The Challenge:
Build the strongest straw bridge from limited materials.
To Begin:
Using the 5 E model to Implement:
Engage - Students were asked to think about bridges in their community and to describe the design of these structures. Pictures of various bridges where shown and students discussed the different shapes within the truss' of each bridge.
Explore - students began designing/drawing their bridge as a blue print and then construction began using the given materials.
Explain - Students discussed observations and "a ha" moments as they continued construction and tested their designs.
Elaborate - Bridges were tested and opportunities given to redesign and re-test
Evaluate - Students underwent a final test of their bridge to test the greatest mass it could undergo before it was destroyed.
Engage - Students were asked to think about bridges in their community and to describe the design of these structures. Pictures of various bridges where shown and students discussed the different shapes within the truss' of each bridge.
Explore - students began designing/drawing their bridge as a blue print and then construction began using the given materials.
Explain - Students discussed observations and "a ha" moments as they continued construction and tested their designs.
Elaborate - Bridges were tested and opportunities given to redesign and re-test
Evaluate - Students underwent a final test of their bridge to test the greatest mass it could undergo before it was destroyed.
Let the designing begin...
Students were grouped across grades with approximately 5-6 in each group.
They were asked to create a blue print before building their straw bridge,
where their design had to replicate their blue print.
They were asked to create a blue print before building their straw bridge,
where their design had to replicate their blue print.
Then the building....
Then the testing... and retesting...
The final product...
This challenge went very well, with all groups successfully completing a bridge with the given materials. We learned that groups of 5-6 students across grades was a challenge. Due to the larger groups, we found some students became disengaged and did not participate fully in the challenge.
Grouping became something that we wanted to explore more. We knew grouping would be one factor that would make or break these challenges. We also knew we had to get it right. After the first challenge, we felt the groups were too big and there was some discrepancies within the groups in terms of Grade 6 students working with the older students. WE saw the grade 8’s overpowering the younger students and knew we needed to change some things.
Grouping became something that we wanted to explore more. We knew grouping would be one factor that would make or break these challenges. We also knew we had to get it right. After the first challenge, we felt the groups were too big and there was some discrepancies within the groups in terms of Grade 6 students working with the older students. WE saw the grade 8’s overpowering the younger students and knew we needed to change some things.