Lesson

Title/Focus

Lesson 5 Structure & Function

Subject/Grad
e Level
Unit

Date

Science 7A

Time
Duratio
n

Structures & Forces

Teacher

Mar. 14/16
40 min (7A 10:54-11:36)

Ms. Getschel

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

K.1 Describe and interpret different types of structures encountered in everyday objects,
buildings, plants and animals; and identify materials from which they are made
S.1 Ask questions about the relationships between and among observable variables, and
plan investigations to address those questions
S.3 Analyze qualitative and quantitative data, and develop and assess possible
explanations
S.4 Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results
K.1.b interpret examples of variation in design of structures that share a common function,
and evaluate the effectiveness of the designs
S.1.a identify practical problems
S.3.c test the design of a constructed device or system
S.4.a communicate questions, ideas, intentions, plans and results, using lists, notes in
point form, sentences, data tables, graphs, drawings, oral language and other means

LEARNING OBJECTIVES
Students will:
1. Interpret and evaluate different designs that share a common function
2. Build various types of structures with the same function in mind

ASSESSMENTS
Observations:

Key Questions:

Products/Perfor
mances:

- Bell work
- Structures
- Discussion
Overarching question for the unit: Why doesnt the Leaning Tower of Pisa
collapse?
- Bell Work: Provide one example for each of the types of materials (composite,
layered, woven/knit)
- What are the different types of rigid joints? When would you use these types in
construction?
- What was the function of your structures?
- What are some other examples of functions?
- What does it mean to be an effective structure?
- Were all of your structures equally effective?
- Which designs worked better?
- PowerPoint
- Notebook
- Structures
- Discussion

LEARNING RESOURCES CONSULTED

-

Alberta Program of Studies

(TR-4-21-25, pg. 283-285)
https://www.youtube.com/watch?
v=UfwIv0hvntw

MATERIALS AND EQUIPMENT

-

PowerPoint
Notebooks
Marshmallows
Toothpicks

PROCEDURE
Prior to lesson

Introduction

Open PowerPoint
Open YouTube video (skip ad)
Set up materials
Introduction
Bell work (students will identify an example of a composite, layered

Time
5

Expectations for
Learning and
Behaviour

Advance
Organizer/Agen
da

Transition to
Body

Learning
Activity #1

Assessments/
Differentiation:

Learning
Activity #2

and woven/knit materials have them hand it in)

Video on fiberglass insulation (address Kennedys question last day)
Students will listen attentively during lesson
Students will actively participate in group discussion
Students will appropriately work individually and collaboratively
Bell work (review question)
Video (Fiberglass insulation)
PowerPoint/Notes
Building activity/Testing
Discussion
PowerPoint/Notes
Add on Leaning Tower of Pisa mind map (If time permits)
Exit Slip
Introduce expectations for building activities (hands to yourself, if you
use materials in an improper way removed from activity that day)
Body
Review/Notes
- Have students finish up notes on types of fixed joints.
Building Activity/Testing
- Students will have 10 minutes to build a structure out of sticks and
marshmallows that can support the weight of a book. Students are not
allowed to test their structure until we do it as a class. The toothpicks
must act as the frame and the marshmallows as the joints. Materials
will be distributed to the desks (a handful of toothpicks and 2
marshmallows per person). Tell the students that there is chocolate for
the student who stays on task and builds the strongest structure.
Testing will occur after the ten minutes. The quietest 5 students will
get to test their structures first. In groups of 5, the students will come
to the front of the class and they will first test a book and if it
succeeds, try a textbook. Keep track of the strongest structures in
each group on the board. Reward the strongest structure with a
chocolate.
- Make observations about student behaviors (Are students staying on
task?)
- Assess how students interpret the relationship between structure and
function (ie. if student builds a structure like a pyramid, they may not
be understand this relationship yet)
- Guide student work if needed
Discussion/Notes
- Ask, What was the function of your structures? Explain that
the function of our structure was to hold the weight of a book and in
doing so, hold the weight of itself.
- What are some other examples of functions? Aesthetics,
efficiency, safety, support life
- Allow students to discuss the first two questions in groups and
tell them you will ask a group.
- What does it mean to be effective? Were they all equally
effective? Explain that to be effective means that the design was
effective for the task.
- Which designs worked better? Evaluate the shapes and features of
structures that made them strong.
- Allow students to discuss the next two questions in groups
and tell them you will ask a group.
- Show video on evolution of cellphones and explain that designs are
constantly changing to meet new functions (we want things more
convenient and slicker)
- Explain that usually you design the structure to fit the
function.
- An odd case is the Leaning Tower of Pisa. Explain to the students that
-

min

Time

20
min

10
min

Assessments/
Differentiation

Consolidating
Learning
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson
Sponge
Activity/Activitie
s

Exit
-

the original function of the tower was to be a bell tower. There was
never an intention for the tower to lean, but when it happened, the
function fit the design. If time permits, have the students add this
information on their mind maps.
Make observations during activity (How students work independently
in a hands-on task)
Make observations about student responses after activity
If students are lost during activity, guide them to certain building
shapes
Closure
Slip
If you had to design a bike for mountain biking, what features might
you include in the design?

Observe student responses in the exit slip.

Review the relationship between structure and function. Ask

students what they learned.
Guide students who may by slightly off track.
Thank the students for their attention.
Tell students that we will be looking at cultural designs of structures
next class.

Time

5 min

m
i
n

http://www.ted.com/talks/louie_schwartzberg_hidden_miracles_of_the_natural_world#t
-218668
Play 0:00-3:40
- Let students finish coloring/add information to their title page

Reflection: