Pre-Planning: Using a Backwards Design Framework

(ELE 4)
Unit Title: Structures and Forces
Grade: 7
Subject, Topic: Science
Timeline: November - December
Culture and Expectation (ELE 1): Ongoing work on culture and expectations in the
classroom by using teachable moments, reviewing expectations at the beginning of each
class, and going over safety regulations before labs. Student questions and concerns are
encouraged for discussions.
Stage 1 Desired Results Clearly Identified Outcomes (ELE 2)
Learning Target(s):
Students will understand that
Describe and interpret different
types of structures and identify
materials from which they are
made
Describe forces within structures
and those applied to them
Describe properties of materials
used in structures
Describe processes used in
building structures to meet human
needs with a margin of safety
Students will know:
Structural forms
Material strengths and stiffness
Joints
Forces on and within structures
(loads and stresses)
Direction of forces
Deformation
Structural stability
Modes of failure
Performance requirements
Margin of safety

Essential Questions:
How do structures stand up under load?
What forces act on structures, and what
materials and design characteristics
contribute to structural strength and
stability?

Students will be able to

I can recognize and classify types of
structures and the materials used to make
them
I can describe and interpret natural
structures, including the structure of living
things and structures created by animals
I can identify points in a structure where
flexible or fixed joints are required and
evaluate the use of different types of joints
for different purposes
I can compare the structural properties of
different materials (including natural and
synthetic)
I can demonstrate and describe ways of
increasing the strength of materials by
changing the materials design
I can analyze and evaluate a design or
process based on the following areas: cost,
benefits, safety, and environmental impact
I can recognize and use units of force and
mass, and identify and measure forces and
loads
I can identify tension, compression,
shearing, and bending forces within a
structure; and describe how these forces
can cause the structure to fail
I can analyze a design, and identify
properties of materials that are important to
individual parts of the structure
I can identify points of failure and modes of
failure in natural and built structures
I can identify examples of frictional forces
and their use in structures
I can devise and use methods of testing the
strength and flexibility of materials used in
a structure
I can infer how the stability of a model
structure will be affected by changes in the
distribution of mass within the structure and
by changes in the design of its foundation
Stage 2 Assessment Evidence

PRE-Assessment (ELE 3):

Textbook walk
Online title page showing what
they think this unit is about/what
they want to learn about
Talk about what they already know
about structures (class discussion)
Relate concepts to a real-world
context that they already know
about
Formative Assessment (ELE 10):
Frequent, whole-class discussions
Summary questions for each topic
(with feedback) done on
Chromebooks
Testing golf ball bridges and
gingerbread houses and talking
about how it could be better, or
why it was strong
Research project on famous
structures and how they were
made
Reflection pieces on labs what
did they learn through the lab?
Reflections in portfolio
Students post work on their blogs
and write summaries of what they
did

Learning Activities:

Summative Assessments (ELE 12):

Begin by building simple structures to
demonstrate understanding of early
concepts (i.e., golf ball bridge project)
Group presentation on animal structures
(tests knowledge of natural structures and
type, as well as encourages cooperation
between students and builds presentation
skills)
Building straw bridges will require them to
use their knowledge in a practical way and
will test most concepts covered in the
chapter
Final project: building gingerbread houses
and testing mass/forces applied to them
Use of Rubrics and Exemplars (ELE 5):
Rubrics will be given for projects showing
how they will be marked (ex. golf ball
bridges and gingerbread houses)
Rubrics will be discussed before projects are
begun to ensure they understand what they
are working towards
Tracking and Communicating Outcomes (ELE
9):
Comments are given on anything marked
(formative or summative)
Students give themselves a grade for effort
on all projects and explain what they did
well or how they could improve
Parent letter from test is sent home for
signature if retesting is needed
Students post work on FreshGrade portfolios
to show their parents and communicate
their learning

Stage 3 Learning Plan

Instructional Strategies:

Introduction to New Knowledge (ELE

6):
Use educational videos to
introduce or reinforce new
knowledge
Students will complete graphic
organizers to collect their
information and sort it
Use memorization tricks (songs,
etc.)
Students will complete worksheets
on their own during the
presentation of new material
Experiencing the New Knowledge
(ELE 7):
Use hands-on activities and labs
such as building golf-ball bridges,
gingerbread houses, and weighing
a variety of objects. This is how
student engagement will happen
Use knowledge to complete
projects such as making the
strongest bridge/house, or
creating a poster on how a famous
structure was built to withstand
time
Pair strong and weak students for
labs/projects
Summarizing their new knowledge

Provide written instructions and repeat

them verbally
Have students repeat instructions back to
me to ensure understanding
Wait time (after asking questions)
Targeting questions to different students to
encourage participation and critical thinking
Incorporation of technology
Hands-on activities
Use of assessment to guide learning
Using hook introductory activities to start
lessons
Individual and group work to provide
students with different learning
opportunities
Atmosphere of caring and respect

on their blogs
Completing online activities or
games that require them to use
their knowledge

Deepening the New Knowledge (ELE

8):
Ask high-level questions and have
classroom discussions or debates
Connect to a real-world context by
learning about real structures and
everyday items
Independent and partner work so
students are able to deepen
understanding at their own level

Pyramids of Intervention (ELE 11)

Accommodations:
Pairing strong and weak students
for labs
Amount of reading/writing reduced
for weaker students
Anchor Strategies:
Blog posts (Science)

Differentiation:
Teach using verbal, visual, and kinesthetic
techniques to appeal to a variety of learning
abilities
Provide areas of choice when it comes to
projects and summative assignments (i.e.,
choosing topics or designs)
Students are assessed in multiple ways
Different types of assignments to provide
different opportunities for success