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UbD Template 2.

Lesson 2 - Escaping the Island: Building a way across (Aboriginal Inclusion)

Stage 1 Desired Results


Goals
ESTABLISHED GOALS
General learner attitudes
- confidence in personal ability to explore materials and learn by direct study
- inventiveness and willingness to consider new ideas
- a willingness to work with others in shared activities and in sharing of experiences
Grade 3
Topic B
- 3–6: Use, safely, a variety of tools, techniques and materials in construction activities.
- 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.
- 3-7-1: Using a variety of materials and techniques, design, construct and test structures that are intended to:
o support objects
- 3-7-4: Understand and use a variety of methods to join or fasten materials.
- 3-7-5: 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.
- 3-7-9: Apply skills of listening, speaking and cooperative decision making in working with other students on a construction project.
Topic C
3–8 Evaluate the suitability of different materials and designs for their use in a building task.
1. Recognize that functional structures must be sufficiently strong and stable and that unstable or weak structures are often unsafe to
use.
2. Compare and evaluate the strength and stability of different models or objects constructed.
4. Apply procedures to test the strength of construction materials, in particular, different stocks of papers, plastics or wood.
5. Apply procedures to test different designs.
6. Apply procedures to test the strength of different methods of joining
7. Identify and apply methods for making a structure stronger and more stable; e.g., by adding or joining parts to form triangles.
Grade 4
- 4-8-5. Compare two designs, identifying the relative strengths and weaknesses of each.
Meaning
Understandings Key Questions
- Students will understand the concepts of engineering were used - What is engineering?
by a variety cultures, even though it is typically aligned to - Are the ideas of engineering used only in modern/present
European thought. time?
- Students should understand that various shapes have different - What shapes could be used in your bridge?
strength factors. i.e. a triangle is stronger than a square, a square - Is paper going to be strong enough to hold weight? (250g,
is stronger than a pentagon. 500g, 1kg, 10kg)?
- Joints are often the weakest part of a structure. Ensuring joints - (after the PT) What is the maximum weight a paper
are strong will aid the overall structure. bridge could hold?
- Strong structures can be made out of any material, as long as the - (after the PT) Is there any way you could do this task life
design is well thought out. size?
- Design strategies and material choice are vitally important to the
functionality of structures.
Potential Misunderstandings
- Students may misunderstand that they will need to apply what
has been taught about structures when designing their bridge.
- Students may have a misunderstand the use of triangles, building
one giant loose triangle instead of incorporating a multitude of
smaller ones.
- Students may also misunderstand that strong structures need to
be built from strong materials. They will disregard that material
weight is a factor.
Acquisition
Students will know… Students will be able to…
- The story of Wesakechak and the Origin of the Moon. - Design a bridge that spans 30cm while holding its own
- Some of the difficulties, and solutions, the FNMI people weight, or 250(+) grams additional weight.
understood living in North America. - Apply procedures to test the strength of structure
- Using triangles in their structures increases the strength. designs.
- Joints are weak areas that need to be reinforced. - Identify and apply methods for making a structure
- Materials of any strength can be used to make a strong structure, stronger and more stable; e.g., by adding or joining parts
if designed well. to form triangles.
- Join materials together in a variety of ways to create
joints.
- Compare designs and determine the factors contributing
to success.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Task(s)
- The authentic tasks in this activity is working in groups of two to create a paper bridge that will span a gap of 30cm. Students will have
to be creative, using the lessons taught from the previous lesson on structures to complete this challenge. They will have 45minutes –
1 hour (teacher discretion) to complete the task.
Criteria
- Each bridge will have to span the 30cm gap without falling under its own weight. After that students may choose to further test their
bridges, holding a variety of weights starting at 250g. This is a test the structure’s strength, we will cover structure stability next
lesson.

OTHER EVIDENCE:
Competency Evidence
- Students will hopefully show other competencies such as; co-operation, leadership, and critical thinking.
o Promote co-operation by encouraging them to think about the problems together.
o Promote leadership by encouraging students to speak out with ideas they may have to solve these problems.
o Engage the students in critical thinking by asking what the problems they need to overcome, and asking how they can work
around them. If necessary/asked for help, scaffold some of the thought processes the students need to use (“Your bridge is
starting to look good! So what do you know about structures that make them strong? What do you remember from last
lesson helps make structures strong? How do you think you can use those ideas to help your bridge?) without overtly giving
the answer.
Student Reflection and Self Assessment
- Assessment for Learning is used when the students analyze their bridge design elements after testing. Students will be asked to give
feedback to two other groups in the form of two things that group did well, and one thing they could improve on (two stars and a
wish). After they will be asked to reflect on the feedback they were given, and assess if they would change their bridge, and how.

Stage 3 – Learning Plan


Summary of Key Learning Activities and Instruction
Where = Inform the students they will be applying the elements of the previous lesson to solve a problem, but first we will be reading a story.
Hook = Start by telling the story of Wesakechak and the Origin of the Moon. This story positions Wesakechak as a proud and intelligent man.
He’s a problem solver and critical thinker. After reading the story have the students describe Wesakechak’s attributes/characteristics
(hopefully landing on some of the ones mentioned before). Now tell students that Wesakechak was out in the winter, trudging through thick
snow foraging for bark. Tell students that some of the FNMI communities use bark to make many different things. Ojibwe/birch bark was used
to make canoes, weave baskets, and the walls of some tepees. While traveling Wesakechak saw an island full of ojibwe trees. After testing to
see if the ice was thick enough, he carefully made his way to the island. Once there, he worked through the night and most of the next day
shaving bark from the trees. When he had finished, he was sweating from all his hard work. Taking off his furs, he still felt warm. Quickly
looking around Weskechak realize the temperature had increased throughout the night and day, and now the 30 feet of ice around the island
had thinned. The water is still much to cold to swim in, he would get hypothermia for sure. He also didn’t have the oils needed to make a
canoe from the bark that he had harvested. There was no food on the island, only the bark he had harvested and some plants that have very
sticky sap. How can he get off the island?

Equip = Have a large stack of paper students are able to use (several hundred sheets), as well as multiple rolls of scotch tape (at least one per
group of 2 students). As the students are building, make sure to scaffold any pieces of missing application of previous information you see.
(The students have previously gone through a class teaching the main factors to increase structure strength and stability). Throw hints about
previous information the students may be forgetting, i.e. “I like your design! Hmm, I wonder what shapes might work best to make this
structure stronger…”

Rethink = Test the structures with weights at each station. Allow students to observe each other’s structures. This way they will be able to
reflect on how they designed theirs, and think of ways to improve.

Evaluate = After testing, directly ask each group, “what is something you could have done better to increase your structures
performance(stability, strength, height)?” Then encourage them to try it at the next station.

Tailor = There are a few students who have minimal motor skills. The materials have been appropriately chosen to be usable by these
particular students. There will also be rulers assisting the students to fold paper along straight lines. There is also a student whose sight is
limited. To work with this the lesson’s hook and instruction is story based rather than written, making it more assessable.

Organize =
- 5 min hook telling the story.
- 5 min open discussion encouraging critical thinking and problem solving for Wesakechak’s issue.
- 5 min getting into groups of two and gathering materials.
- 45 - 60 min working in groups to construct bridges
- 15 min utilizing the two stars and a wish feedback method, having students analyze two other groups.
- 10 min to change bridge design if wanted.
- 10 min testing the bridges’ strength with weights.
- 10-15 minutes self reflection writing, including what they learned.
- 10 minutes showing world community attempt at making paper bridges

World attempts at paper bridge challenge


https://www.youtube.com/watch?v=gtUZcIDrwoo – World record paper bridge – 1020lbs
http://randommization.com/2010/11/14/paper-bridge-is-about-as-strong-as-the-real-deal/ Chinese bridge 1400kg
http://energysafe.ru/uploads/News/pic/a3357bc3815367a5c5ee8461b95ab5a9c98f0018.jpg - Life size cardboard bridge
http://o.aolcdn.com/dims-
shared/dims3/GLOB/crop/1117x628+71+22/resize/800x450!/format/jpg/quality/85/http://o.aolcdn.com/hss/storage/midas/3a8ad2d490682
da8082602f6b093a242/203006232/lr-Range_Rover_Paper_Bridge.jpg - Paper bridge holding an SUV

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