Structures (1)

Date:
Subject: Stability

Objective:

1) For the students to understand different structures and eventually

will be able to describe the effects of different forces on specific
structures and mechanisms

General learning Outcomes

1) Demonstrate an understanding of the factors that affect the stability

of objects;

2.) Design and make structures that include mechanisms that can
support and move a load, and investigate the forces acting on them;
and

3.) Describe, using their observations, systems involving mechanisms

and structures, and explain how these systems meet specific needs
and how they have been made.

Specific Learning Expectations

Grade 3
9) Use appropriate vocabulary to describe their investigations,
explorations and observations

10.Record relevant observations, findings and measurements, using

written language, drawings, charts, and graphs (e.g., record the
modifications they have made to increase the stability and strength of
their structures)

Method/Activity
Define structures to students:

Structure something that is put together in a particular way for a

purpose.

Think-pair-share
Ask students what they believe are the 3 types of structures

Mass Structure:
When you pile items up onto one another. structure is held firmly in
place by its own weigh
Example: Beaver damn, Mountain

Frame Structures
Have a skeleton of strong materials, which is then filled and covered
with other materials, supporting the overall structure. Most of the
inside part of the structure is empty space. A network of parts that
support a load

Have pictures on hand: Examples: Goalies net and spider webs

Shell/Surface Structures
Structures, which keep their shape and support loads, even without a
frame, or solid mass material inside, are called shell structures. These
structures use a thin, carefully shaped, outer layer of material, to
provide their strength and rigidity. The shape of a shell structure
spreads forces throughout the whole structure, which means every
part of the structure supports only a small part of the load, giving it its
strength.
Have some of these items on hand: Examples : igloos, egg cartons,
turtle shell, food or pop cans, or, even bubbles in foam and cream
puffs.

Labeling Structures:

Option #1:

Have them draw the pictures of 6 structures that they discovered in

the classroom. In their observation booklets and as well explain what
each structure is in their own words

Option #2

Have them cut out 6 photos from magazines of solid/frame/ shell

structures and label them in their observation booklets

Assessment/Evaluation
Grade 1 Grade 2 Grade 3

Have students draw 6 Have the students Have students write

pictures of the new write or draw 6 a and draw 6 pictures of
terms they have pictures of the new the new terms they
learned in their terms they learned in used in their
observation booklet their observation observation booklets
 booklet

Adaptations:

The great chair experiment (2)

Date:
Subject: Stability

Objective:
1) Students will be able to use appropriate science and technology
vocabulary including compression, tension, strength and stability in oral
and written communication

2) Investigate through experimentation, the effects of pushing, pulling,

and other forces on the shape and stability of simple structures.

General Learning Outcomes

1) Demonstrate an understanding of the factors that affect the stability

of objects;

2.) Design and make structures that include mechanisms that can
support and move a load, and investigate the forces acting on them; and

3.) Describe, using their observations, systems involving mechanisms

and structures, and explain how these systems meet specific needs and
how they have been made

Specific Learning Expectations

Grade 3
22) Predict which body position provides the most stability in various
circumstances (e.g., standing with legs apart, lying on the ground).

Method/Activity
Materials:
8 chairs of the same size (no arm rests)
2 groups of 4 people
1 group of 4 people should be of similar height and strength
The second group of 4 people should be of various heights and
strengths
Terms:

Compression - a force that presses or squeezes something together

Stability ability of a mechanism to maintain equilibrium or a structure

to resume its original upright position

Strength- Able to support a load

Tension a force that expands or lengthens the thing it is acting on

(stretching/straining)

Main Activity

1. Explain to students that they will be participating in an experiment

using their bodies to demonstrate stability in two different kinds of
structures.

2. Before we begin the experiment, we will need to introduce the

appropriate vocabulary (structure, compression, stability, tension).

3. Set up two groups of chairs, with room in between them. The

chairs make a square; each chair facing inwards, and the backs of
the chairs facing outwards.

4. Tell the students that this experiment does require them to hold
hands and be positioned closely with their classmates. Ask for
volunteers. Select four volunteers of similar height and strength.
Select four of different height and strengths.

5. Have the two groups of students sit on the chairs with their feet
facing outwards. Each student faces in a different direction (follow
the arrow demonstration)

6. Have students in their groups lean back so that they are leaning
on knees of the person behind them. Each student will be leaning
back on their classmates knees, and they in turn will have
someone leaning back on their knees. Students reach across with
their inner arm and clasp the hands of their group.
 7. As the students arrange themselves, one group will be more stable
than another (based on the building materials the students
themselves).

8. Select one more student to be the force.

9. Tell students that you will now be carefully removing the chairs
from under their bodies, and they will soon be free standing
structures.

10. Once all eight chairs have been removed (if both groups are
still standing), have the force come and apply increasing
pressure on each groups knees. Keep increasing the force until
the weaker structure falls.

11. Once the students have calmed down and refocused, use
the vocabulary to describe what occurred during the experiment.

Wrap up:

1. The structure in this activity was the formation of the

students (built for a specific purpose to understand
weaker/stronger structures)

2. Compression in this activity is the pressure of the person on

the other persons knees

3. Our experiment demonstrated the stability (ability of the

structure to withstand force and maintain its original
structure) of the two structures and compared them.

4. The students arms act as tension to help the structure

maintain its stability.

Exit Slip: name two things you learned and one thing you would like to
know more about

Now that the class is finished demonstrating you can choose new
volunteers and try it again, or the children and split into small groups
and practice it themselves

Stress that students use their new vocabulary when describing the
experiments outcome.

Assessment/Evaluation
Grade 1 Grade 2 Grade 3
Have students write Have students write Have students write and
or draw in their or draw in their draw in their
observation what observation what observation what
happened why people happened why people happened why people
of the same height of the same height of the same height did
did the experiment did the experiment the experiment and
and what happened and what happened what happened when
when people of when people of people of different
different heights did different heights did heights did the
the experiment the experiment experiment

Adaptions:
Students who are not able to be involved in a physical experiment can
still participate by being the force or, by being the designated recorder
of the findings of the experiment (using chart paper, or other classroom
resources). For example, the student could tally how many forces it
takes before the structure falls.
Resources used:
- NWT Curriculum
- http://www.nipissingu.ca/education/jeffs/4284Fall/TLS/Structures_a
nd_Mechanisms_grade3/chair_experiment.pdf

Strongest shapes (3)

Date:
Subject: Stability

Objective:
1) Students will understand why certain shapes are stronger then
others
2) Students will begin to understand how to manipulate a shape to
make it stronger
3) Students will investigate to answer questions
 General Learning Outcomes

1) Demonstrate an understanding of the factors that affect the stability

of objects;

2.) Design and make structures that include mechanisms that can
support and move a load, and investigate the forces acting on them;
and

3.) Describe, using their observations, systems involving mechanisms

and structures, and explain how these systems meet specific needs
and how they have been made

Specific Learning Expectations

Grade 3

1. Describe, using their observations, ways which the strength of

different materials can be altered

2. Describe ways in which forces alter the shape or strength of

different structures

6. Describe the effects of different forces on specific structures and

mechanisms (e.g., a structure collapse when the load is too heavy; a
latch on a door handle opens when pressed).

7) Ask questions about and identify needs and problems related to

structures and mechanisms in their immediate environment, and
explore possible answers and solutions

9) Use appropriate vocabulary to describe their investigations,

explorations and observations

10) Record relevant observations, findings and measurements, using

written language, drawings, charts, and graphs

11) Communicate the procedures and results of investigations for

specific purposes and to specific audiences, using demonstrations,
drawings, simple electronic media, oral and written descriptions

Method/Activity
You will address the class as a whole and explain that different shapes
are stronger then others. Use as piece of paper as an example, and try
to balance a book on it and a empty cup and show how it fails as the
paper does not have a solid shape

Write on the board the question you would like answered at the end of
the class

Which shape is the strongest shape

Ask the class if they think if you change the shape of a piece of paper if
it can become stronger and more stable?

Explain the instructions:

1. Estimate what will happen to each shape and how many books it
can hold

2. Record the results of each shape

3. Record what happened to each shape at the end of the

experiment or draw a picture

The students will rotate through 3 different sections each will take 5
minutes

Section 1: Triangle Paper (5 min)

Section 2: Cylinder Paper (5min)

Section 3: Square Paper(5min)

Students will estimate how many books each shape can hold and write
it in their observation booklet. They will then write down/ draw the
results.

We will come together as a large class and discuss the results and
which shape was the strongest

Discuss how the triangle is the strongest shape and why: Because any
added force is spread evenly along all three sides.

If extra time: Ask them to answer this question:

How can we strengthen other shapes?
Assessment/Evaluation
 Grade 1 Grade 2 Grade 3

Students will estimate Students will

how many books each estimate how many Students will estimate
shape can hold and books each shape how many books each
write it in their can hold and write it shape can hold and
observation booklet in their observation write it in their
and they will record booklet and they will observation booklet
how many books each record how many and they will record
shape could hold. books each shape how many books each
They can draw a could hold. They can shape could hold. They
picture and explain draw a picture and can draw a picture and
what happened to explain what explain what happened
each shape happened to each to each shape
shape

Adaptions:
Resources
http://vlc.ucdsb.ca/c.php?g=220374&p=1458569
http://allfortheboys.com/home/2013/04/16/building-week-part-2-strong-
shapes.html
 How to make shapes/Buildings stronger (4)

Date:
Subject: Stability

Objective:
1) Students will understand the use of struts and ties
2) Students will learn that it take multiple attempts to create success
3) Students will be able to use prior and new information to create a
strong structure

General Learning Outcome

1) Demonstrate an understanding of the factors that affect the stability

of objects;

2.) Design and make structures that include mechanisms that can
support and move a load, and investigate the forces acting on them;
and

3.) Describe, using their observations, systems involving mechanisms

and structures, and explain how these systems meet specific needs
and how they have been made

Specific Learning Expectations

Grade 3

1. Describe, using their observations, ways which the strength of

different materials can be altered

2. Describe ways in which forces alter the shape or strength of

different structures

3. Describe ways to improve the strength and stability of a frame

structure (e.g., use of triangles or a cross member)

4. Describe, using their observations, the role of struts (e.g., to resist

compression) and ties (e.g., to resist tension) in structures under load
(e.g., describe the effect of adding a strut to a wooden frame)
6. Describe the effects of different forces on specific structures and
mechanisms (e.g., a structure collapse when the load is too heavy; a
latch on a door handle opens when pressed).

7) Ask questions about and identify needs and problems related to

structures and mechanisms in their immediate environment, and
explore possible answers and solutions

8. Plan investigations to answer some of these questions or solve some

of these problems and explain the steps involved

9) Use appropriate vocabulary to describe their investigations,

explorations and observations

10) Record relevant observations, findings and measurements, using

written language, drawings, charts, and graphs

11) Communicate the procedures and results of investigations for

specific purposes and to specific audiences, using demonstrations,
drawings, simple electronic media, oral and written descriptions

12. Design and make a stable structure that will support a given mass
and perform a specific function (e.g., a bridge, a photo frame)

13. Use appropriate materials to strengthen and stabilize structures

that they have designed and made that are intended to support a load,
such as a playground play centre (e.g., use gussets, struts, ties,
buttresses

15. Design and make a stable structure that contains a mechanism and
performs a function that meets a specific need (e.g., a drawbridge, a
crane)

16. Use appropriate equipment and adhesives when making structures

that they have designed themselves (e.g., transparent tape, low-
temperature glue gun for wood)

17. Use hand tools (e.g., hand saws, scissors) and equipment (e.g.,
templates, miter boxes) appropriately to cut a variety of materials
(e.g., wood, paper, cardboard, plastic).

19. Recognize that geometrical patterns in a structure contribute to the

strength and stability of that structure

20. Demonstrate awareness that the strength in structures is due to

bulk (or mass), number of layers

23. Describe, using their observations, how different balance points of

different masses affect the stability of a structure;

Method/Activity
Materials:
- Mini marshmallows
- Spaghetti noodles

Main Activity
1.) Tell the class that today we will be building students basic cube
structure using spaghetti noodles and mini marshmallows
2.) Display your own cube to the class as an example
3.) Tell them once it is built to test its ability to support a load
(weight of one book)
4.) The students will struggle, once everyone sees that their cube
can not handle the weigh of a book have them come back
together as a class
5.) Ask the class: What can we add to the cube to make it stronger?
6.) Write down ideas on the board
7.) Then explain the use of struts and ties and show the photos

8.) Tell the students to draw new designs in their observation

booklets and to show the changes that they make every time
 9.) Afterwards, the students then designed and built a second cube
(with the same materials) but this time using struts and ties to
help strengthen or reinforce their structure. Encourage students
to label the struts and ties

Assessment/Evaluation
Grade 1 Grade 2 Grade 3

Students will record Students will record Students will record the
the changes the make the changes the changes the make to
to their cube with make to their cube their cube with
different colors, as with different colors, different colors, as they
they add and take as they add and take add and take away
away struts and ties away struts and ties struts and ties until
until they are until they are they are successful at
successful at holding successful at holding holding up a book
up a book up a book

Adaptions:

Resources
http://sjacksonwej.edublogs.org/2014/01/10/increasing-strength-a-
struts-and-ties-experiment/
 Help we are stuck: Toilet Tower part 1 (5)

Date:
Subject: Stability

Objective:
Students will use their knowledge from previous classes to create a
stable and strong structure
Students will use struts and ties to create the tower
Students will understand the importance of building and the need for
building safe structures

General Learning Outcomes

1) Demonstrate an understanding of the factors that affect the stability

of objects;

2.) Design and make structures that include mechanisms that can
support and move a load, and investigate the forces acting on them;
and

3.) Describe, using their observations, systems involving mechanisms

and structures, and explain how these systems meet specific needs
and how they have been made

Specific Learning Expectations

Grade 3

1) Describe, using their observations, ways which the strength of

different materials can be altered

2) Describe ways in which forces alter the shape or strength of

different structures

3) Describe ways to improve the strength and stability of a frame

structure

4) Describe, using their observations, the role of struts (e.g., to resist

compression) and ties (e.g., to resist tension) in structures under load

6) Describe the effects of different forces on specific structures and

mechanisms (e.g., a structure collapse when the load is too heavy; a
latch on a door handle opens when pressed).

7) Ask questions about and identify needs and problems related to

structures and mechanisms in their immediate environment, and
explore possible answers and solutions

8. Plan investigations to answer some of these questions or solve some

of these problems and explain the steps involved

9) Use appropriate vocabulary to describe their investigations,

explorations and observations

10) Record relevant observations, findings and measurements, using

written language, drawings, charts, and graphs

11) Communicate the procedures and results of investigations for

specific purposes and to specific audiences, using demonstrations,
drawings, simple electronic media, oral and written descriptions

12) Design and make a stable structure that will support a given mass
and perform a specific function (e.g., a bridge, a photo frame);

13) Use appropriate materials to strengthen and stabilize structures

that they have designed and made that are intended to support a load,
such as a playground play centre (e.g., use gussets, struts, ties,
buttresses);

15) Use appropriate equipment and adhesives when making structures

that they have designed themselves

16. Use appropriate equipment and adhesives when making structures

that they have designed themselves (e.g., transparent tape, low-
temperature glue gun for wood)

17. Use hand tools (e.g., hand saws, scissors) and equipment (e.g.,
templates, miter boxes) appropriately to cut a variety of materials
(e.g., wood, paper, cardboard, plastic).

19) Demonstrate awareness that the strength in structures is due to

bulk (or mass), number of layers (e.g., layers in particle board) and
shape (e.g., triangles, squares, cylinders);

20) Identify efficient ways of joining the components of a mechanical

structure or system (e.g., construct a right angle corner; use an axle at
a right angle to a frame)

23. Describe, using their observations, how different balance points of

different masses affect the stability of a structure;

Method/Activity
Going Hands-On
Group Size: 2-4
What You Need
Watch Ms Frizzles video until 7:18min
https://www.youtube.com/watch?v=seDYClgmtZE

Blocks
Desk
Pennies or other weights
Small cup

Talk About It
Show kids the blocks. Ask: Could you build a strong tower with blocks
that could hold a small weigh and is stable enough to climb?

What To Do
Pass out blocks and obersvation sheet and instruct the students to
make blue print/drawings up their structures and as they make
changes they need to write down how they overcame them.
Encourage them to change the color of the pencil they are using when
they make a change to their tower if they need to change it.
Each group makes a tower that is tall enough to reach a desk and that
can be strong and stably enough to hang a cup from.
Ask: How stable and strong a tower can you build if you just build
blocks in one line? Try it.
Challenge kids to create a better tower design and build the strongest
and stablest tower they can to reach the top of the desk
To test towers strength, and stablitiy tape the cup to the tower and see
if the tower stays straight up.
Challenge teams to make a stronger Towers. Ask: How will you change
your design? What shapes will you use?

Assessment/Evaluation
Grade 1 Grade 2 Grade 3
Students will write
Students will write Students will write draw their structures
draw their structures draw their structures and as they change
and as they change and as they change them will change their
them will change their them will change color of their pencil
color of their pencil their color of their
pencil Encourage them to
Students will write label where the
down or draw the Students will write pressure will be on the
issues they had and down the issues they tower and how it will
how they over came had and how they impact their building
them over came them
Students will write
down the issues they
had and how they over
came them

Adaptions:

Resources:
- http://www.scholastic.com/teachers/lesson-plan/magic-school-
bus-under-construction
- https://www.youtube.com/watch?v=seDYClgmtZE
 Help we are stuck: Toilet bowl bridge part 2 (6)

Date:
Subject: Stability

Objective: For the students to understand different structures and

eventually will be able to describe the effects of different forces on
specific structures and mechanisms

General Learning Outcomes

1) Demonstrate an understanding of the factors that affect the stability

of objects;

2.) Design and make structures that include mechanisms that can
support and move a load, and investigate the forces acting on them;
and

3.) Describe, using their observations, systems involving mechanisms

and structures, and explain how these systems meet specific needs
and how they have been made

Specific Learning Expectations

Grade 3
1) Describe, using their observations, ways which the strength of
different materials can be altered

2) Describe ways in which forces alter the shape or strength of

different structures

3) Describe ways to improve the strength and stability of a frame

structure

4) Describe, using their observations, the role of struts (e.g., to resist

compression) and ties (e.g., to resist tension) in structures under load

6) Describe the effects of different forces on specific structures and

mechanisms (e.g., a structure collapse when the load is too heavy; a
latch on a door handle opens when pressed).

7) Ask questions about and identify needs and problems related to

structures and mechanisms in their immediate environment, and
explore possible answers and solutions

8. Plan investigations to answer some of these questions or solve some

of these problems and explain the steps involved

9) Use appropriate vocabulary to describe their investigations,

explorations and observations

10) Record relevant observations, findings and measurements, using

written language, drawings, charts, and graphs

11) Communicate the procedures and results of investigations for

specific purposes and to specific audiences, using demonstrations,
drawings, simple electronic media, oral and written descriptions

12) Design and make a stable structure that will support a given mass
and perform a specific function (e.g., a bridge, a photo frame);

13) Use appropriate materials to strengthen and stabilize structures

that they have designed and made that are intended to support a load,
such as a playground play centre (e.g., use gussets, struts, ties,
buttresses);

15) Use appropriate equipment and adhesives when making structures

that they have designed themselves

16. Use appropriate equipment and adhesives when making structures

that they have designed themselves (e.g., transparent tape, low-
temperature glue gun for wood)

17. Use hand tools (e.g., hand saws, scissors) and equipment (e.g.,
templates, miter boxes) appropriately to cut a variety of materials
(e.g., wood, paper, cardboard, plastic).

19) Demonstrate awareness that the strength in structures is due to

bulk (or mass), number of layers (e.g., layers in particle board) and
shape (e.g., triangles, squares, cylinders);

20) Identify efficient ways of joining the components of a mechanical

structure or system (e.g., construct a right angle corner; use an axle at
a right angle to a frame)

23. Describe, using their observations, how different balance points of

different masses affect the stability of a structure;
Method/Activity

Going Hands-On
Time: 30 minutes
Group Size: 2-4

What You Need

Watch Ms Frizzles video until 12min

https://www.youtube.com/watch?v=seDYClgmtZE
1 bag gumdrops
Half a box of round toothpicks
Ruler
2 equal stacks of books or desks
Small cup
Paper clip
Pennies or other weights

Talk About It
Show kids the gumdrops and toothpicks. Ask: Could you build a strong
bridge with gumdrops and toothpicks?

What To Do
Pass out gumdrops, toothpicks, and activity sheets.
Each group makes two equal stacks of books high enough to hang a
cup from the bridge. Make the stacks 10 inches apart.
Ask: How long and strong a bridge can you build if you just string
gumdrops and toothpicks together? Try it.
Challenge kids to create a better bridge design and build the strongest
bridge they can between the book stacks.
To test bridge strength, straighten one arm of a paper clip to make a
hook. Poke it through the cup, and hook the cup on the middle of the
bridge. Add pennies to the cup until the bridge collapses.
Challenge teams to make a stronger bridge. Ask: How will you change
your design? What shapes will you use?

Assessment/Evaluation
Grade 1 Grade 2 Grade 3
Students will write Students will write Students will write
draw their structures draw their structures draw their structures
and as they change and as they change and as they change
them will change their them will change them will change their
color of their pencil their color of their color of their pencil
pencil
Students will write Encourage them to
down or draw the Students will write label where the
issues they had and down the issues they pressure will be on the
how they over came had and how they tower and how it will
them over came them impact their building

Students will write

down the issues they
had and how they over
came them
Adaptions:
Resources :
- http://www.scholastic.com/teachers/lesson-plan/magic-school-
bus-under-construction
- https://www.youtube.com/watch?v=seDYClgmtZE