Lesson Title Paper Beams Date November 19, 2018

Subject/Grade Grade 3 Science Time Duration 30 Minutes

Level
Unit Testing Materials and Teacher Ms.Beyak
Design
Lesson Overview Students will continue the experiment from the previous class. After
the building of the beams, they will be put into groups and they will
perform the experiment testing each beam for their ability to hold
different amounts of weight. They will touch on manipulated and
controlled variables, materials, and follow the procedure for a fair test.
They will hypothesize the experiment before, and record their
observations and conclusions.

General Learning 3–8 Evaluate the suitability of different materials and designs for their
Outcomes use in a building task.

Specific Learning 5. Apply procedures to test different designs.

Outcomes
Main Inquiry
Questions
Guiding Questions  Does anyone remember what we’re going to do with the beams
we made last class?
 What do you think is going to happen between the three
different beams?
 What do you think could make the beams stronger?

Students will:
 Apply procedures to test different designs of paper beams.

Formative Observation
Assessment Question and Answer
Summative Worksheet #2 – Paper Beams
Assessment

Resources Edmonton Public Schools – Testing Materials Unit 3 Booklet

Materials Washers (weights)
Scissors
Books for stacking
Tape
Master #3, #4, #5.
Worksheet # 2 – 1 for each student.
Prior to Lesson Worksheets for each student will be printed out.

Introduction - 2 Mins
Attention Grabber “Who remembers what we did last class? Who remembers what we
were going to do with those beams?”
Assessment of Going over, as a class, what we did last class in regards to the beams
Prior Knowledge and what we’re going to do with them.
Expectations of Following of instruction, participation, engagement. Maintaining a low
Learning Behavior level of noise during activity.
Transition to Body Following discussion of class prior, students will be introduced to the
worksheet for the lesson, and the testable question.
Body - 25 Mins
Learning Activity Guide-through of Worksheet #2
#1 The experiment will be introduced and a point will be made to ensure
students know the point behind the experiment.
 The purpose of this experiment is to show that based on the
design of a beam, it can have different strengths which can be
used in different situations in order to ensure stability.
Students will be given instruction as we go through the worksheet as a
class, discussing the testable question, hypothesis, materials and the
manipulated and controlled variables. We will go over the procedure
together so students know how the experiment will go. Students will be
told that this is a group experiment, and they will work with the people
in the groups that they have been assigned. 10 MINUTES

Teacher Notes: I will walk around the class observing students, ensuring everyone is on
Assessments/ task and are copying down each aspect the worksheet is asking for.
Differentiation Students who struggle with written work will just observe, and
participate in experiment, and finish the worksheet by completing the
diagrams.
Learning Activity Once the first half of the experiment has been explained, groups will
#2 each be given some metal washers, an already built master #3. Groups
will test each beam at the same time, one at a time. After each beam
has been tested, the class will come together, discuss results, and I will
ask the students why they think each group has different results,
whether they are very similar or vastly different. Once the first beam
has been discussed, each group will be given a build master #4. The
students will test the beams, record observations, and as a class it will
be discussed again. The same will happen with master #5. 15 MINUTES
Teacher Notes: I will walk around the class observing students, ensuring everyone is on
Assessments/ task and assisting groups that may need assistance with testing the
Differentiation beams. Students who struggle with written work will just observe, and
 participate in experiment, and finish the worksheet by completing the
diagrams.
Closure - 3 Mins
Consolidation of Students will be asked how they think each beam could be make
Learning stronger. They will be shown that putting the accordion beam within
the rectangular beam would make them both stronger and be able to
hold more weight. Following the lesson, they will put all materials away
and prepare for dismissal at the end of the day.