Course

Subject
Title

Lesson Plan
Understanding By Design Framework
Science, Visual Arts,
Grade Level
Mathematics, Engineering
Bridge Design
Bridge Design Blueprints

Time Frame
Developed by

Grade 3
Sept 29- Oct 7 (6
classes)
Yurkovich, K.M.,
Rodriguez, J.A., Grier,
M.C., and Krammer, E.

Stage 1 Desired Results

Content Standard(s): Comes from Program of Studies & appliers to the lesson
Enduring Understandings/Big Ideas:(Lesson
Essential Questions: (Lesson specific)
specific)
How do I create a scale model based on known
Students will understand that
variables?
Building structures need to be planned and
How do I create an accurate blueprint?
reassessed
How can I test my design before building it?
When creating something, you must think
from many angles and perspectives
Prior Knowledge:
Engineering process
What do students already know . . .
Critiquing and reassessment is natural for
Types of bridges
professional proposals
What different professionals jobs are, related to
Related misconceptions . . .
bridge design
Building structures are a single discipline
Famous bridge designs
effort
Important shapes and structures to use in a strong
Professional decisions are based on straight
bridge
forward answers
Engineering is hard and only contains math
Lesson Emphasis:
Problem Solving Through Technology
Science and technology is difficult to
understand and use
Knowledge objectives (specific outcomes):
Skill objectives (specific outcomes):
Students will know . . .
Students will be able to . . .
Science:
37: Construct structures, using a variety of
Science
materials and designs, and compare the
Students use a variety of tools and simple
effectiveness of the various materials and designs
techniques to build things for specific
for their intended purposes
purposes.
3.3.S.1: Using a variety of materials and
The value of safety and good workmanship
techniques, design, construct and test structures
that are intended to: support objects and span
and that different materials and designs can
gaps
be used to obtain the same result
3.3.S.7: Recognize the importance of good
Working together on a common task is easier
workmanship, and demonstrate growth toward
when ideas and materials are shared
good workmanship
Math
Math
Grade 3: Shape and Space-S.3: Demonstrate an
Shape and Space
understanding of measuring length (cm, m)
Use indirect and direct measurement to solve
Visual Arts
problems
Level 2: A. Drawing:
Continue to explore ways of using drawing
Visual Arts
materials
COMPOSITION is organization of images and

Use drawing tools to make a variety of lines

their qualities in the creation of unified
extending beyond Level One into character and
statements
directionpassive, vertical, horizontal, diagonal,

parallel
Use drawing tools to make a variety of shapes and
structures beyond Level One into symmetrical and
asymmetrical
Stage 2 Assessment Evidence (Lesson specific)
Performance Task(s): Final Bridge Blueprint
Student Self-Assessments

Other Evidence (assessments)

Formative Assessment: Bridge Construction Simulator
informal talk, Sketch Up rough draft critique
Summative Assessment: Bridge Blueprint

Bridge and construction physics games

Peer-review
Class critique
Check-in
Student Checklist

Stage 3 Learning Plan

Learning Activity: Bridge Blueprints
Learning Cycle

En
Exr
Exl

Exr
Exl
El

What the Student does . . .

(Include differentiation instruction)

What the Teacher does . . .

Participate in discussion about

the engineering process.
Students practice checking
drawings/draftings

Discusses blueprints and design

drawings that architects, engineers
and drafters create prior to bridge
construction. Discuss all of the
people involved in the process and
the checks and re-drafting that
need to happen before it gets
approved for construction. Read
book about being an engineer.
Have students check drawings
like engineers do.

1
class

Discusses different forces acting

on bridges. Assists students with
game questions.

1
class

Students learn about physics

through interactive games on
computers. Write a reflection on
what they learned.

Time

Materials
Storybook
about
engineers
official
engineering
drawings
Highlighter
Red pen
http://www.p
hysicsgame
s.net/catego
ry/Construct
ion_Games
_1.html
Journal
entry

Exl
El
Ev

Assist in creating class guidelines

for blueprints. Work on blueprints
for bridge, print for group review/
mark up

Teach basics of Sketch Up

(http://www.sketchup.com/ ).
Facilitate class guidelines for
blueprints. Assist group questions.

2
class

Sketch up

Exl
El
Ev

El
Ev

Test bridge design using Bridge

Constuctor program
(http://www.bridgeconstructor.com
/) or Bridge Project
(http://www.bridgeprojectgame.com/index.php) . Preform a
stress test.

Facilitate students with bridge

simulator. Formatively assess their
understanding

1
class

Bridge
constructor

Students critique fellow

classmates bridge design in a
mock boardroom meeting.
Groups reassess and adjust
designs of bridges.

Discuss proper professional work

relationships; how to be respectful
when reviewing documents with
co-workers. Facilitate boardroom
meeting. Assist groups with
redesign

1
class

Sketch up

Stage 4 Reflection
Considerations
Is there alignment between the first 3
stages?

How has learner differentiation been

addressed?

How does the unit design include a variety

of teaching experiences that includes:
FNMI, multicultural, and interdisciplinary
activities.

Comments
Yes, students explore the essential questions such as how to
create a blueprint throughout the lessons. They will also learn
why misconceptions are untrue throughout the lessons
(connecting stages 1 &3). Stage 2 will also connect to the
specific learning outcomes in stage 1. Lessons will provide
students with knowledge allowing them to complete both
formative and summative assessment. Students will walk away
with enduring understandings/ big ideas of engineering process.
Freedom involved in this project allows for differentiation
between students who want a challenge and can create very
realistic blueprints, but also allows students with difficulties to
participate in creating a blueprint. Students can also use their
creativity in the artistic component of the blueprint. ELL students
will benefit from this task as it is all visual, but can ask them to
discuss blueprints with peers which allows them to communicate
more effectively (with visual aid).
Students are encouraged to incorporate structures that are
present in their cultures if they are from somewhere outside of
Canada.This incorporates other world views and perspectives.
Aboriginal students are also encouraged to incorporate
structures from their cultures (for example circles). Could even
talk to class about the different structures students choose. This
is an interdisciplinary activity as in combines science with math
and visual arts.

Adapted by Jeff Turner (2014) From:

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA: Sage.