Lessons

Plans: ELA-NGSS Week of: 11/27-12/1

Teacher Candidate: Elizabeth Harvey Date: 11/27/17

Grade: 6th
Lesson Title: “Straw Bridges” Subject: ELA- Science/engineering
Unit: 2, Lesson 8 (NGSS), Math, Art, Writing
Duration: 45 minutes (total) Materials/Resources: Vocabulary:
15-minute mini lesson Video, anchor chart, visuals, Arch, beam, truss, engineer,
20-minute active instructions/recording sheet, design, suspension, cable-stay,
engagement straws, scotch tape, ruler tension
10-minute
closure/reflection/sharing
Objectives/Standards: Essential Questions:
“What types of bridges are there?”
Objectives: Describe and design their own “What aspects of a bridge make it strong
bridges that will withstand holding weight. enough for vehicles, people, trains, etc. to cross
without collapsing?”
Standards: 6.G.A.1, MS-ETS1-1, MS-ETS1-2, “What environmental factors affect the bridge’s
6.VA.1.4, 6.ELA-W.1 sturdiness and lifespan?”
Factual Knowledge Procedural Knowledge Conceptual Knowledge
Students will know: Students will be able to: Students will understand:
A variety of bridge types and Identify several factors that What are effective geometric
why they are used certain engineers consider when shapes to use in bridge design (to
places and for certain design bridges. withstand maximum weight and
purposes. external forces).
Instructional Strategies: Thinking Skills/Student Reflection Skills:
Front-loading, modeling, whole-group, think- Think-aloud, reflection sheets.
pair-share, independent practice, group work.
Introduction/hook: Pre-assessment:
• Video: time-lapse of bridge being built N/A
• Connection to previous lessons/prior
knowledge

Instruction (“I do” – teacher models):
Show students time-lapse video of bridge being built. Explain historical/current relevancy of
bridges in our societies. Connect prior knowledge to previous lessons on bridges/bridge types
(thinkàpairàshare). Show images and anchor chart of bridge types.
Guided Practice (“We do” – shared practice teacher and students):
Ask essential questions about bridges and why the way they are engineered is so important.
Explain activity for the day (show supplies), review rules and regulations for activity, go over
worksheet/reflection sheet, and clarify expectations. Allow students to think-pair-share and ask
questions.
Independence Practice (“You do” – practice collaboratively and/or independently):
Student work collaboratively to create straw bridges out of given supplies and complete
worksheet/reflection sheet in 20 minutes. For final 10 minutes of lesson, allow tables to present
their bridges and explain the theory behind the construction. Then, test bridge’s strength and see
which design can handle the most weight.
Lessons Plans: ELA-NGSS Week of: 11/27-12/1
Assessments:
Informal/formative:
• Observation of students during pair/share (take notes) [informal]
• Completion of bridge & worksheets/reflection sheet [formal]
Closing:
After results, ask them some questions:
What was difficult about this challenge?
What shapes did you find useful in designing a bridge?
Why were some shapes better than others?
What improvements could you make after having observed all the tests?