STEM Extended Learning Lesson Plan
21st Century/JOM POUNCE

Building a Bridge

Academic Standards:

  • 4.MD.A.3 Measurement; Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
  • 5.M.NF.B.04b: The Highly Proficient student can find the area of a rectangle with fractional sides by creating a real world model to demonstrate reasoning and scaling.
  • G5.3S.C2.PO2:Explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers.
  • G5.3S.C2.PO3:Design and construct a technological solution to a common problem or need using common materials.

Navajo Culture Connection:

Vocabulary:

  • Architecture
  • Architect
  • Structure
  • Blueprint
  • Technology

Student Friendly Objective:

  • Students will draw and plan using a blueprint model to build a structure (bridge) that will hold and stabilize the weight of at least 5 lbs.

STEM Career Connection(Anticipatory Set – emphasize how you will make this career a relevant possibility for students. How will you inspire them through this part of the lesson?):

If you love math, technology and building structures, your career of choice might be architect. Architecture’s salary may range $45,000 to $175,000, depending on the level of experience from entry level to Senior Architect. Continuing education is required in order to become an architect. Earning a bachelor’s degree from an accredited institution in an undergraduate architect program is required.

Students have an option of whether they want to work as a residential or commercial architect planning, drawing, and sketching blueprints.

Activity Description:

Students Do: / Teacher Does:
I Do / Students should be engaged and opened to asking questions as far what it takes to become an architect. / Teacher introduces the career of Architecture by showing the YouTube video:


Teacher may probe questions to interest the students.
We Do / Students work in groups of two.
Students are to start talking about how they want to design their bridge.
Like architects and builders, the students will need to estimate how much of material they will need as well as the size of material. / The teacher will pass out graph paper and rulers to each team.
The students will need to adjust or minimize their measurements (i.e., one square=1 ft. or 1 inch= 1 ft.) on graph paper.
You Do / Using their completed blueprints, the students will begin building their bridges. / Teachers make sure the students or each team has their “budgeted” materials.

Assessment: Each team’s bridges should resemble their blueprint. The structure should be stable and hold at least one item weighing 5 lbs. or more.

Closure: Students are able to think, work, and plan like architects using measurements and solve any problems along the way. Students may also discuss what part of their bridge they can improve for stability.

Field Trip Opportunity (include potential student competitions):

Student Competition: Which bridge can hold the most weight at a given time?

Field Trip Opportunity:

  • Visit local Navajo owned Contractors.
  • Local businesses/Construction Sites
  • New Mexico Architectural Foundation, Albuquerque, NM

Partners:Stakeholders, Local Businesses

Timeframe:120 minutes (or two STEM classes)

Resources Needed:

  • Popsicle or Craft Sticks
  • Elmer’s Glue or a Glue Gun with glue sticks
  • Tape
  • Blank Printing Paper or Graph Paper
  • Pencils
  • Rulers