National
Standards: |
Science:
Standard
1: Understands forces of motion.
Understands effects of balanced and unbalanced forces on an object's
motion (e.g., if more than one force acts on an object along a straight
line, then the forces will reinforce or cancel one another, depending
on their direction and magnitude; unbalanced forces such as friction
will cause changes in the speed or direction on an object's motion)
Mathematics:
Standard
5: Understands and applies basic and advanced properties of
the concepts of geometry
11. Uses properties of and relationships among figures to solve
mathematical and real-world problems (e.g., uses the property that
the sum of the angles in a quadrilateral is equal to 360 degrees
to square up the frame for a building; uses understanding of arc,
chord, tangents, and properties of circles to determine the radius
given a circular edge of a circle without the center)
Standard
9: Understands the general nature and uses of mathematics
9. Understands that mathematics often stimulates innovations in
science and technology
Technology:
Standard
1: Knows the characteristics and uses of computer hardware and
operating systems
3. Connects
via modem to other computer users via the internet, an on-line service,
or bulletin board system
Standard
3: Understands the relationships among science, technology,
society, and the individual
10. Knows
that technology can benefit the environment by providing scientific
information, providing new solutions to older problems, and reducing
the negative consequences of existing technology (e.g., monitoring
a habitat or measuring greenhouse gases, improving renewable energy
sources, and creating scrubbers to improve coal-burning facilities)
Standard 6: Understands the nature and uses of different forms
of technology
7. Knows
that construction design is influenced by factors such as building
laws and codes, style, convenience, cost, climate, and function.
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Procedure:
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| 1. |
Pass
out blank sheets of paper (can be manila) and have the students
draw a picture of a bridge. Group the pictures according to
the different types of bridges (arch, beam, suspension) without
labeling the bridges. (This will be done later).
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| 2. |
Brainstorm
by presenting the question: "How do bridges hold weight?"
Record all answers down to refer to at a later time.
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| 3. |
Tell
the students they will be participating in a Scavenger Hunt
on bridges. While doing the scavenger hunt, important facts
and vocabulary will be recorded.
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| 4. |
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| 5. |
Have
the students access the website on the worksheets to complete
the information. (Students can work individually or in groups).
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| 6. |
After
completing the Scavenger Hunt, discuss the type of bridges
that the students drew. Have them categorize them according
to the type of bridge.
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| 7. |
Have
the students use geometric terminology to label the bridge:
(acute angle, angle, congruent, diagonal, edge, obtuse angle,
parallel lines, parallelogram, perpendicular line, polygon,
quadrilateral, right angle, straight angle, trapezoid)
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| 8. |
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| 9. |
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| 10. |
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| 11. |
After
the students have worked through the websites, give them materials
to construct their own bridge. You may want the students to
diagram their bridge on graphing paper prior to construction.
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| 12. |
Have
a contest to see which bridge holds the most weight.
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