UbD Template 2.

Lesson 1 – Structures: Introduction

Stage 1 Desired Results

Goals
ESTABLISHED GOALS
Students will establish, for themselves, what a structure is.
Students will uncover what are the properties that impact strength and stability.

This lesson plan covers the grade three and four curriculum from the Alberta programs of study in the subject of science.

Topic C: Testing Materials and Designs.

 3-8: Evaluate the suitability of different materials and designs for their use in a building task.
 3-8-1: Recognize that functional structures must be sufficiently strong and stable and that unstable or weak structures are often
unsafe to use
 3-8-2: Compare and evaluate the strength and stability of different models or objects constructed.
 3-8-5: Apply procedures to test different designs.
 3-8-7: Identify and apply methods for making a structure stronger and more stable; e.g., by adding or joining parts to form triangles.
Grade 4
- 4-8-5. Compare two designs, identifying the relative strengths and weaknesses of each.
Meaning
Understandings Key Questions
- Students will understand the differences between strength - What is a structure?
and stability, and that both will need to be incorporated into - What is the difference between strength and stability?
designs of functional structures. - What makes a structure strong?
- Students should understand that structure strength and - What makes a structure stable?
stability relies on a variety of factors, including: - What shapes should structures be?
o Material type – The strength of the material used - What is the strongest structure you can imagine, what are its
affects the strength of the overall structure. properties?
o Structure shape – Having a strong base, and being
balanced are key
 - Students should understand that various shapes have
different strength factors. i.e. a triangle is stronger than a
square, a square is stronger than a pentagon.
Potential Misunderstandings
- Students may confuse strength and stability, or not
understand there is a difference.
- Students may have a misunderstand that different shapes
have different structural integrity.

Acquisition
Students will know… Students will be able to…
- Strength relates to the amount of force an object can - Recognize flaws in structures when presented images.
withstand before breaking - Make suggestions to increase structure strength or stability
- Stability refers to the structures ability to stay balanced and - Design a stable structure that is balanced.
not crumble due to sideways force - Design a strong structure that is stable.
- A structure with a wide base to promotes strength and - Utilize triangles in their structures.
stability.
- Various methods to increase structure stability.
- They can utilize triangles in their structures, as they are the
strongest shape.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Performance Task(s)
- The performance tasks in this lesson are primarily discussion based; both as a whole group and in pairs. Students will have to
recognize and comment about the pros and cons in the structures’ strength and stability. There will also be a small amount of writing
as students work in pairs to assess the structures. Teachers should ensure and encourage discussion among all students, as this will be
the focus of the lesson.
Criteria
- Participation is the priority.
- If students are correctly identifying features that promote either strength or stability (either verbally or written).

OTHER EVIDENCE:
Competency Evidence
- Students will hopefully show other competencies such as; co-operation, leadership, and critical thinking.
o Promote co-operation by encouraging them to think about the structures features together in pairs.
o Promote leadership by encouraging students to participate in the group discussions.
o Engage the students in critical thinking by asking what can be done to increase this structures stability/strength.

Student Reflection and Self Assessment

- Assessment for Learning is used when the students are engaging the group discussions and pair work. Being involved in an inquiry
based discussion will insight many potential answers to the questions. Respectful peer to peer feedback should be encouraged. This
feedback will create formative assessment (assessment for learning) to students who are receiving feedback, and further formative
feedback (assessment as learning) for those giving the feedback. With proper teacher scaffolding, providing missing pieces and
guiding feedback, students should build their own learning.

Stage 3 – Learning Plan

Summary of Key Learning Activities and Instruction
W = Inform the students they will be learning the key features of engineering and architecture to use in future challenges.
H = Read the students the story Iggy Peck Architect. Make sure to pause to ask questions to the students, e.g., “How do you think Iggy Peck is
going to make it across the river?”
E = Using the pictures in the slide show, try to insight student participation. Allow for inquiry to exist before giving the students the answer.
Make sure to praise all student participation.
R = Promote peer to peer feedback. P2P feedback allows for both Assessment for Learning and Assessment as Learning. While going through
the yoga, give time between testing poses to allow for students to change their answers as to the stability of each pose.
E = Students are able to evaluate their own ideas and others through peer to peer discussion. Assessment for Learning is used when the
students are engaging the group discussions and pair work. Being involved in an inquiry based discussion will insight many potential answers
to the questions. Respectful peer to peer feedback should be encouraged. This feedback will create formative assessment (assessment for
learning) to students who are receiving feedback, and further formative feedback (assessment as learning) for those giving the feedback. With
proper teacher scaffolding, providing missing pieces and guiding feedback, students should build their own learning.
T = There is a student with limited vision. For this I have created slides with large bolded font and large bright imagery associated to the text. I
will also allow this student to sit at the front, enabling him to view the slides.
O = - 5-10 minute intro, on Iggy Peck
- Discuss what is a structure, what are their purposes, what are they made of, and what do they look like?
- Ask if structures are only man made, or if they can be found in nature, have the students create a list.
- Assign groups of students to come up with a definition for one of the vocabulary words relating to structures
- Ask students to come up with the difference between strength and stability. Allow room for inquiry here. See if they can give
examples beyond their definitions.
- Have some students volunteer to get in some physical poses (as displayed) have students guess what pose will be the most stable,
which the least, ask why. (related to stability)
- Ask students to identify the features that make the structures shown strong or not. Scaffolding may be needed here.
- Have students come up with the pros of strength and stability for the three images (pyramid, table, and telescope)
- Talk about the strength of shapes. Pointing out that rectangles are fairly flimsy when pushed on, but triangles are strong. Ask why. Ask
what could be done to the rectangle to increase its strength.
- Show wrap up video to the class, pausing to ask questions after each segment.
- Give the students a challenge to draw a structure on graph paper that can hold an object on top. They have to create a structure that
is 8 sections tall, using 2 section long “beams”. Encourage them to ensure it will be both strong and stable. Ask why they predict if it
will be.

Example: