Detailed Lesson Plan :Building a straw bridge 45-60 minutes Learning Objectives: Students will be able to: represent

nt a design concept by creating a sketch of their bridge design. evaluate team members' bridge designs, choose the best design, and justify the choice based on the criteria and constraints of the assigned challenge. build a prototype of their bridge design and test it by applying a weight load. IRP Connection:

Alyssa Lee

describe shapes that are part of natural and human-built structures (e.g.,domes, arches, pyramids) compare the effects of different materials, shapes, and forces on the strength and stability of different structures conduct investigations into ways to improve the strength and stability of structures

Materials: Straws Rolls of masking tape Pairs of scissors Two tables or desks worksheet Hook / Introduction:

Vocabulary: Compression, compressive strength, tensile strength. force

Have each student pick up their straw. Ask them to pull it apart from both ends. Is the straw strong? Discuss tension and the tensile strength of the plastic straw. Have students push inward from both ends of the straw. Is the straw strong now? Discuss compression and the compressive strength of the plastic straw. Now have students use the scissors cut a one inch piece from their straw. Have students push inward from both ends of the one inch piece. Is the piece stronger than the whole? Have students discuss with their team how this knowledge may affect their bridge design.

Development of Lesson Show students pictures of bridges and brainstorm ideas what aspects of the bridge make it strong Each student will create a sketch to communicate their idea for their proposed bridge design. Teams discuss the designs and evaluate which is best, justifying the decision by referencing the criteria and constraints given in the challenge and their knowledge of the compressive and tensile strength of the material. Students will make a prediction on the strength of the bridge: how many pennies can the bridge hold? (worksheet) Teams build their bridge using the materials provided. Allow thirty minutes. Circulate and check that students are adhering to rules. Caution students to budget their use of tape. Prompt students to consider alternate ways of joining straws. Have students measure thirty inches on their table and remind them that the bridge must span this distance without attaching to anything.

Closure: Have one group volunteer to go first. Have them bring their bridge to the two tables

positioned 30" apart. Place a small cup in the middle of their bridge. Demonstrate to class how to add weights. Count units of loads. Conitinue to load bridge until failure occurs, either bending to spill load or collapse. Have students to fill out the finding and I wonder part on the worksheet.

Assessment: As Learning :
Teacher will observe students engagement in group learning environment. o Each students contribution to the group work o Effective communication o Cooperative learning

For Learning :
Self/peer evaluation when justifying their choice of bridge design and testifying the strength of the bridge

Of Learning : Collection of each students bridge design sketch Collection of prediction, finding, and I wonder worksheet