printer paper
12- wooden cylindrical blocks (approx. 5 tall, 2 diameter)
6- paper clips
6- Hot Wheels-sized toy cars
6- rulers
6- recipe cards numbered 1 through 6
Students will use their own supply of paper and pencils to take notes.
Logistics:
The room has 12 tables. When two tables are put together, they form a hexagon. Put
two tables together for each group (6 pods total, 4 chairs at each pod).
Place a numbered card on each table.
To ensure that there is equality in each group, the groups will be chosen in advance by
the teacher (each group will have a balance of achieving and low achieving students).
Write the list of groups on the board before the students enter.
When students enter, they will be asked to find their name on the board, take a seat at
their group desk, and wait for further instruction.

Content:

Introduction
(how will you
engage students?
Connections to
previous
learning?)

Time
estimation
13 minutes

What is the teacher doing?

What are the students doing?

The teacher will tell the students

that, to make traveling to and
from the west side more
efficient, the city decided that
another bridge needs to be built.
The teacher will tell the students
that the grade three class has
been hired to design the new
bridge over the river.
Teacher will tell each group to
think, pair, share on the
overacrching question:
What needs to be taken

Students will be seated and

passively listening to the
explanation.
Students will think, pair, share
with their table groups about the
overarching question.
Someone from each group will
give an answer they came up
with.
Students will take turns
supplying answers.
Students will copy down the
answers from the discussion, as

into consideration to build a

successful bridge structure?
Teacher will give students 2 mins
for the think, pair portion.
Teacher will ask for 1 answer
from each group, continuing
around the room, until all
answers have been exhausted.
Teacher will try to get a different
student to answer from each
group at every new round.
Teacher may include leading
questions to the class if they
need them: What makes a
bridge strong? How can it span a
long distance?
Teacher will ask every student to
copy down the answers.
Teacher will document students
answers on the board

the teacher writes them on the

board.

Transition:
2 mins

Teacher asks students to put

away their notebooks and take
out pictures with accompanying
questions from their bins on the
tables.

Students will close their

notebooks and take out the
pictures and questions form the
bin on their table.

Activity 1

The teacher will ask the

students to look at the pictures
placed in the middle of the
table with the group. Each
group will be asked to choose a
writer from their group.
-The teacher will ask the group
to use the list of questions, in
the middle of the table, to guide
their discussion. The writer of
the group should document the
groups ideas on the sheet
provided.
Remind students that every
group member needs to
participate
Teacher will circulate the
classroom to see that all
students are engaged and
providing some suggestions to
their group.

-The students at each group will

choose a writer for their group.
They will spread out the pictures
on table and discuss the bridges
by using the questions provided
(the list of questions -placed with
the pictures).
-The writer will document their
groups ideas. Each group
member should contribute their
ideas.

(add more if
needed)

Time est:
18 minutes

Teacher will stop at every group

and have conversations to
supply formative feedback if the
students are on the right track
or not.
Teacher will make anecdotal
notes on 6 students on sticky
notes regarding the blooms
taxonomy level of contributions.

Transition
consideratio
ns
2 min

Activity 2
Time Est:
23 mins

Explain/lead into activity 2

Tell students that they will be
building mini bridges in their
groups to test the strength and
use of certain materials.
Ask students to take out all
remaining materials from the
bin.

The students will listen to the

instructions.
Students within their table group
will take out all the remaining
materials.

Ask them to find and stand up

the cylinder blocks 20cm apart
with their rulers.
Tell students they will testing the
strength of their given materials
with paperclip weight, and then
with the car weight.
Tell students what materials they
have to test (metal, popsicle
stick, paper)
Inform students they have
approx. 25 mins to test the 3
materials with both weights
(done as a group).
Tell students to place each test
material across the gap then
place first the paperclip weight
to see if it holds, then the car

Students will find the 2 cylinder

blocks and measure out a
distance of 20cm with their rulers
between the two.
Students will balance a test
material across the gap. Then
they will place first the paperclip
on the centre of the test material.
They will observe and discuss the
characteristics of the material and
outcome of the weight trial (ie.
strong to span the gap, holds
paperclip weight)
Then they will try the weight of
the toy car and record those
results
Students will test and discuss
their observations as a group,

weight.
Inform them that each student
will individually record their
observations regarding
characteristics (key words:
strong, weak) and results of the
test (did it hold the weight?)
using words and/or diagrams in
their own notebooks.
Ask students to answer: why are
these observations important to
consider when building bridges?
In addition to the verbal
instruction, the teacher will
provide a handout with the same
information so that students
may refer to it along the way.

where each student will actively

participate in the test trials of
each material.
Each student will record their own
findings in their own way, using
pictures and/or words in their
notebooks.
Answer why these observations
are important to consider when
building bridges.

Teacher will walk around

and observe. Things to observe:
-Is every student recording their
observations?
-Is each student actively
participating in the trials with
their group?
Conclusion
-

How will
you know if
students
learned what
you hoped?

Connect
ions to next
lesson

-The students will complete an

exit slip where they answer the
following questions:
-why will your bridge be
strong?
-one thing I learned today
was...
-questions I have...
Have students start to think how
the materials used will affect
their larger scale models.

-Individuals will complete exit

slips and the teacher will collect
the slips.

Assessment: Formative assessment. Completed exit slips will be used to answer any
questions students have, and see if students are learning the desired outcomes.
-The teacher will observe (see activities section above)

Truss Bridge

Truss bridge pier [Photograph]. (2000). Retrieved November 2, 2015. from http://www.ghostdepot.com/rg/mainline/marshall
%20route/grandjct.htm

Beam Bridge

Pelletier, Andrea. Beam bridge [Photograph]. Retrieved November 2, 2015, from https://sites.google.com/a/isd477.org/mrsbloom/bridges-unit/beam-bridge

Arch Bridge

Concrete arch bridge [Photograph]. (2011) Retrieved November 2, 2015, from http://cambriahistory.org/?p=659

Suspension Bridge

High bridge [Photograph]. (2013) Retrieved November 2, 2015, from http://www.highestbridges.com/wiki/index.php?

title=2013_High_Bridge_Trip_Photo_Album

Bridge Picture Questions

On the table, you will find four pictures of bridges from all around the world. Look at the pictures with
your group, and answer the following questions. Choose one person from your group to write down
your answers.
1. What is unique about the truss bridge? What do you think its purpose is?

2. What is unique about the beam bridge? What do you think its purpose is?

3. What is unique about the arch bridge? What do you think its purpose is?

4. What is unique about the suspension bridge? What do you think its purpose is?

5. What similarities do you notice in the bridge pictures?

Mini Bridge Construction Instructions

Our grade 3 class has been asked to build a bridge across the Oldman River. In a group of four, you
will start research on building materials by testing their strength and usefulness. This information will
be useful as you choose building materials for our larger scale bridge models. Every person will
make notes and/or drawings of their findings.

Materials
30cm long metal rods (1/2in diameter)
30cm long popsicle sticks
8x11.5 piece of printer paper
2 wooden cylindrical blocks (approx. 5 tall, 2 diameter)
paper clip
Hot Wheels-sized toy car
rulers

Steps
1. As a group, stand up the 2 cylinder blocks 20cm apart, using your ruler to measure
2. Place 1 of the following materials across the tops of the cylinders-popsicle stick, metal rod, or
paper
3. Place 1 paper clip in the middle of the material expanse. Record what you see and answer
the following questions:
-Can the material support the weight?
-In what situations would this material be useful to build with?
-What limitiations could you see if you were to use this material?
4. Do the same now with the toy car as weight. Record results.
4. Continue testing the other 2 materials provided, and follow the same procedure to test weight
support, and answer and record questions and observations.

Think Ahead...
Think ahead and consider what makes a bridge strong, and how it will span the full 50cm distance
while supporting weight. Discuss with your group and make notes regarding what you discussed.

Grade 3 Lesson 2 (60mins)

*This lesson happens after the students have finished building their bridges and still have a few
more lessons prior to presenting to organize their presentations*
Goals: We will be looking into the cost considerations for building a bridge. Students will use
addition and multiplication up to 3x10 to find the total cost of their bridge, and
determine if it stays within the allotted budget.
Objective (connected to PofS):
Students will find the price for the sum of all the bridge parts by looking at a price list for each piece
of material used (prices in multiples up to 3). Represent addition and basic multiplication on piece of
paper (to be included in final presentation). Students will have an understanding of doing 3 times
multiplication.
Investigate a practical problem, and develop a possible solution.
Demonstrate an understanding of addition and subtraction of numbers with answers to 1000
(limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:
using personal strategies for adding and subtracting with and without the support of
manipulatives
creating and solving problems in context that involve multiplication
relating multiplication to repeated addition
Pre lesson Considerations
Lesson overview of main ideas to be learned and pre learning required:
This lesson will fit in after the structure is complete, but still have a few classes prior to presentation.
Students will have knowledge of multiplication up to 2x10, and addition up to 1000. We will acquire
new skills in doing multiplication up to 3x10. We will combine multiplication skills and addition skills
to find our total cost.
Materials needed/preset up required/logistical considerations needed (seating arrangement):
Materials:
6 pricelists-1 for each group (placed at their station)
Each student will have paper and pencil to collect numbers
Manipulatives-will be available in the classroom
Students will move their desks into pod formation at the very beginning of class. Students will go to
their assigned table with their bridges. They will visually represent the number of pieces in their
structure, through manipulatives or drawings (may be in a tally form). Record the answers as they
calculate on their own sheet, then they will complete the addition portion.
Content:

Introduction (how
will you engage
students?
Connections to
previous learning?)
Time estimation

What is the teacher doing?

What are the students doing?

-Remind students that we need to

consider all aspects of bridge
building, including budget.
Have students Think,Pair, Share
with their groups about:
1)Why do we need a budget?

-students will be seated at their desks

-students may have notebook to take notes regarding
lesson
-students will be discussing with their groups, and
then contribute to the full class discussion.

5 mins

2) How will we determine how

much money we need?
Teacher will ask the class to offer
their answers.
Teacher will be noting whether the
students understand that budget
is important when we are being
hired and only have a certain
amount of money to work with.
Also note whether students have
an understanding of the methods
to calculate cost (multiplication
and addition).

Transition
considerations

Bring up youtube video of

SchoolHouse Rock on
multiplication of 3s.
Also pull up the picture of times
table on the smartboard for
reference after the video.

https://www.youtube.com/watch?
v=aU4pyiB-kq0

Activity 1
(add more if needed)
Time est:
15mins

Play the YouTube Video for the

students to watch.
Ask to the class:
Why would we use multiplication
instead of addition alone in
calculating cost for our bridge
project?

Students will make sure they can see the board to

watch the video.

Transition
considerations

Tell students they will consult the

price sheet (ex.1 popsicle stick is
3$) to calculate the total cost of
the bridge construction. The
students will need to use a variety
of math equations to find the
answer.
Tell students to refer to a supplied
multiplication table on the smart
board while working on their
budgets if they need assistance.

Activity 2
Time Est:
30 mins

Instruct students to work

collaboratively, but record their
work individually.
Teacher will tour the room looking
to see if the groups are finding a
method to find their cost.
-discuss with each group how
they are finding using the times
table, and computing on their
sheet -help them to take the next
step in tallying up their prices for
each section to find their budget.

Conclusion

Begin wrapping things up by

Students will listen to instructions quietly.

-Students are calculating the overall price of their

bridge
-students will count the number of pieces of each
type of material used (total 45 popsicle sticks)
-split the total into manageable chunks (in 5s or 10s)
-multiply those chunks by the price listed
-record those numbers, which at the end you will add
together to find total budget for popsicle sticks
-complete for all materials used
-find the total for all materials by adding them
together.
-need to show all their work of how they got to their
response.
Students will submit their sheet with their budget with

How will you

know if students
learned what you
hoped?
Connections to
next lesson

pulling up the online math game

Each group will pick one
representative
Testing knowledge of
multiples of 3
Groups who arent the
current group playing must
be respectful and allow the
current group to help out
their representative
Bring everyone back together for a
class discussion
Ask students what they learned
about budgeting and any problems
they ran into during the activity
Their thoughts on bridge budgeting
and if the visual representations
helped them have a better
understanding
Explain that students will have to
show how they came up with their
budget, and will hand in their work
for formative feedback with the
ability to adjust prior to including it
into their performance task
presentation.

all their work shown.

Students will receive formative feedback with a chance
for the student to adjust their submission prior to their
performance task.
Participate in class discussion.
Demonstrate an understanding of the relationship
between activity and creating a budget for their
bridges
If manipulatives were used they need to notify the
teacher to see them, to get assessed on that portion of
their work.
Game link:

http://www.sheppardsoftware.com/
mathgames/multiple/multiple_frenzy.htm

Assessment:
Mark each groups budget and make sure they demonstrate their understanding by showing all of their work
(part of the final performance task).

Pricelist
Labour: add $30.00 per person working on the project
One ball of yarn: add $20.00
50 popsicle sticks: $3.00 per popsicle stick
20 10cm Skewers: $3.00 per skewer
One package of plasticine: add $40.00
One 20cm x 20cm piece of cardboard: add $20.00
One piece of bristol board: add $10.00 to the total cost if you use the full piece
White glue: if you use glue, add $20.00 to the total cost
Tape: if you use tape, add $10.00 to the total cost

Picture of Displayed Multiplication Table to Assist students.

Grade 3 Lesson 3 (60mins)

*This is the last lesson of this unit*

Goals: Students will present their bridge, identify their structures purpose and use, and explain their
decisions regarding materials and design used.
Objectives:
Students will gain a deeper understanding of structures through watching their peers present on their
structures with rationales. Students will demonstrate organized and engaging presentations in both written
and oral formats. They will demonstrate that they can apply the knowledge they have learned within the unit
and communicate effectively.

General Learner Outcomes

Students will:
Language Arts:

Students will listen, speak, read, write, view and represent to manage ideas and information

Attend to conventions

Science:

Investigate a practical problem, and develop a possible solution.

Specific Learner Outcomes

Students will:
Language Arts:

organize and share ideas and information on topics to engage familiar audiences

present ideas and information on a topic, using a pre-established plan

assess the research process, using pre-established criteria

Science:

Identify the intended purpose and use of structures that was built, and explain how
knowing the intended purpose and use helps guide decisions regarding materials

and design

Compare and evaluate the strength and stability of different models or objects constructed

Pre lesson considerations:

In this lesson, each group of students will present their completed bridge structure to the class. In their
presentation, they will talk about what considerations they made when choosing their material and design,
how much the construction of their bridge costs, and present their research that gives reasoning to why they
chose to use their chosen design.
This is the last lesson in the unit. By this lesson, students should have:

Completed their bridge structure and tested it using the 1lb weight provided at the beginning of the
unit.

researched a bridge structure type with their group using books available in the classroom, and online
resources which were provided in the lesson (that lesson is not one of the three lessons)

created a presentation plan using powerpoint, cue cards, or write ups to aid their presentation. The
presentation should address the following things:
o

Information about their specific bridge structure

Why is it used (what is its purpose)?

Why they chose the structure type

Why did they choose the materials they used. What did they consider?

How much did the construction of the bridge cost?

The students will fill out a checklist before class and bring it to the teacher before they present. In the
checklist, they will assess the research process, using pre-established criteria. The checklist will include the
following points.

Completed Structure

Cost calculation and budget information included in presentation

Presentation addresses structure purpose and considerations

All members of the group are contributing to the presentation

Materials needed/preset up required/logistical considerations needed (seating arrangement):

Materials needed: completed bridge structures, and presentations sent to teacher ahead of time, and
checklist with criteria.

-Camera to take pictures of the presentation -to be uploaded to class blog.

Presetup and other considerations: The students will sit at their group tables to observe the presentations
which will take place at the front of the class. Before this lesson, students who wish to use the smartboard for
their presentation will email their powerpoints or other presentation forms to the teacher. The teacher will turn
these presentations on before class and make sure that everything works. Everything should be ready to go
at the beginning of class. The teacher will bring in two small desks into the class ahead of time and place
them 20cm apart for the students to present their bridge on.
Each group of four will have a 7-10 minutes to present their project to the class.

Content:

What is the teacher doing?

What are the students doing?

Include Key questions, logistics, key concepts

that will be addressed, methods of formative
assessment

Introduction

-The teacher will explain the structure of the

day. Each group is going to present their
structure to the class. Every other group will
listen and observe quietly and respectively
Groups will present in the following order:
2,4,6,1,3,5

3min

-All of the students will prepare to

present by bringing their bridge
and materials and setting them
on their tables.

On the teachers cue, each group

will get their bridge and other
materials from the storage shelf
and put it in the middle of their
table.

The first group will take their

bridge to the front and set it up on
the desks which were preset by
the teacher.

Activity 1

-The teacher marks each group using the

performance task rubric. In addition, the
teacher will take photos of the groups

Each group will take their turn to

present their bridge in 7-10
minutes. After they are done, there

(add more if needed)

Time est:
52min

presenting which will be uploaded to the class

blog at a later time.
Teacher will have students complete a 2 stars
and a wish feedback form which the teacher
will provide to help ensure students are paying
attention to the presentations and gain
feedback from students as to whether or not
the presentation was engaging.
Tell the students the 2 stars and a wish form
should focus on the way things were
presented and the content presented.

is some time for questions. During

the questions, the next group will
get prepared to present.
After each presentation, students
will fill out a 2 stars and a wish
feedback form provided by the
teacher.
They will focus on presentation
style and content they liked.

Teacher will use this as a tool to observe

students thoughts on other groups
presentations.

Transition
considerations

Teacher will ask all students will return their

bridge structures to the storage shelf
Collect student feedback forms.

Conclusion
How will you know
if students learned what
you hoped?
Connections to
next lesson

5min

Assessment: Rubric

The teacher will ask students to write

reflections on their presentations and the
overall activity.
Questions will be written on the board to be
copied into the students personal notebooks.
Questions to be asked:

How did you feel about your

presentation?

Would you do it differently next time?

What did you learn today from the

presentations?

Students will take their bridges to

the storage shelf and sit at their
group tables. Finish up feedback
forms, and give to teacher

Students will copy the questions

off the board into their notebooks.
Students will begin individually
working on the reflection
questions, and will finish them at
home.

Extension and extra time activity: This activity may take more than one class to complete. This depends on
whether the students will stay within the 7-10min time frame, and on the questions, which their peers will ask.
If we run out of time, the remaining groups will present in the next class.

Bridge Presentation Checklist

Please go through the list and mark off everything you have.

The bridge structure is complete

Cost calculation of the bridge is included in the presentation

Presentation addresses structure purpose and considerations

Presentation has facts about your bridge building methods, which include development and a
brief history

Presentation includes a group rationale. Why did you choose the structure type and the
reason for the materials used?

All members of the group are contributing to the presentation

Post-Presentation Checklist

Please go through the list and mark off everything you have.

Hand in all research notes

Group/peer evaluation sheet filled out for each presentation

http://displays.tpet.co.uk/?resource=125#/ViewResource/id125

Retrieved November 09, 2015

REFLECTIONS/RATIONALES
In each of your modules (C&I, Assessment, Ed Psy, Technology) you have been asked to use your mini unit
plan to demonstrate how your learning in each of the areas have informed your planning to engage students
in meaningful learning through your mini-unit plan.
Each instructor will have discussed with you how they wish to have their rationale included in your project.
Use the information below, but if your instructor has modified the information, please use that as your
primary source. Add/change as needed.

C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
Alainas Reflection:
www.alainawittkeps1.weebly.com
Group members: Rudi and Sally
We chose our overarching question to allow us the potential for cross-curricular
involvement. Within our overarching question and performance task, we are able to cover a
significant amount of general and specific learner outcomes from the program of studies in
Science, Math, and Language Arts, and engage the students to take personal interest in our
subject, with built in flexibility within each process to give students space to adapt the lesson to
their own learning needs.
We chose to start our unit off by letting students explore bridge structures from around the
world, through photographs, which included some styles that the students may have seen in their
own lives previously. They could draw on previous knowledge of bridges to start to think more
deeply and critically regarding why bridges have different designs from one another and what their
purpose is, and how those two things relate to each other. These questions are open-ended
enough to give students opportunity for many possible answers. This would also allow students to
ponder why bridges are important to their personal lives, which creates more investment in the
activity. Since the activity is done in groups, the students have the ability to construct meaning
through social interactions with their peers. These are considerations they would need to take into
account when building a bridge, and therefore applies to our overarching question as well.
We decided we would be able to incorporate a math lesson within our unit, and tie it to our
bridge building considerations by calculating the budget of our projects. Calculating a budget is a
useful tool for everyday life, and giving it a context within our unit makes it more engaging for our

students to work on. Although we would want each student in the group to work on the calculations
individually, they may still work together to find a method of calculations that would work. This
allows students that are stronger in math to help guide the students who struggle in math.
Conversely, if a student is more advanced in math, they may choose a different method of
calculating the total cost through more advanced methods, such as using higher multiplication
numbers. This allows students to work at a level they feel comfortable and challenged at, which
keeps them engaged to seek the answers in their own way.
Our final lesson is to have each group present the bridge structures to the class as a sales
pitch, which is the performance task for our unit. I thought it would be more fun if we gave a sales
pitch to our peers rather than just presenting information. It could give students the ability to
include many considerations they took into account when building the bridge for a potential
employer. This, then, ties back to the main overarching question, and also covers many outcomes
from the program of studies. Here, there would be opportunity for students to be creative, and
could choose the style of presentation they wanted to do, between power point presentations and
posters, or a combination.
Throughout the lessons we hoped to keep in mind a learner-centred approach, where
students would have some choice in what they wanted to get out of the project, and create multiple
ways of finding out the information they needed to complete the task. Students would be able to
explore and discover for themselves what works best in a task such as this. They could take it
further as well to include other considerations beyond what is being asked of them if they
personally found interest in it. For example, a student may be interested in ecological
considerations, and could tie that into their presentation. This could open up discussion for the rest
of the class to consider this aspect as well, and give the students room to steer the direction of
their learning.

ASSESSMENT RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 1:
Description

Lesson
Overvi
ew:

Lesson
Outcome:

Lesson
Descriptio
n:

Instructi
onal
Processe
s

How does your lesson

What core assessment
scaffold to your
concepts inform your
performance task?
design choice?
In this lesson, we start with
We know from our readings of
having students look at photos of Davies (2011) that formative
bridges and test certain materials. assessment and feedback help to
We have them starting to think forward learning. Shepard (2000)
critically about the design and also says that formative
materials in the structure, and
assessment allows us to directly
how they relate to the purpose connect assessment to ongoing
and intended use of the bridge. instruction. Students will gain
This information will help them deeper meaning and
to decide on the structure design understanding earlier on, than if
and materials chosen for a part of we did not supply any feedback.
their performance task of
building a bridge.
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that

How does your use of

formative assessment
reflect key assessment
concepts?

Description
of what
teacher is
doing:
Teacher will
be
observing
and
listening in
on group
discussions,
and talking
to students
one-on-one.
Teacher will
make a few
anecdotal
notes on
what the
students
know and

During the first lesson, the

We are using formative
teacher will use observation
assessment in this lesson to
(listening in on small group
further inform our teaching, and
discussions) and one-on-one
to gain an understanding of what
discussion on the level of depth knowledge the students currently
the students are giving for input possess and/or of any problems or
into group discussions. They will misconceptions that arise. That
also take anecdotal notes on 6
way we can deal with any
students during that lesson.
problems right away, rather than
Teacher will take these notes and waiting until the performance task
use to adjust her teaching plan to to see if students understand the
accommodate if many students concept.
are lacking an understanding, or
to give feedback to students in
order to help them along where
they seem to be lost or confused.

Description of
Rationale: Assessment

what students are

doing:
Students will be
Lesson 2:
working in their
Description
How does your lesson
What core assessment
table groups,
scaffold
to
your
concepts inform your
discussing the
performance
task?
design choice?
photos, and
then
Lesson
Lesson testing materials
This lesson incorporates math
In this lesson we used
and
making
notes
into our overarching question by triangulation, as discussed by
Overvie
Outcome:
on each of
their budget considerations Davies (2011), where we gathered
discussing
w:
characteristics.
when building a bridge. This is evidence through observation,
an important aspect to consider toured the class and engaged in
Lesson
when giving a sales pitch as the discussion with the small groups
Sequence of
Descriptio
company would want to know and individuals, and then we
key
n:
how much of their money will be would collect the product from
questions:
spent, and should therefore be
each student at the end of class.
What makes
included into the performance
We would allow for feedback with
a bridge
task.
Students
will
devise
their
this product, and allow for
strong? How
own
methods
for
determining
the
students to make changes prior to
can
it span
Evidence
ofa
cost using addition and
their performance task.
Lesson
multiplication then use the total
Components
in their performance task.
(opening,
Instructi closing,
What formative
How does your use of
onal
assessment
techniques
formative assessment
content,
Processe
will you be using? What
reflect key assessment
s
information will you be
concepts?
collecting? How will
you use that

Scaffolding Lesson Plans

Description
of what
teacher is
doing:
Teacher is
observing
for evidence
of learning
and
understandi
ng, having a
group
discussion,
and looking
over the
math
calculations
Description of
what students
are doing:
Students are
participating
in think, pair,
share activity,
working on
their
calculations,
and handing
in the product
of calculations
for formative
feedback

We will engage the students in a This triangulation will allow

group discussion using think,
students to receive assessment for
pair, share to allow students a
learning. Getting immediate
chance to get their thoughts
feedback through discussions with
organized before contributing to the teacher will allow students to
the group. We are using this
correct their problems right away
group discussion to observe and and make changes accordingly.
gain information on whether or The teacher will see have three
not the students understand the different ways of collecting
concept of a budget, so to engage assessments along the way, and
them more in the lesson. At the three different opportunities to
end of the lesson we will gather supply feedback, which will
information on learning through benefit the students.
playing a game based on the
content we just learned and used
in the lesson.
The teacher is able to
immediately get a sense of what
knowledge the students have
learned, and able to give
immediate feedback to the group,
or adjust the following lesson to
teach the material in another way.

Sequence of
key
questions:
1)Why do we
need a
budget?
2) How will
we
determine
how much
money we
need?
3) Why
would we
use
multiplicatio
n instead of
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 3:
Description

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

Lesson
Overvi
ew:

Lesson
Outcome:

Our third lesson incorporates our This lesson shows a summative

performance task as the students piece being presented to the class.
will be presenting their sales
All the previous formative
pitch and finished bridges to their assessments have led up to this
classsmates. We will use this
task.
summative task in a formative The students will watch one
way for future tasks.
anothers presentations and give
two stars and a wish regarding the
presentation style and content of
the presentation. We will use this
summative assessment in a
formative way, just as Black,
Harrison, Lee, Marshall &
William (2004) state in the article
Working Inside the Black Box , to
gain a deeper knowledge on what
they need to know for next time
from teacher feedback. The
students will also receive peer
feedback to help gain further
insight about what needs to be
worked on for the upcoming
presentations.

Lesson
Descriptio
n:

Instructi
onal
Processe
s
Description
of what
teacher is
doing: The
teacher will
be watching
the
presentation
s and giving
the students
marks
based on
the rubric.
They will
also be
collecting
peer
assessment
s to
consider
while
marking.
They will

What formative
How does your use of
assessment techniques
formative assessment
will you be using? What
reflect key assessment
information will you be
concepts?
collecting? How will
you
use
that this summative Our summative assessment used
We
will
be using
task for formative assessment, so as formative feedback allows
students may improve on
students to continue to grow and
upcoming presentations in front learn, which is the entire point of
of their classmates. We will also why students are in school. The
involve peer feedback to assist Black et al. (2004) article outlines
with this process further. The
the importance that giving
teacher will be collecting the 2 comments outweighs giving
stars and a wish sheets from the marks, so our summative
class after each presentation,
assessments can be used to assist
which the teacher will later pass our teaching when we supply the
on to the presenting group.
formative feedback along with our
During this time, the teacher will grade.
be watching the performance
tasks to mark on the rubric where
they think the group has
accomplished. The teacher will
later go over the group and
individual marks so that the
students may learn how to
improve their current knowledge
on this topic, as well as learn
important skills to use in the

Description of
what students
are doing: The
students
watching the
presentations
will be
noticing what
they liked
about the
presentation
and what they
thought could
be improved
on. The
students will
give this
feedback
through 2
stars and a
wish sheet.
They will also
be
experiencing
alternate ways
to build a
bridge and

Sequence of
key
questions:
Information
about their
specific
bridge
structure:
Why is it used
(what is its
purpose)?
o
Why
they chose
the structure
type
o
Why did
they choose
the materials
they used.
What did
they
consider?
o
How
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Black, P., Harrison, C., Lee, C., Marshall, B., and William, D. (2004) Working inside the Black
Box. Phi Delta Kappan Vol. 86 #1 p. 8-21.
Davies, A. (2011) Making Classroom Assessment Work (3rd ed.) Courtney, BC.:
connect2learning.
Shepard, L. (Oct., 2000). The Role of Assessment in a Learning Culture. Educational Researcher,
Vol. 29, No. 7 pp. 4-14

ED TECH RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology
perspective. Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and
skills you have gained in 3508 in the broad areas of technology in education. Make sure that in
each facet of your lesson description, you are explicitly clear about how technology is being used in
this lesson. To guide your response give thought to the following.
1.
How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am
using? Ensure that you fully defend each salient point you wish to bring
out.

Rationale: Ed Technology

Scaffolding Lesson Plans

Lesson #2
Description

Lesson
Overvi
ew:

Lesson Outcome:

Investigate a practical
problem, and develop a
possible solution.

creating and solving

problems in context that
involve multiplication

relating multiplication to
repeated addition

Lesson Description:
Students will first look at the chart

Describe how communication

technology used in the lesson/s,
will promote student engagement
toward the identified learner
outcome(s). This should provide a
strong
- rationale
Chart will for
firstusing
be pulled up,
alongside with the Youtube video to
allow students to refer back to it
before, during, and after the video
- The song is a fun and engaging way
to help students learn and memorize
the 3 times multiplication table
https://www.youtube.com/watch?
v=aU4pyiB-kq0
- Each group will pick one
representative to play the online math
game on the Smartboard

Teacher will pull up the

Schoolhouse Rock 3 is a Magic
Number video on Youtube.
Students will then be finding the
total sum for their bridge parts.
There will be a list of materials
that students can refer to, with
the prices being in multiples of 3.
At the end of the lesson, an online
game will be used to demonstrate
the students understanding of
the 3x multiplication table.
Instructi
onal
Processe
s

http://www.sheppardsoftware.com/m
athgames/multiple/multiple_frenzy.ht
m
The competition between peers will
engage and enhance students desire
for learning the multiples of 3
The teacher will be able to assess the
effectiveness of the lesson (and if
more review is needed), through
students demonstrating their
knowledge and understanding the 3x
multiplication table by playing the
game

Describe any potential downsides

to using this technology.
Description of what teacher is
doing:
- Controlling the noise level of the
room
- Directing and resetting the game
for each group
- Actively assessing and
observing facial expressions of
students
Seeing if some students seem lost or
confused (can meet 1 on 1 later on
to see what they are not
understanding from the lesson)
Description of what students are
doing:
- Students are choosing one
representative and sending them
up to the Smartboard to play the
game
- Other groups will be staying
quiet while the current group is
playing

Only one Smartboard which

will be more time consuming
However, the length of the
game is only 40 seconds long

Sequence of key questions/goal:

Students will be looking into the cost
considerations for building a bridge. They will
use addition and multiplication up to 3x10 to
find the total cost of their bridge, and
determine if it stays within the allotted budget.

1)Why do we need a budget?

Evidence of Lesson
Components (Refer to lesson
plan #2 in Assessment
rationale)

EDUCATIONAL PSYCHOLOGY
Mini Unit Plan Defense for Educational Psychology

Value: 20 10 marks

How to Submit
From your website mini unit defense plan, you will need to complete this section for EdPsych
and submit your url into Moodle.
For this assignment, you now need to view your lesson plans from the Ed Psych perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills
you have gained in 3502 in the broad areas of child development, learning theories, motivation
and classroom structure and climate. To guide your response give thought to the following.
1. What learning theory concepts are evident/incorporated in this plan? Why?
2. Did I consider the development of a child within the lesson? How?
3. Does my lesson have consideration for motivation of a wide range of learners? Explain.
4. Have I considered classroom structure and climate and potential variables that may
derail the lesson? Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans
Lesson 1 title:

Lesson
Overview
:

Description
Lesson 1 Grade 3 Science

Connections to Learning
Theories & Demonstration of
Attention to a Classroom
Structure and Climate

Lesson Outcome:
Students will be able to identify
differences between bridge
structure designs, and the
purpose for their differences.
Students will also be able to
apply knowledge regarding
effectiveness of different
building materials into what
would help for the structures

In this lesson, students will

examine different bridge
structures and think critically
about why the bridge
structures are effective. They
will be open minded and
mindful of alternatives
because they will have a
chance to think and talk

about bridge effectiveness

before getting a lesson on
Lesson Description:
different structure techniques
We will have students observe
and materials. In grade 3,
examples of bridge structures
students are in what Piaget
and a variety of building
calls the concrete operational
materials, and collaboratively
stage. Students in this stage
come up with their own ideas,
are able to think logically
regarding purpose, intended use, about concrete, hands-on
and how structure designs differ. problems. In this lesson,
They will also test and take note students will not only observe
of characteristics of different
different structures, but they
building materials, and why they will have the opportunity to
would be chosen. This will be
test and manipulate different
done by building and testing
materials and create mini
mini bridges.
bridges. They will think about
bridge structures by using a
familiar example the whoopup drive bridge. We will
capitalize on dialogue and
group learning, to implement
Vygotskys ideas of teaching,
as students will work in
groups, and discuss
questions with their groups
and with the class.
The pictures of bridges
include bridges from all
around the world, including
Europe and Asia. All of the
students should be familiar
with at least one type of
bridge. Students will work
collaboratively with their
peers on hands-on activities.
Students with ADHD will be
motivated to participate
because there will be pictures
(visual cues), and there will
be materials which they can
manipulate to create bridges.
Students will be grouped
strategically so that students
with needs will be with
exceeding students. That way
intended purpose.

they will receive help from

their peers. The groups will
also be as gender balanced as
possible. Everyone will be
encouraged to contribute to
the discussion, and there will
be no wrong answers because
the students will be making
assumptions.
Everything will be preset to
minimize chances of
Instructi
onal
Processe
s

Description of what teacher is

doing:
In the introduction, and
activity one, the teachers role
is to pose questions and guide
class and group discussions.
When students are talking in
their groups, the teacher will
listen and pose questions to
guide their conversations.
In activity 2 when students
are testing the materials and
building mini bridges, the
teacher will continue observing
and posing guiding questions
to engage the students in
critical thinking.

The teacher will be

promoting critical thinking by
posing questions to the
students and suggesting
different ideas to the
students responses. By
hearing what their peers
have to say, students will
consider other ways of
thinking about bridge
structures and materials. The
learning that will happen in
this lesson will be studentcentered.
The teacher will encourage
the students to use their
imagination about why bridge
designs are effective.
Students will connect to the
lesson on bridges because
they will be considering a
solution to getting to and

from Westside Lethbridge

faster. The issue is close to
home and it resonates with
them more than an issue,
which they are not familiar
with.
Description of what students
are doing:
Students will work in groups
and contribute to class
discussions about bridge
structures and materials.

We will be implementing
Vygotskys ideas of teaching,
as students will work in
groups, and discuss
questions with their groups
and with the class.
There will be no room for
disrespecting classmates
opinions, because the
students will be speculating
and discussing before getting
information from the teacher.
The teacher will observe to
guide discussions and make
sure that students are
staying on topic.

Sequence of key questions:

1. What needs to be taken into
consideration to build a
successful bridge structure?
2. What makes a bridge
strong? How can it span a long
distance?
3. Did it hold the weight?
-Why are these observations
important to consider when
building bridges?

-Students will think critically

about different factors which
need to be considered when
building a bridge. These
factors will include
environment, budget,
materials, climate etc.
-Next students will think
more deeply about what
makes a bridge strong (eg.
Design, materials)
-Next students will test and
manipulate different
materials to determine which
materials would be most
suitable for a bridge structure
-Next students will think
critically as to why planning
and considering various
factors is important before
beginning a project.

Evidence of Lesson
Components (opening, closing,
content, timeline)
Introduction-2 activitiesconclusion

The lesson has an opening

component in the form of an
introductory discussion
followed by two hands-on
group activities. The closing
consists of an exit slip, which
will be used to inform the
next lesson plan.