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The Arizona STEM Acceleration Project

3rd Grade: Building Bridges: Math/ELA embedded STEM Lesson

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Engineering:

Building Bridges

A 3rd Grade STEM Lesson

Deliah Cottle

May 2023

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Notes for Teachers

Context: This lesson takes place in a classroom for one or two hours (could be split in smaller intervals over more days).

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Students may work in small groups of 3 or 4.

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An emphasis on the target product (weight bearing bridge design in grams).

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Facilitate student discussion on how Rachel and the bridge have impacted people in the past and the present.

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List of Materials

  • Popsicle sticks (Optional: Jumbo and mini for size differences)
  • Liquid glue (or hot glue gun)
  • Weights (marbles, books or actual mg weights)
  • ELA Book: �-Secret Engineer �by Rachel Dougherty

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Standards

Science Core Ideas:��3.U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised. �

3.U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products. �

3.U3: Applications of science often have both positive and negative ethical, social, economic, and/or political implications.

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Math:

3.MD.A.2�Measure and estimate liquid volumes and masses of objects using metric units.�

ELA:

3.W.7 (for differentiated)�Conduct short research projects that build knowledge about a topic.

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Science and Engineering Practices:

  • Ask questions and define problems
  • Develop and use models
  • plan and carry out investigations
  • analyze and interpret data
  • use mathematics and computational

thinking construct explanations and design solutions

  • Engage in argument from evidence
  • obtain, evaluate, and communicate information

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Objective(s):

Today we will be exploring the different types of bridges that are built.

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Today we will talk about how scientists and engineers in the past, can still affect how we live today.

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Today we will all participate and contribute equally in building our bridges.

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Today students will be able to design and engineer a weight bearing bridge.

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Agenda (120 minutes)

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  • Build the bridge in groups of two or three.
  • Write results on graphic organizer using the metric system.

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Intro

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  • Which bridge design do you think can hold the most weight? (Truss vs Arch)

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Hands-on Activity Instructions

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Design:

  • Pass out construction paper and markers to each student. Have them draw their bridge designs on the paper, labeling how many popsicle sticks will be needed.
  • Encourage students to think creatively and consider different shapes and sizes for their bridges. (HINT: Triangle is the strongest shape.)�

Construction:

  • Once the designs are complete, distribute popsicle sticks, scissors, and hot glue to the students.
  • Have students begin building their bridges by gluing together the popsicle sticks according to their designs. Encourage them to work carefully and accurately.
  • Remind students to be patient as the glue dries, and to make sure that their bridges are strong and stable.�

Testing:

  • Once the bridges are complete, evaluate the students' designs and bridges based on their stability and strength using small weights in Grams.
  • After testing, discuss the results as a class. Talk about what worked well in the designs, and what could be improved.
  • Encourage students to think about how they can make their bridges even stronger.�

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Assessment

Scientific Method Graphic Organizer:

Science Investigation Log

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Differentiation

  • Support the design as seen below.
  • Pair students in need of support with the students in need of enrichment.

Remediation

Extension/Enrichment

  • Design a third type (i.e. beam bridge).�
  • Write a nonfiction book report on an engineer or famous bridge in the United States.