Saving Our Structures

Saving Our Structures

Overview:

In this inquiry activity, students will explore the forces affecting stability of structures and design a model of a structure which can remain stable during a natural disaster.

Grade Level: 5

Strand and Topic: Understanding Structures and Mechanisms: Forces Acting on Structures and Mechanisms

Inquiry Focus:

How can structures be designed to be long lasting, functional, and aesthetically pleasing?

The time required depends on students’ background knowledge, skills set, level of interest, and any additional time required for completion of student work.

Big Ideas:

·  Structures and mechanisms throughout our environment have forces that act on and within them.

·  We can measure forces in order to determine how they affect structures and mechanisms. This information can be used to guide the design of new structures and mechanisms.

·  Forces that result from natural phenomena have an effect on society and the environment.

Overall Expectations:

Science and Technology

1.  analyse social and environmental impacts of forces acting on structures and mechanisms;

2.  investigate forces that act on structures and mechanisms;

3.  identify forces that act on and within structures and mechanisms, and describe the effects of these forces on structures and mechanisms.

Specific Expectations:

Science and Technology

·  1.1 analyse the effects of forces from natural phenomena on the natural and built environment

·  1.2 evaluate the impact of society and mechanisms, taking different perspectives into account, and suggest ways in which structures and mechanisms can be modified to best achieve social and environmental objectives

·  2.1 follow established safety procedures for working with tools and material

·  2.2 measure and compare, quantitatively and/or qualitatively, the force required to move a load using different mechanical systems and describe the relationship between the force required and the distance over which the force moves

·  2.3 use scientific inquiry/research skills to investigate how structures are built to withstand forces

·  2.4 use technological problem-solving skills to design, build, and test a frame structure that will withstand the application of an external force or a mechanical system that performs a specific function

·  2.5 use appropriate science and technology vocabulary, including tension, compression, torque, system, and load, in oral and written communication

·  2.6 use a variety of forms to communicate with different audiences and for a variety of purposes

·  3.1 identify internal forces acting on a structure and describe their effects on the structure

·  3.2 identify external forces acting on a structure and describe their effects on the structure using diagrams

·  3.3 explain the advantages and disadvantages of different types of mechanical systems

·  3.4 describe forces resulting from natural phenomena that can have severe consequences for structures in the environment and identify structural features that help overcome some of these forces

·  3.5 describe how protective sports equipment protects the body from the impact of forces

Mathematics

-  develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding

-  demonstrate an understanding of proportional reasoning by investigating whole-number rates.

-  demonstrate and explain equivalent representations of a decimal number, using concrete materials and drawings

-  read and write money amounts to $1000

-  solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 100 000

-  use estimation when solving problems involving the addition, subtraction, multiplication, and division of whole numbers, to help judge the reasonableness of a solution

-  estimate and measure the perimeter and area of regular and irregular polygons, using a variety of tools (e.g., grid paper, geoboard, dynamic geometry software) and strategies

-  select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre, metre, kilometre) to measure length, height, width, and distance, and to measure the perimeter of various polygons

-  collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements

-  collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs (including broken-line graphs) that have appropriate titles, labels, and scales that suit the range and distribution of the data , using a variety of tools

-  read, interpret, and draw conclusions from primary data and from secondary data, presented in charts, tables, and graphs (including broken-line graphs)

Language: Oral Communication

·  1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

·  2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large group discussions

·  2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

·  2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory language, and stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of their audience

·  2.7 use a variety of appropriate visual aids (e.g., posters, charts, maps, globes, computer-generated organizers) to support or enhance oral presentations

Language: Reading

·  1.1 read a variety of texts from diverse cultures, including literary texts, graphic texts, and informational texts

·  1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

·  1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

Language: Writing

·  1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources

·  1.5 identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies and organizational patterns

·  1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary

·  2.1 write longer and more complex texts using a variety of forms

·  2.4 vary sentence types and structures, with a focus on using conjunctions to connect ideas, and pronouns to make links within and between sentences

·  2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies

·  3.6 proofread and correct their writing using guidelines developed with peers and the teacher

·  3.7 use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout

·  3.8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies

The Arts: Visual Arts

·  2.2 produce two- and three-dimensional works of art that communicate thoughts, feelings, and ideas for specific purposes and to specific audiences

Key Concepts:

Structure and function, energy and force, elements of design and ergonomics, environmental stewardship

Prior Skill Sets:

-  use of inquiry tools: electronic balance, ruler, grid paper/isometric paper

-  giving appropriate credit to sources of information

-  drawing scale models to represent solutions to a design task

-  technological design process

-  safe use of hand tools: mini glue gun, scissors, mini hacksaws

-  finding the answer to questions using a variety of sources and modalities

Prior Knowledge:

Science

Grade 1: Understanding Structures and Mechanisms

·  2.4 use technological problem-solving skills, and knowledge acquired from previous investigations, to design, build, and test a structure for a specific purpose

Grade 2: Understanding Structures and Mechanisms

·  3.3 identify the six basic types of simple machines (lever; inclined plane; pulley; wheel and axle, gear; screw; and wedge) and give examples of ways in which each is used in daily life to make tasks easier

·  3.4 describe how each type of simple machine allows humans to move objects with less force than otherwise would be needed

Grade 3: Understanding Structures and Mechanisms

·  3.1 define a structure as a supporting framework, with a definite size, shape, and purpose, that holds a load (e.g., a running shoe, a teepee, a bicycle, an igloo)

·  3.2 identify structures in the natural environment (e.g., a tree, a bee’s nest/hive) and in the built environment (e.g., a totem pole, a fence, a pyramid, the CN Tower)

·  3.7 describe ways to improve a structure’s strength and stability

·  3.9 describe ways in which different forces can affect the shape, balance, or position of structures

·  3.10 identify the role of struts and ties in structures under load

Grade 3: Understanding Matter and Energy

·  1.1 assess the effects of the action of forces in nature (natural phenomena) on the natural and built environment, and identify ways in which human activities can reduce or enhance this impact

·  2.2 investigate forces that cause an object to start moving, stop moving, or change direction

·  2.3 conduct investigations to determine the effects of increasing or decreasing the amount of force applied to an object

Grade 4: Understanding Structures and Mechanisms

·  2.2 use scientific inquiry/experimentation skills to investigate changes in force, distance, speed, and direction in pulley and gear systems

·  2.3 use technological problem-solving skills to design, build, and test a pulley or gear system that performs a specific task

·  3.3 describe how one type of motion can be transformed into another type of motion using pulleys or gears

·  3.4 describe, using their observations, how gears operate in one plane (e.g., spur gears, idler gears) and in two planes (e.g., crown, bevel, or worm gears)

·  3.5 distinguish between pulley systems and gear systems that increase force and those that increase speed

Materials and Equipment:

·  projector and internet access

·  books, movies, images of structures

Tools

·  mitre boxes

·  mini hacksaws

·  rulers

·  hand drills

·  scissors

·  safety glasses

Design Materials

·  basswood

·  dowels

·  cardstock

·  string

·  cord

·  rope

·  wood glue

·  hot melt glue

·  pulleys

·  gears

·  straws

·  pegboard

·  masses to test load strength of structures: bags filled with sand, metal washers, plastercine, and/or commercially manufactured weights

The design challenge involves lifting a small mass. Depending on the level of inquiry you are comfortable with, you may want to have the students design a mass which makes sense for their particular structure. A building may need to lift a rectangular model of an elevator on the inside while logging cranes would need to lift cylindrical masses on the outside and then pivot to another location. If you prefer a more teacher-directed inquiry and choose to have them all make the same type of structure, decide and make the mass they will lift ahead of time.

An earthquake simulator or shake table can be made using a skateboard and bungee cords (directions http://www.exo.net/~emuller/activities/seismic%20engineering/Shake%20It%20Up-Seismic.pdf). There are other designs in the Educator resources section.

Safety:

·  safe usage of tools

·  follow established safety procedures for using tools

·  handle materials, including wearing safety goggles

·  have access to an eyewash station and a sink

Please consult the STAO Resource: Safety in Elementary Science and Technology http://stao.ca/res2/unifElemSafety/

Instructional Planning and Delivery:

Engage -> Explore -> Explain -> Extend -> Evaluate

Type / Structured or Directed / Guided / Coupled / Open or Full
Participant / Teacher Initiated and Performed / Teacher Initiated, Students Performed / Teacher Initiated / Student Initiated

Path to Inquiry

Engage (I SEE)

Activity 1

Look at the types of structures and introduce the theme.

Ideas for a gathering interest: natural disasters compilation https://www.youtube.com/watch?v=QfmRf8iOBkI

Introduce the topic: how can we design structures which can support the needs of people while resisting the effects of natural disasters?

Option 1

Introduce students to different types of structures using a video or compilation (100 structures organized by date completed: https://www.youtube.com/watch?v=dA3Ak-FLk_A ). Talk about the different types of structures and the materials used to make them. As a class, decide on different categories of structures they wish to explore and start a presentation (chart paper, blog, or presentation) for each type of structure. Include some examples and materials used.

Option 2: Outdoor Exploration

For tips on taking the class outside for learning, please consult the STAO resource, “Connecting to the Natural World.” http://stao.ca/res2/envi1-8/Overview.docx gives an overview of inquiry, outdoor roles, and tips on safe management of an outdoor learning environment.

On a neighbourhood walk, take pictures or draw examples of structures in the neighbourhood.

·  What materials are used for various structures?

·  How are materials protected from wind and water damage?

·  Where damage is seen, where does it happen?

·  What causes it?

·  Don’t forget to consider natural structures, such as squirrel nests and beehives.

Knowledge Share:

Have students use online sources or books and magazines and bring in pictures of their favourite structures. In a class knowledge circle, discuss the materials used to make the structure, how location, size, and intended use may determine the materials used, and the considerations which need to be made if the structure is to last a long time.

Teacher Tip: provide an opportunity for students to see structures in First Nations contexts, such as the longhouses in Crawford Lake Conservation Area. (http://www.ontarioarchitecture.com/Firstnations.htm has pictures and descriptions of many examples). Consult your regional First Nation/indigenous outreach centre for guidance on local areas of interest.