Subject Area Science

Grade Level 1/2/3

Topic Stability
Length of Unit 3 weeks
(days)

Stage 1 Desired Results

Established Goals:
1. Describe, using their observations, ways which the strength of different
materials can be altered (e.g., folding increases the strength of paper);

2. Describe ways in which forces alter the shape or strength of different structures
(e.g., a load may cause a cardboard box to buckle; compression can make some
materials more rigid);

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);

5. Describe, using their observations, the changes in the amount of effort needed
to lift a specific load with a lever when the position of the fulcrum is changed;
and

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 (e.g., investigate the effects of folding on the shape and strength of
materials);

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 (e.g., use terms such as fulcrum, load and effort when describing
levers);

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);

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 (e.g., make a mobile that
Subject Area Science
Grade Level 1/2/3
Topic Stability
Length of Unit 3 weeks
(days)

illustrates their discoveries about balance);

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);

14. Design and make a levered mechanism (e.g., a model of an animal whose
legs are moved with a lever);

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); and

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).

18. Distinguish between the structure of an object (e.g., the chassis of a

vehicle) and its mechanical parts (e.g., the wheels and axles);

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

strength and stability of that structure (e.g., a climbing frame);

20. 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);

21. Identify a number of common levers (e.g., crowbar, scissors, hammers,

pliers, wheelbarrows, tweezers, tongs) and describe how they make work
easier;

22. 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; and

24. Predict which body position provides the most stability in various
Buildi
Labeling Creatin
Buildin ng a Exit Observatio
Title structur ga
Subject Area Science
ga bridg Slips n Booklets
es Cube
Grade Level 1/2/3
tower e
Learning Outcomes
Topic Stability
Type Sum Length ofSumma
Unit 3Format
weeks
Format Summati
(Formativ mativ (days) Formative
e/Summat ive ve tive ive
ive) e
Weig
circumstances (e.g., standing with legs apart,
10% 20% 20% lying 5%
on the ground).
15%
hting 10%
1. Describe, using
their
observations,
Understandings: Essential /Inquiry Questions:
ways which
Students willthe
understand that
strength of
- Stability of a structure depends on its design The essential questions students should think
different
and construction materials. about throughout this unit are:
x X X X
materials can be 1.) How are different structures used and
altered (e.g.,and stability are both needed to
- Strength why?
foldingcreate
increases
an effective structure 2.) How can we strengthen structures?
the strength of 3.) How do we create stability?
paper)
Students will know Students will be able to do
- The factors that affect the - Design and make structures that include
2. Describe ways
stability of objects mechanisms and that can support and move a
in which forces load, and investigate the forces acting on them
alter
- the
howshape or
to describe using their
strength of - Use struts and ties to create a stable and
observations, systems involving strong structure
different
mechanisms and structure, and
structures (e.g.,
explain howa these systems
load may
meetcause a needs and how
specific x X X X
cardboard box to
they have been made
buckle;
compression can
make some
materials more
rigid)

3. Describe ways
to improve the
Assessment Tool Overview
strength and
stability of a
Assessment
frame structure Outcomes
x X Brief
X Description X Formati
Tool use
(e.g., Titleof
e

Building or
triangles a a #1 #2, #3, #4, #6, #7, #8, Students will use their previous
Towermember) #9, #10, #11,#12,#13,#15,
cross knowledge about shapes to create a
#16, #17, #19, #20 and tower that is stable and strong
x
4. Describe, using #23 enough to hold a weighted cup and
their will have a formative assessment
observations, the done
Building
role a
of struts #1 #2, #3, #4, #6, #7, #8,
Bridge
(e.g., to resist #9, #10, #11,#12,#13,#15, Students will use their previous
compression) and#16, #17, #19, #20 and knowledge about shapes to create a
#23
ties (e.g., to resist bridge that is stable and strong
tension) in x X enough
x to hold a weighted
X cup and
structures under
load (e.g.,
describe the
effect of adding a
Subject Area Science
Grade Level 1/2/3
Topic Stability
Length of Unit 3 weeks
(days)

will have a summative assessment

done

Students will use trial and error with

#1, #2, #3, #4 #6, #7, #8, ties and struts to build a cube out of
Creating a
#9, #10, #11, #12, #13, mini marshmallows and spaghetti
Cube
#15, #16, #17, #19, #20 that can hold a book. They will have
and #23 a summative assessment done
Students will record the following
information in their booklets:
#1, #2, #3, #4 #6, #7, #8, New terms
Observation #9, #10, #11, #12, #13, Blue prints for the tower
x
Booklets #15, #16, #17, #19, #20 Blue print s for the bridge
and #23 Labels of different types of structures
Changes they make to the structures
they create
Students will label 6 (two of each)
the following structures that they find
Labeling
#9 and #10 around the classroom in their
structures
observation booklets (Mass, frame
and shell)
Students will write down 2 things
Depending on the students they learned in the class and
Exit Slips response the outcomes will something they did not understand x
change or need clarification on. This will be
done by a formative assessment