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LESSON PLAN TEMPLATE A

Lesson Plan
Grade/Subject: Science 7
Topic: Golf Ball Bridge
KSAs: 3, 6, 9, 13

Unit: Structures & Forces

Lesson Duration: 90 min

Emphasis: Science & Technology

Date: March 11, 12

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

GLOs: 4K1. Describe and interpret different types of structures encountered in everyday objects, buildings, plants
and animals; 4K4. Demonstrate and describe processes used in developing, evaluating and improving structures that
meet human needs with a margin of safety; 4S1. Ask questions about relationships between observable variables, and
plan investigations to address those questions; 4S2. Conduct investigations into the relationships between
observations, and gather and record qualitative and quantitative data; 4S3. Analyze qualitative and quantitative data,
and develop and assess possible explanations; 4S4. Work collaboratively on problems and use appropriate language
and formats to communicate ideas, procedures and results; 4A4. Work collaboratively when carrying out
investigations and generating and evaluating ideas; 4.A.6. Show concern for safety in planning, carrying out and
reviewing activities.
SLOs: 4K1a. Recognize and classify structural forms and materials used in
construction; 4K2c. Infer how stability of structure will be affected by changes in the
distribution of mass within the structure and by changes in the design of its foundation 4.S1b.
Propose alternative solutions to a practical problem 4.S3c. Test the design of a constructed
device; 4.S3c. Evaluate designs and prototype in terms of function, reliability, safety,
efficiency, use of materials, and impact on the environment; 4.S3e. Identify and correct
practical problems in the way a constructed device functions 4S4a. Communicate plans and
results

LEARNING OBJECTIVES
Students will:
1. Propose plans for a golf ball bridge following the given specifications and collaborate with team members to
select and develop a team plan.
2. Work collaboratively with team members to construct a golf ball bridge and troubleshoot and fix problems.
3. Test and evaluate the design of the golf ball bridge against the given specifications.
4. Show a concern for safety when constructing and testing the golf ball bridge.
5. Identify the golf ball bridge in terms of type of structure.
6. Infer how the strength and stability of the Golf Ball Bridge will be affected by changes to the design.

ASSESSMENTS
Key Questions:
Observations:
Observe student participation and collaborative What types of structures can you identify in the pictures?
What type of structure is the high level bridge? (LO 5)
group work (LO 2, 4)
Written/Performance Assessments:
Bridge, Questions (LO 1, 3, 5, 6)
LEARNING RESOURCES CONSULTED
Gue, D., Makar, D., Martin, J., Martin, T., Strachan, I., Bullard, J., et. al. (2001).
Sciencefocus 7. Toronto: McGraw-Hill Ryerson.
Gue, D., Makar, D., Martin, J., Martin, T., Strachan, I., Bullard, J., et. al. (2001).
Sciencefocus 7 Teachers Resource Binder. Toronto: McGraw-Hill Ryerson.
MATERIALS AND EQUIPMENT
Per group: 20 drinking straws, 15 paper clips, 60 cm narrow masking tape, scissors, 1 ruler, Golf Ball Bridge handouts

PROCEDURE
Introduction (5 min.)
Assessment of Prior Knowledge: SAY: Grade 7s, today you are going to plan, construct and test a bridge.
But first lets refresh our memories about what weve learned so far in topic 1 that will help us build the

ED 3601 2014

LESSON PLAN TEMPLATE A

bridge
Using pictures, ASK: What types of structures can you identify here? Natural? Manufactured? Mass?
Frame? Shell? What makes them structures?
Show High Level Bridge, ASK: How many of you have seen this bridge? What type of structure is it? Its
over a hundred years old and still carries trains across this wide deep valley. What makes it strong and
stable? What shapes and other design features do you notice? Today like the architects, engineers and
contractors who made the High Level Bridge, you are going to design and build a model railway bridge that
spans a valley.
Expectations for Learning and Behaviour: I expect students will be well behaved throughout this
activity, and take responsibility for their materials and cleaning up.
Advance Organizer/Agenda: Demo, Intro to activity, planning, building and testing the bridge, questions
Body (__min.)
Learning Activity #1: Activity Introduction/Planning (15 min.)
Go through powerpoint and introduce task to students- you will be designing, building, and testing a
bridge today
Explain the materials they will be given, the groups they will working in, and the design specifications
Check for Understanding: What does free-standing mean? Why does one end of the bridge need to be
higher? Can you push the golf ball when you are testing? Any other questions?
Show sample construction ideas
You will be following the plan and construct procedure in the text
Distribute the handout and explain how they will be evaluated
Review safety expectations (scissors, golf balls)
I have put you into groups and when I say GO you will quickly, quietly get into your groups
Check for Understanding: What is the first thing you need to doetc.
Have students begin planning
Learning Activity #2: Build the Bridge (40 min.)
Students will build their bridges
Give time announcements throughout and monitor group progress and collaboration
Learning Activity #3: Test the Bridge (10 min.)
Each group will choose one person to explain their bridge design and then test the bridge using the golf
ball
Assessment: Students will then complete the self-assessment and questions on the handout. These will be
due at the end of next class.
Closure (5 min.)
Consolidation/Assessment of Learning: Ask: Did you enjoy the activity? What will you
take away from todays class? Did you have any difficulties?
Give the students feedback briefly on their group cooperation skills, written work and behaviour.
Reminders for next class: If you didnt finish up the handout, do so for homework. It is due at the
beginning of next class, worth 20 marks.