Structures, Structures, Everywhere!

Overview:

The students and teacher will go on a walk to look for and record the different types of structures they see in their community. Discussion will revolve around what a structure is, what makes it strong and stable, and what forces act on it. An investigation of structures can result from this shared experience. After gaining knowledge of structures, students will be asked to design and build a structure, such as a longhouse or a pioneer house, which is strong, stable, and can withstand forces applied to it.

Grade Level: 3

Strand and Topic: Understanding Structures and Mechanisms: Strong and Stable Structures

Inquiry Focus:

What is a structure?

What makes a structure strong?

What makes a structure stable (balanced)?

What forces affect a structure?

How can the students use this knowledge to make informed choices when designing and building a strong and stable structure that meets a specific purpose?

Big Ideas:

  • A structure has both form and function. (Overall expectations 1, 2, and 3)
  • Structures are affected by forces acting on them. (Overall expectations 1 and 3)
  • Structures need to be strong and stable to be useful. (Overall expectations 1, 2, and 3)

Overall Expectations:

Science and Technology

  1. Assess the importance of form, function, strength, and stability in structures through time.
  2. Investigate strong and stable structures to determine how their design and materials enable them to perform their load-bearing function.
  3. Demonstrate an understanding of the concepts of structure, strength, and stability and the factors that affect them.

Language: Oral Communication

  1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
  2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Language: Reading

  1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning
  2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

Language: Writing

  1. generate, gather, and organize ideas and information to write for an intended purpose and audience
  2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

Language: Media Literacy

  1. demonstrate an understanding of a variety of media texts

Mathematics: Data Management and Probability

-collect and organize categorical or discrete primary data and display the data using charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed

Geometry

  • compare two-dimensional shapes and three-dimensional figures and sort them by their geometric properties
  • describe relationships between two-dimensional shapes, and between two-dimensional shapes and three-dimensional figures

The Arts: Visual Arts

  • D1. Creating and Presenting:apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

Social Studies

  • A1. compare ways of life among some specific groups in Canada around the beginning of the nineteenth century, and describe some of the changes between that era and the present day (FOCUS ON: Continuity and Change; Perspective)

Specific Expectations:

Science and Technology

  • 2.1 follow established safety procedures during science and technology investigations
  • 2.2 investigate, through experimentation, how various materials and construction techniques can be used to add strength to structures
  • 2.3 investigate, through experimentation, the effects of pushing, pulling, and other forces on the shape and stability of simple structures
  • 2.4 use technological problem-solving skills and knowledge acquired from previous investigations, to design and build a strong and stable structure that serves a purpose
  • 2.5 use appropriate science and technology vocabulary in oral and written communication
  • 2.6 use a variety of formsto communicate with different audiences and for a variety of purposes
  • 3.1 define a structure as a supporting framework, with a definite size, shape, and purpose that holds a load
  • 3.2 identify structures in the natural environmentand in the built environment
  • 3.3 identify the strength of a structure as its ability to support a load
  • 3.4 identify the stability of a structure as its ability to maintain balance and stay fixed in one spot
  • 3.5 identify properties of materials (e.g., strength, flexibility, durability) that need to be considered when building structures
  • 3.6 describe ways in which the strength of different materials can be altered
  • 3.7 describe ways to improve a structure’s strength (e.g., by using triangulation or crossmembers)and stability
  • 3.8 explain how strength and stability enable a structureto perform a specific function
  • 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

Language: Oral Communication

  • 2.1 identify a variety of purposes for speaking
  • 2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including small and large-group discussions
  • 2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions,and information in a logical sequence
  • 2.4 choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to communicate their meaning accurately and the interest of their audience
  • 2.5 identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning
  • 2.7 use a variety of appropriate visual aids to support or enhance oral presentations

Language: Reading

  • 1.1 read a variety of literary texts, graphic texts, and informational texts
  • 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
  • 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts
  • 1.4 demonstrate understanding of a variety of texts by identifying important ideas and some supporting details
  • 1.5 make inferences about texts using stated and implied ideas from the texts as evidence
  • 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them

Language: Writing

  • 1.1 identify the topic, purpose, audience, and form for writing
  • 1.2 generate ideas about a potential topic, using a variety of strategies and resources
  • 1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources
  • 1.4 sort ideas and information for their writing in a variety of ways
  • 1.5 identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizersand organizational patterns
  • 1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and gather new material if necessary
  • 2.1 write short texts using a variety of forms

Language: Media Literacy

  • 1.1 identify the purpose and intended audience of some media texts

Mathematics: Data Management and Probability

-demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously

-collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject

- collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence

-interpret and draw conclusions from data presented in charts, tables, and graphs (page 63)

Geometry

  • identify and compare various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (i.e., number of sides; side lengths; number of interior angles; number of right angles)
  • construct rectangular prisms (e.g., using given paper nets; using Polydrons), and describe geometric properties (i.e., number and shape of faces, number of edges, number of vertices) of the prisms (page 59)

The Arts: Visual Arts

  • D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have the community as their subject
  • D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic
  • D1.3 use elements of design in art works to communicate ideas, messages, and understandings
  • D1.4 use a variety of materials, tools, and techniques to respond to design challenges

Social Studies

  • A1.1 describe some of the similarities and differences in various aspects of everyday life (e.g., housing, clothing, food, religious/spiritual practices, work, recreation, the role of children) of selected groups living in Canada between 1780 and 1850
  • A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day
  • A1.3 identify some key components of the Canadian identity (e.g., bilingualism, multiculturalism, founding nations, religious freedom), and describe some of the ways in which communities that were in Canada around the early 1800s have had an impact on Canadian identity

Key Concepts:

Structures, shapes, strength, balance, stability, force

Prior Skill Sets:

-respectful listening and speaking skills during the knowledge building circle discussions;

-observation skills, recording and tallying skills during the exploration and investigation of strong stable structures;

-cutting/fastening skills during the hands-on activities in order to be successfully engaged in this inquiry.

Prior Knowledge:

  • geometric shapes and solids (Mathematics, Specific Expectation );
  • fair tests (changing only one variable in order to test how it performs) and experimental procedures (Science and Technology, Specific Expectation 2.2 and 2.3);
  • how to make a poster (format) and a flipbook, if they are going to complete one of the additional ideas suggested (Writing, Specific Expectations 1.1 and 2.1).

Materials and Equipment:

  • construction paper
  • building blocks
  • reusable materials (cardboard boxes, paper tubes, egg cartons, drink containers, etc.)
  • craft stickers
  • tongue depressors
  • modeling clay
  • glue
  • tape scissors
  • loads (blocks, coins, masses, stones, etc.)
  • fans (electric or manual)
  • non-fiction storybooks on structures; multi-media resources; computer access

Related Background Resources and/or Links:

Science and Technology Resources

STAO “Connecting to the Natural World” (ideas for taking students outside; general ideas even though it is Junior)

Earth-friendly Buildings, Bridges, and More

Corry LaPont

Kids Can Press, c2012

ISBN 9781554535705

Extreme Structures: Mega-construction of the 21st Century

David Jefferis

Crabtree Publishing Co., c2006

ISBN 9780778728580

Why do Bridges Arch? And Other Structural Questions

Rachel Griffiths

Scholastic Canada, c2007

ISBN 9780779174133

Indigenous Resources:

For Print Resources:

First Nations owned bookstore and publishing house that offers a variety of authentic resources

Aboriginal Perspectives: The Teacher’s Toolkit:

The toolkit was developed by the Ontario Ministry of Education to support elementary teachers in integrating First Nation, Metis, and Inuit histories, cultures and perspectives. Available at:

toolkit.html and

Additional Resources:

queensu.ca/webedu/grad/aboriginal.pdf

Aboriginal science and technology society -

Assembly of First Nations -

Holistic learning modules-

Safety:

Teachers need to follow the safety procedures referenced in the STAO Elementary Safety resource (

  • general safety, pages 7-9, 21, 25-33, 35-40;
  • designing, building, testing constructions safety, pages 73-76;
  • equipment safety, pages 77-78;
  • nature study safety, pages 96-97.

Teachers need to follow established school and board safety procedures in order that all activities areconducted in a safe manner.

Students should be able to use safe practices to ensure their personal safety and that of others in a variety of situations.

Students should be knowledgeable about established safety procedures for the use of scissors and fastening materials when building the project.

Students should use established procedures for maintaining a well-organized work space.

Instructional Planning and Delivery:

The time required to complete this inquiry will depend upon student background, student skill sets, level of student interest, and any additional time necessary for the completion of student work. Estimated time of inquiry completion is approximately twelve to fourteen instructional periods.

Engage (I SEE):

Purpose:

  • Create student interest and curiosity
  • Enableassessment / activation of prior knowledge
  • Engage students and provide a shared experience from which to draw on later in the inquiry process.
  • See Resource list for general ideas about taking students outside.

Community Walk

Take the students outside and have them record and tally all of the different structures that they see. (This tally reinforces and consolidates mathematics concepts in data management through a real-life application.) Students may have comments and questions about what they are doing. Record these on a clipboard, iPad, camera, or sticky notes for later reference. Take advantage of any teachable moments to discuss related topics, such as how the structures are different and/or the same, and why the structures were built the way they were (i.e., their purpose).

Questioning (I WONDER):

The traditional storytelling/talking circle/knowledge building circle includes the concept of “group talk” where formal and informal conversation (think/pair/share, brainstorming, jigsaw, etc.) takes place. This includes the sharing of information in a safe manner with agreed upon rules of respect and responsibility (which are posted nearby). A “talking stone”, which signifies the speaker, can be passed around the circle from student to student ; the circle is complete when all have had a chance to speak and be heard respectfully (can set a time limit but must have opportunity to resume); all are sincerely thanked for their respectful participation. The use of kinesthetic activities to confirm understanding of information shared (clap, look at a friend and smile, okay symbol, thumbs up, etc.) is included. This begins as a teacher-led circle until the students are familiar with the process. Then the students are able to take a more active role in which teacher and students co-lead, eventually leading to the stage when students are able to initiate the discussion and information sharing with independence.

In a knowledge building circle (inside the classroom or outside), small group collaboration or think/pair/share, the students are asked open-ended questions to inspire their own questions for further inquiry. This is also the time to reference the comments and questions given during the structure recording activity and build them into the discussion. This is a safe place to allow students to gradually take more initiative in the inquiry process as teachers are able to gauge when students are ready to move from more teacher-directed instruction to teacher-student co-led inquiry, and eventually to student initiated inquiry.

Teacher Tip: Allow students to collaborate while discussing findings and questions in a variety of ways such as jigsaw groupings, small groups, partner talks, etc.

Teacher-led / Student-led
What do you notice about the structures that we saw?
What other types of structures do you know? (This is a teachable moment to point out and discuss that a structure is any object that has been built for a purpose by humans or animals, and not just buildings.)
Why aresome structures built the way they are (building material and shape)?
How would a structure be constructed if it is to be used often?
What do you notice about the shapes of these structures? (Some shapes are stronger than others and, therefore, are used more often. / Possible questions may include the following:
Why are some structures big and others small?
Why don’t structures, like houses, fall down?
How do structures stand up to wind and rain?
Why are most houses the same basic shape?
Why do people build more structures than animals?

Explore / Inquiry activity (I DO):

Structure Exploration:

Ask students to gather items from around the classroom to add to the collection of structures that they saw on their walk. In small groups or pairs, students use these structures to build other, larger structures. By doing so, they will discover which objects work best as a base, which objects stack well, which objects roll away when stacked, etc. Discussion about what they have observed should then take place in their groupings or in a knowledge building circle. Ask students if they noticed any similarities or differences in the structures and their shapes. Discuss their observations, explanations, and further questions.

Assess Prior Knowledge: Have students record what they know about structures with words and pictures in a discovery journal, oral, pictorial, or dramatic presentation, slide show, etc. This will provide an initial assessment of where individual students are in their understanding of structures and will allow the teacher to plan next steps to support their students’ learning.

Strong Structures:

Review the knowledge building circle discussion about the shapes in structures using think/pair/share, matching activity (in which students match objects to shapes) in pairs or small groups, or small group brainstorming on sticky notes. Ask how we can find out which shapes make strong structures. (We can test the shapes that we know.)

For those students needing guidance, help them design a means of testing each shape using a fair test in which only one variable is changed (i.e., the shape); each shape then has a pre-determined load applied to the top; observe which shapes can hold the load. Each shape can be made out of construction paper and tape or glue.

For those students with more independence, they will have their own ideas about how to test different shapes for strength (i.e., using a combination of shapes in one structure to add to its strength). The students predict what they think will happen then test each shape using the agreed upon method and record their findings with pictures and words.