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Grade 5: Forces Acting on Structures and Mechanisms (Compression (1:…
Grade 5: Forces Acting on Structures and Mechanisms
Compression
1: Introduction & Exploration Lesson
Explanation: fill out a predict, explain, observe, explain chart together as a class
Extension: students revisit their bridge and must consider ways they can improve their design and how they would change it with different materials
Exploration: build a bridge out of plastic straws that can withstand as many nickels as possible
Evaluation: Exit card
Engagement: opening discussion about forces on structures, give class competitive scenario to set up the experiment
2: Compression & Earthquakes Lesson
Explanation: demonstrate to the whole class how different magnitudes of earthquakes affect structures differently by shaking the base of each of their structures with different amounts of force/time. Discuss results of shaking with class.
Extension: students can rebuild their structure we tested, but this time, they will be given stronger materials such as tape and paper clips to reinforce the structure so that it will not collapse easily
Exploration: investigative question - how do earthquakes destroy structures? Students are provided with many different materials and asked to build a structure to enter in the "earthquake test"
Evaluation: students will be asked to fill out a reflection sheet at the end of class to consolidate their learning
Engagement: introduce natural phenomena and discuss earthquakes with class, be sure to talk about the force of compression in earthquakes. Watch National Geographic video
Quake-Proof-Bridge
Shear
Introduction Lesson
Explain: An Internal force that occurs when external forces are pushing in opposite directions at different points on a material. It can happen horizontally or vertically. Examples of a building and a bridge will be presented to develop a real-world application
Extend: The lesson is designed to inform students on forces that may influence why their bridges can/cannot withstand a load
Explore: Students will explore shear force that acts upon structures and how that force acts upon a bridge using the PEOE chart
“Why did this object break, and why did this object not break?”
Evaluate: Students will be evaluated on their responses when prompted questions on how shear affected the objects used in class, as well as their responses in their PEOE chart
Engage: Students will be introduced to shear force and will be asked where they have seen shear force.
Exploration Lesson
Students will review what shear force is and how it acts upon structures. They will talk about other examples they may have thought of from the previous lesson.
Exploration: Students will be testing out their own items that they brought from home while using their PEOE chart so that they have a list of materials that can withstand some shear force
Explanation: As iterated from before; we are learning through investigation to see what makes a material stronger than another against shear force.
Extension: This exploration will be utilized when students begin to create their bridges
Evaluation: Students will be evaluated on their responses in their PEOE chart to see their exploration of the materials that they brought in.
Torsion
Introduction Lesson
Explanation: guide a discussion to help students understand that certain structures and materials can withstand certain forces (the soft licorice was able to be twisted in a variety of ways and reach a breaking point, whereas the frozen licorice was not able to be torqued).
Exploration: students explore the effect of tension on a piece of soft and frozen piece of licorice. Students complete a Predict, Explain, Observe, Explain (P.E.O.E) chart to record their observations and findings.
Elaboration: students will reflect on the effect torsion can have on bridges and brainstorm what materials should be used to withstand torque.
Engage: students engage in demo to explore the force of twisting to exert water from a hand towel. Students connect the force of twisting with Torsion, and co-create a definition.
Evaluation: students PEOE chart will be assessed using a check-list to determine if they were able to understand the force of Torsion and its effect on materials.
Exploration Lesson
Explanation: students will learn about classifying tornados based on wind speed and damage. Students will realize that engineers must design structures that can withstand strong winds and torsion.
Elaboration: in groups, students will design a flyer that advertises why their engineering company should build homes that can withstand tornados.
Evaluate: using a rubric, students will be assessed on their ability to design a structure that can withstand the force of torsion, from a tornado.
Explore: students will discuss the effects tornados can have on structures, such as a house by engaging in think~pair~share activity
Engage: students will make connection between natural phenomena and torsion (wind storms, tornados). Teach will simulate a tornado using soda bottles.
Tension
Introduction Lesson:
Explain: As a class, students will complete a PEOE (Predict, Explain, Observe, Explain) chart. At the second Explain, the teacher will ask for student input as to why the result occurred, and will then give an explanation themselves.
Elaboration: What examples of tension can you think of that occur in your environment? Make a list of these examples, identify which parts of the structures are being pulled, and why tension is occurring.
Exploration: Students will be put in partners, and will be given a variety of materials to pull on. The students will pull on both ends of the object, and will see how tension acts on each material that they pull on.
Evaluation: Exit card.
Engagement: Students will briefly review what forces are, and will be introduced to the concept of tension through a quick explanation. Examples of the pushing and pulling forces will be given to help students visualize what tension is.
Exploration Lesson:
Evaluation: Rubric
Elaboration: Students will be given a handout to fill in their responses for each question that they would answer for the presentation. Students will then use the information on the handout to make a PowerPoint presentation about forces.
Exploration: Students are arranged in table groups for this activity, a puzzle piece is given to each group with a component of the project on each piece. Students will be asked who has which puzzle piece, and will put the pieces on the board in a ‘timeline’ arrangement.
Engagement: Opening description of project, explains the reason behind creating the project in a way that’s easy for students to understand.
Explanation: As each student places their puzzle piece on the board, the teacher will explain each component of the presentation, as listed on each puzzle piece. The teacher will ask for student input (Example: What might a good title for this presentation be?, What do we remember about forces? etc.)