Fifth Grade Suggested quarter _Varies_
Idaho SySTEMic Solution Total time needed _Variable_
Bridge Building with Many Options
(note: this lesson is also found in fourth grade)
Short lesson description: Bridge building is a natural activity for the Bricklab®, and has been implemented with many options: with cost criteria, length criteria, and strength criteria. It is possible, but not necessary, to combine all the criteria into one lesson, but the varying criteria can also be
separately implemented. In all cases, children will need to have some Bricklab® experience already, and be familiar with covering cracks and building post and lintel and stepped up structures.
MSD Standards addressed:
Area RT Number Description Evidence?
Math 4
7
Multiply and divide whole numbers
Use customary measurement
Science 1 State problem and form
testable hypothesis
Social Studies (for Technology and Engineering)
ITEA Problem Solving
Background for Teacher: Although it is helpful for the teacher to build a bridge or two before this lesson, in order to understand the constraints, it is not necessary to provide a model, since the children will create many different plans. Their bridges may vary from connected base-plates to suspension bridges or reinforced walls, laid down horizontally. The dimensions suggested in this plan have been tested and found to be “possible”. Adventurous children may be able to build even more ambitious structures. Pacing is difficult but time will need to be controlled and frequent “redirection” moments may be needed to help children take advantage of the progress of the entire class. This can be a frustrating or exhilarating lesson.
Materials needed:
1. PCS Edventures! Brick lab®
Prior to building, class discusses attributes of a bridge: it crosses a span and carries weight. Some discussion of collaboration and money management can also smooth out the upcoming lesson. Groups are formed at the discretion of the teacher.
Assignment: Students may have $150 to build a biggest and best bridge they can design. Students can buy bricks at these costs:
2x2
2x3
2x4
2x6
2x8
2x10
$1.00
$1.50
$2.00
$3.00
$5.00
$10.00
(limit of 3)
Class Procedure:
1. Each group of children receives $150 in play money and no bricks. Teacher or other adult (parent helper here would be valuable) is the store manager for bricks. It might help if bricks are sorted by size to make purchasing easier.
2. Children should take a few minutes in their groups to discuss possible designs before buying bricks. What would be the advantage of larger, more expensive bricks?
3. After “planning period”, children begin by purchasing bricks with class money. They are not permitted to return bricks, so careful purchasing is encouraged.
4. Children build for given time period (10 minutes to start), followed by discussion of progress. Since bricks must be purchased with the money in hand, children cannot exceed $150 in costs. Thoughtful design may produce longer or stronger or more beautiful bridges.
5. When time is up, class makes a gallery tour to see finished bridges, and each group counts its remaining money to see which group managed to get the “most for the least money”.
6. If the teacher wishes, there can be a minimum span for these bridges (6 inches and 10 inches have both been used).
Option 2: Build a Bridge which can withstand an Earthquake and carry a “car” across a span
Class Procedure:
1. Class discusses bridges and earthquakes, with focus on making a bridge strong. Children receive unsorted, pre-bagged bricks for each group and have 10 minutes to build a bridge that spans the
six inch distance between the books. It must be able to carry a HotWheels size car from one side to the other.
2. When time is called, children discuss various methods used, view each other’s bridges, and then create two different “earthquakes”: one by moving the books sideways, relative to each other, and the second by moving the books toward each other. If car falls off, bridge has problems! Class discusses which builds survived and suggests reasons and improvements in building.
3. Teacher shows powerpoint (see materials) and discusses various bridge building styles with children, including suspension bridges and cable bridges. Children are shown string that may be used in building.
4. Next task: children are to build new bridge that crosses a 12 inch span. This is much more difficult. Children may build a suspension bridge or a cable bridge if they choose, using the string provided (tape can be used to hold the string onto the bricks, although there are also other ways to accomplish this.)
5. Time will be called again and class will create some more earthquakes.
6. All the building and crashing can be related to real life events and thoroughly discussed. Children may write about their experiences as well.
Teacher notes: children will sometimes use the string to “tie together” their bricks on the span. This can be named “rebar” or “reinforced concrete”. Some of the children will also use the information from the powerpoint to create tall end towers and suspension bridges. These structures can be immortalized with photos.
Option 3: Build the Strongest Bridge
This variation may include setting cost, length, and weight carrying criteria and measuring all of these criteria appropriately. Criteria can be combined to represent real life situations encountered during the school year in current events. When using budgeting as a criterion, it is important to pre-build and assure that the costs are reasonable.
Option 4: Build a Safe Bridge
