uilding ridgesIntroduction | Content Areas | Standards | Implementation | Resources | Entry Skills | Evaluation | Conclusion
This project was completed as part of the District 123 Millennium Mini Grant. It was developed as a unit of study for the Wings Program. The purpose of the project is to give students authentic mathematics experiences in the building of a bridge. In addition, students become more aware of the role of mathematics in society.
This lesson is designed as a mathematics pull-out program for high achieving sixth grade students. The topics of physics and research are also addressed. This lesson can easily be extended to use in the regular classroom setting.
This project takes place over 10 class periods This is a multidisciplinary unit encompassing mathematics and science.
Resources Needed
The unit, "Building Toothpick Bridges" by Jeanne Pollard,
Dale Seymour Publications
Bridges
Appleworks software for making graphs
1 computer for each group of students is ideal although
staggered times will also work.
One teacher per class is sufficient to teach this unit. It may be helpful for a computer tech to come in and teach a 'just in time' lesson on graphing using Appleworks spreadsheet after the students have collected their data. In addition, teachers and/or parents may be recruited to judge the bridges on the final day.
Entry Level Skills and Knowledge
Knowledge of the sixth grade mathematics curriculum especially:
measurement, higher number operations, and problem solving skills should
be sufficient for the student
The teacher should be familiar with basic bridge structures and
concepts.
The students will learn basic physics concepts as related to strength of bridges. They will apply mathematics to model real world situations. Students will assess the effectiveness of their design by making predictions, collecting and representing data, and reporting their results.
| Mathematics Standards
Addressed
6.A.2 Compare whole numbers 6.B.2 Solve two-step problems 6.C.2a Select computational procedures 6.C.2b Make reasonable estimates 6.D.2 Relationships between data 7.A.2a Calculate in metric system |
7.A.2b Solve problems using currency 7.C.2a
Use scale drawing
7.C.2b Use perimeter in construction 10.A.2a Organize data using charts 10.A.2c Make predictions on data 10.B.2a Formulate questions and collect data 10.B.2b Display data on graphs |
| Science Standards
Addressed
11.A.2b Collect data 11.A.2c Construct charts to display data 11.A.2d Use data to produce explanations 11.A.2e Record and display results 11.B.2a Propose solutions for a problem 11.B.2c Build a prototype 11.B.2e Assess effectiveness of design |
11.B.2f Report test design results
12.D.2b Explain force 13.A.2c Accurate record keeping 13.B.2a Technology and Science 13.B.2b Technological innovations 13.B.2c Science and technology related to careers |
| Language Arts
Standards Addressed
1.C.2d Summarize material read 1.C.2f Connect information in charts 3.A.2 Write paragraphs with proper grammar 3.C.2b Produce composition using tech. |
5.A.2b Organize information from variety of
sources 5.B.2a Determine reliability of materials 5.B.2b Cite sources used 5.C.2a Create documents for purpose |
Working as a team, students will use creative and critical thinking skills to build the strongest bridge. Students will make predictions. gather data to test the predictions and use graphing technology to communicate data.
Student teams will be evaluated by a team of judges on the final day. Evaluations will be made in regards to the degree to which the bridge matches the original plans and to the amount of weight the bridge can hold. Additional, individual awards may also be given.
This lesson is a valuable experience for students in problem solving. They will use mathematics and science applications in the real world. Researching famous bridges will help students understand issues engineers encounter when designing and building real bridges.
Last updated on February 13, 2001 by Sheila Lettiere
Based on a template from The
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