Third Grade: Science

Tuesday, October
21
Rationale

SOL(s) Grade Level

Objectives

Materials

Introduce the project!

Creating a blueprint and a learning contract.
I want students to be able to relate bridges built in the past to the bridge they will
design this week.
I want students to be able to adapt the engineering process to help them develop a
blueprint for their bridge.
I want students to be able to fill out a learning contract as a team to develop goals
for the rest of the unit.
3.1 The student will demonstrate an understanding of scientific reasoning, logic, and
the nature of science by planning and conducting investigations in which
o l) models are designed and built; and (They will use this aspect of design
when creating the blueprint and their learning contract.)
o m) current applications are used to reinforce science concepts.
3.2 The student will investigate and understand simple machines and their uses. Key
concepts include
o a) purpose and function of simple machines;
b) types of simple machines;
Know:
Students will know that bridges are a type of engineering.
Students will know that engineers build bridges.
Understand:
Students will understand the purpose of the design process and how it relates
to the lesson.
Students will understand that a blueprint helps them design their bridge
effectively.
Students will understand that engineers create contracts to stay on task and
within budget.
Students will understand the connection between their learning contract and
the contracts that engineers create.
Be able to do:
1. Create:
a. Students will be able to create a blueprint model of their bridge and a
learning contract.
2. Apply:
a. Students will be able to apply what they know about the design
process to their bridge blueprint.
3. Understand:
a. Students will be able to understand the importance on a building
contract as it relates to engineering. They will make this connection to
their learning contracts.
4. Remember:
a. Students will be able to remember what they learned about the types
of bridges in the book to help inspire their bridge designs.
Bridges are to Cross by Philemon Sturges
Bridge Blueprint Worksheet
Active Board
Learning Contract

Anticipatory Set

Lesson Sequence:
Whole Class
Guided
Independent
Group

I will call the class to the carpet for the new lesson and explain that we will read a book
about bridges from all over the world. I will ask them to think about the engineers that
created these bridges as I read.
I will read Bridges are to Cross by Philemon Sturges pausing to explain tier 2
words and answer limited questions.
o I will pause to talk about the different countries where the bridges are
built. What languages do they speak there? What continent is that country
from?
We will discuss the different types of bridges in the book.
15 minutes
Whole group:
I will introduce the class project! The class will be split into groups that I have
already decided (I will use mixed ability grouping so that I can make this project
as independent as possible.)
Each group must make a bridge using gum drops, toothpicks and construction
paper.
The bridge must reach across a 6 inch gap between two desks.
I will introduce the concept of a blueprint and show them an example on the
active board. I will not draw the bridge because I want them to think creatively.
I will introduce the concept of a learning contract and how it relates to the
engineering process. I will also show an example on a completed contract and
display it on the active board.
o Learning contracts provide a clear set of student determined expectations
when completing a project.
o I want this building project to be as independent as possible for the
students so this contract will help the to work as a group with limited
teacher assistance.
o This contracted with be completed as a group but will have subsections
for each of the team roles. I want all of my students to realize that they
have certain jobs expected of them.
This is where students can be more specific in their contract. For
example, my gifted students, my students with IEP and my ell
students could all set different expectations for themselves.
I have a student with a 504 for behavioral issues, his contract
could include an expectation for his behavior.
7 minutes
Group:
I will split the class into their groups. I will give each member of the group a
worksheet.
They must work together to plan their bridge by filling out the blueprint.
Each group member will have a certain role in the group (ie. Recorder,
Facilitator, Presenter, and Questions/Directions)
I will provide a note card with the name of the job and the name of the student on
the front and the expectation of the job holder on the back. This way all students
are accountable for their actions during group work.
I specifically assigned students to certain roles based on their learning styles.
Students who are more extroverted were assigned to be the presenter. Highly
focused students were facilitators etc. (this was already in my lesson plan but I
think it really to this assignment where you ask how students were identified for
participation in this strategy)
I will monitor their progress and answer any questions.

Closure
Assessment

Tomlinsons
Equalizer

Modifications

After students finish working on their blue print they will fill out their contract
based upon what they anticipate they will need in the following days.
I will walk around and meet with each group to discuss their contract.
15 minutes
We will go around the room and share what we are most excited for tomorrow (building
day!). We will add any new vocabulary words to the KWL bulletin board.
I will collect each students blueprint as an exit slip and use it to assess his or her
understanding of the assignment.
I will also make a copy of their learning contract so that I keep one copy and they can
have a copy. Each team has a manila folder where they keep their blue prints and
learning contracts.
I will informally judge the effectiveness of this strategy when I am meeting with each
group. I will formally review each of their learning contracts to make sure that they
understand what is required of them during this unit.
In this lesson I am creating a learning environment that is more open rather than more
structured. I am allowing for greater independence and making the instruction
multifaceted. I am also not giving students clearly defined problems. They need to be
able to invent a bridge that solves the scenario that I provided for them. There is no one
correct solution.
Behavioral issues: Follow classroom management plan Class Dojo
ELL: Provide sentence frames in the Bridge Blueprint. Continue to add to our
vocabulary wall.

Engineers________________________________________________________________

Bridge Blueprint
Directions: Draw your design in the box below and answer the following questions in complete sentences.
1. What will you do in this activity?

2. What parts of the design process will you use in this activity?

3. Why is it important to have a plan before you start building the bridge?

4. What problems can you identify? How might you solve these problems?

5. What other materials might you need besides gum drops and tooth picks? Why?

6. What
is
your

building plan?
First, we will:

Next, we will:

Finally, we will:

Learning Contract: The Design Process

Engineers: ___________________________________________________
To demonstrate what we have learned about ___________________________ we will design a blueprint and
then create a bridge!
This is a good way to show our understand of the design process because:

To do this project, we will need help with

Our action plan is

Here are our expectations for ourselves:

Job
Name
Recorder
Facilitator
Presenter
Questioner

Expectation

We will need these materials for our project:

Gum Drops

Tooth Picks

Construction Paper
We agree that doing the following should give us a good grade

My project will be completed by

Student Signatures: __________________________________________________

Teacher Signature: ___________________________________________