Understanding By Design - CRP Science Unit Template

capstone project, you will design an instructional unit with at least four lessons that reflects your students and ethnic groups
unds/experiences and is also responsive to their needs (based on findings from your GAIns). Additionally, the science unit must align with
ota State Academic Science Standards and be taught during the first half of the next school year. To assist you in the unit design process
ovided this template which includes brief descriptors to guide you.

e of Unit

Engineering

Grade Level
th

culum Area

Physical Science 6 Grade

eloped By

Kristen Berry

Time Frame

Sixth Grade
3 weeks

Overview of the Curriculum

out this curriculum unit the students will learn about the engineering design process and engineered systems. The students will learn about w
eer, the different types of engineering, and the process that engineers use to solve problems, the engineering design process. The students wi
opportunity to apply this engineer design process to create different structures to solve different problems, create a building to hold weight a
bridge using various different criteria and constraints. Students will go further in depth and study bridge design and access. Students will lea
e purpose of bridges, the cost of building a bridge, the materials used to build a bridge and the different types of bridges. This knowledge wi
dents to ultimately use this knowledge to design and create a new bridge in teams using specific criteria and constraints. Finally, students w
the impacts of various different engineered systems in theirs and others lives.
Identify Desired Results (Stage 1)

Standards Minnesota State standards

ARD 6.1.2.1: Engineers create, develop and manufacture machines, structures, processes and systems that impact society and may m
more productive.
BENCHMARK: 6.1.2.1.1 Impact of Engineered Systems
Identify a common engineered system and evaluate its impact on the daily life of humans. For example: Refrigeration, cell phone or
automobile.
BENCHMARK: 6.1.2.1.4
Learning from Failures. Explain the importance of learning from past failures, in order to inform future designs of similar products o
systems. For example: Space shuttle or bridge design.
ARD 6.1.2.2. Engineering design is the process of devising products, processes and systems that address a need, capitalize on an
nity, or solve a specific problem.
BENCHMARK: 6.1.2.2.1 Applying a Design Process
Apply and document an engineering design process that includes identifying criteria and constraints, making representations, testing
evaluation, and refining the design as needed to construct a product or system that solves a problem. For example: Investigate how e

changes from one form to another by designing and constructing a simple roller coaster for a marble.

r FoK/SPC (CRP Connections)

levant goals regarding FoK and/or SPC will the unit address?
The lesson will be taught to ensure that students are working collaboratively twice to create an engineered designed system (CRIOP I. 4)
Students will have opportunities to self-assess their understanding of the process throughout the design process of creating the bridge (CRIO
II.2)
Students will engage in active, hangs-on, meaningful learning tasks through the creation of engineered designs and direct instruction of cont
vocabulary prior to lessons (CRIOP V. 1 &2)
Family members knowledge will be welcomed into the classroom via the Flipgrid discussion and parent coming into talk to the class about
CRIOP II.3)
The curriculum and planned learning experiences provide opportunities for the inclusion of issues important to the classroom, school and
community from diverse perspectives (reading on Technology, Discussion on Engineered Location, I35W bridge collapse) (CRIOP IV. 1 &2
The students are given opportunities for discussion where students are able to participate and engage with the material (CRIOP VI. 1)
Examples used are to be relevant to the students interests, ex: Soccer in Olympics (FOK)
Understandings

will understand that

Engineers use the engineer design process when solving problems
t is significant to look at the past to learn from both successes and failures to inform
uture designs.
There are multiple different types of engineers for solving different problems and they
have different responsibilities
Engineers use history to guide their designs
Different shapes have different strengths.
Triangles are the strongest shape and are found in most structures.
There are four different types of bridge designs, including a beam bridge, truss bridge, an
arch bridge, and a suspension bridge.
There are compressive and tensile forces acting on various types of bridges
Engineers have a lot to consider when deciding/designing different bridges, including
cost, location, material, etc.
Related Misconceptions

may struggle with these understandings because

tudents may struggle with the difference between the engineering design method and the
cientific method.
tudents often assess a product's effectiveness by price and effectiveness alone, without

Essential Questions

What provocative questions will foster inquir

understanding, equity and transfer of learnin
the entire unit)?
-

Who are the populations most effected b

different engineered systems?
What purpose do engineered systems pla
our society?
What process do engineers use to design
systems?
How does the engineering process comp
the scientific method?
What problems can be solved by engine
Why is it important to work with others
create things?
How does the failure of one design influ
the design of the next product?

xamining hidden trade-offs in terms of the environment, human rights, and economy.
tudents forget the constraints of the environment in which the design will reside.
tudents tend to focus on the first solution that comes to mind. They stop considering
ternatives.
tudents focus only on the very high level (function) or the very low level (structure),
ithout moving between them in a formal manner and considering the giant gulf between
he two levels.
tudents belief that design is a serial/linear process, ignoring iterative cycles, revisiting
ast decisions, and evaluating alternatives.

dge
will know

Skills
Students will be able to

y knowledge will students acquire as a result of this unit (around Science and

Engineers create products to solve a problem

When designing projects, engineers use the engineering design process
There are many different types of engineers.
Pieces of technology/engineered systems have positive and negative impacts on society
There are four different types of bridges (Truss, Beam, Arch, & Suspension)
The considerations that engineers have when designing products
Engineers look to past designs (successful and not) when creating designing products.

What will students be able to do as a result of

unit?
- Students will be able to apply the engine
design process (EDP) to create a bridge
structure to hold a maximum mass
- Students will be able to evaluate the
effectiveness of a piece of technology or
engineered system
- Students will be able to create and prese
presentations about an engineered system
and its positive/negative impacts
- Calculate the cost of using different mat
in designing a bridge
- Identify the different types of bridges
- Identify compressive and tensile forces a
on a bridge

Assessment Evidence (Stage 2)

Performance Tasks

Other Evidence

Create a structure to hold the maximum amount of weight graded

on participation, re-design and analysis of process (write-up &
discussion)

Create a bridge with set criteria and constraints graded on

completion of all stages of activity, participation, & analysis of
process (write- up & discussion).

Summative Exam
Discussion Participation (Whole group, small groups, check
understandings, and think/pair/shares)
Guided notes Completion and Reflection
Exit Tickets (formative)
Homework worksheets reviewed in class the day they are d
Bridge Proposal Worksheet
Cost Comparisons worksheets

Presentation on a piece of technology and the positive/negative

mpacts of that technology on society graded on presentation,
ubric created with class, and self- assessment.

me of Lesson

ion to
ing

ARD 6.1.2.1

ng in
milies to talk
r engineering?

Students will reflect upon and self-asses their learning by:

- The students will have mastery trackers for their exit tickets
- The students will be able to do self-evaluation for the two de
challenges and the presentation
Learning Plan (Stage 3)
Brief Description of Activities

Begin:
- The students will begin the class period by watching an assortment of videos that introduce the different types of
engineers. The students will write down what they observed about the different videos.
o Environmental Engineering: A polar bear is living on a small block of ice. It travels to land and through
forests and finds a man who is driving a leaf car. The polar bear hugs the man essentially thanking him
driving a more fuel efficient car.
o Mechanical Engineering: A mechanical ball launcher shoots a tennis ball for a dog. The dog retrieves the
and brings it back and places it in the device to be launched again.
o Biomedical Engineering: A 3D printer uses cells to create a mouse heart that actually beats.
o Agricultural/Environmental/Civil Engineering: Gardens by the Bay in Singapore. Amazing engineered
gardens and metal tree sky ways. Integrates art, engineering, the natural world, and technology.
o Agricultural Engineering: A girl creates a mini farm in her windows to be able to grow her own food in
city since she doesnt have land to plant on.
- After the video, the students will share their ideas first with their table groups, and then as a larger group. The tea
will ask questions to get the students talking: What did you notice happening in the videos? What did these video
have in common? Why were the different projects created? (Modification: Write down ideas on to white board a
students state them). With the students create a concept map to write down the problem and the solution for eac
the videos. Examples:
o Polar Bear/Leaf- Problem: Car emissions/global warming. Solution: Better car
o Dog/Ball Launcher- Problem: Hyperactive dog. Solution: Auto ball launcher
o 3D Printer Mouse Heart- Problem: Need for new medical devices (students will come up with some pret
interesting ideas for this one) Solution: 3D printer prints heart using cells, creating new organs

Singapore Super Trees: Gardens by the Bay- Problem: Space for Gardens, A place for people to enjoy na
in the city, Air Filter, need for tourist attraction, need for walkways. Solution: Space for Gardens, walkw
tourism, technology, endangered plant species, etc.
o Window Farms- Problem: No space to grow food. Solution: Build window farms
- Turn-and-talk: The students will be given the following prompt to talk with a partner about: Who created these
projects? What job is that? After sharing in partners we will share as a class and write ideas on the white board.
Eventually the students will get to the idea that an engineer created each of the different things in the video. The
students will write down the definition for engineer:
o Engineer: A person who applies science and mathematics to improve or design technologies to solve
problems and meet peoples needs.
o The teacher will explain that the videos demonstrated the different types of engineering and how they all
projects/products that were created to solve a problem that was present.
- Extension: Have a family member of a student that is an engineer come and talk to the class about engineering a
their job.
Middle: Context of Engineering
- Introduction: The teacher will talk about the Summer 2016 Olympic games in Rio.
- Story: The entire class won tickets and transportation to the Championship Soccer game for the Olympic Gold m
We will be travelling there to watch the game, but we need to do more research about the Olympics first.
o Question to class: Does anyone know any history about the Olympics?
The modern Olympic Games began in 1896 and are based on the Olympic Games of the Ancien
Greeks. In the Ancient Olympics, athletes from different cities in Greece competed against one
another in honor of the gods whom they believed to reside on Mt. Olympia. In modern times, the
Olympic Games are worldwide competitions that have been divided into the summer and winter
games and hosted by cities all over the world. Each host city does a lot of planning and building
prepare for all of the athletes and spectators. Often, many new buildings are built to accommoda
different events.
There are many different types Olympic Venues that are present throughout the world. Can anyo
name some types of structures that are necessary to host the Olympics?
Answer: Arenas, stadiums, housing for athletes and coaches [Olympic villages],
transportation, etc.
How about anything specifically for the summer games?
Answer: Swimming pools, tracks, soccer fields, softball diamonds, etc.
What about the winter games?
Answer: Bobsled track, ice rinks, ski slopes, luge run, etc.
Many of the buildings and structures are technically advanced and have very cool featur
allowing the host country to showcase their engineering and architectural abilities.
What is an engineer again? What do they do?
Engineering is defined as inventing and building things for the benefit of society. So,
engineers work in many different fields to create new products and improve existing pro
o

o
o
o

to make better the lives of people. As they are creating such products, engineers use the
engineering design process to develop their ideas and inventions.
Introduction to the Engineering Design Process (EDP). The engineering design process involves six b
steps. The idea behind the process is such that once the first design is built, the product can be further
improved by restarting the process. The steps in the design process are listed below.
Design Process Steps
1
Find the need.
2
Define the problem.
3
Brainstorm to come up with ideas.
4
Select the most promising design.
5
Plan and manage the project.
6
Build-test-refine the design.

Commonly in engineering, the best solution is not the most obvious, so engineers must think "outside the box." C
someone explain to the class what "thinking outside the box" means?
o It means thinking of a creative and perhaps unusual approach to the problem, by looking at the problem
new angle or tackling the problem in a new way.
Engineers spend a lot of time refining and improving already existing products, so they must be open to new idea
addition to learning HOW to solve problems, engineers need to learn WHERE to search for answers. One way is
examine products and projects from the past, so as to learn from failures and build on successes.
Group Brainstorming: In table groups come up with 10 different things that you come across every day that we
designed by engineers and what type of engineer you think created it.
Along those lines, what kind of engineers would be involved in designing and building an Olympic stadium? He
a few pictures of stadiums. [Show the Stadiums Visual Aid or other photos of stadiums or event centers.] Just by
looking at the pictures, we can see all the different aspects of stadiums that require the expertise of different type
engineers. Structural engineers make sure the overall framework is strong and meets the needs of athletes and fan
Electrical and computer engineers design the lighting and scoreboard, while civil engineers design the road syste
and parking lots. Acoustical engineers are in charge of the enormous sound system. Mechanical engineers ensure
stadium has running water and air conditioning or heating, while sanitary engineers design to meet plumbing nee
o The many different types of engineers all vary in their specialties. Some examples: mechanical, electrica
civil, environmental, biomedical, aerospace, computer science, agricultural, transportation and chemical
engineers. Here are some pictures and photographs of products that were designed and built by engineer
(Show pictures/photographs of engineered products that might interest students. Provide a creative range
products, for example, water systems, aspirin, roller coasters, stereos, shampoo, appliances, etc. Even ce
phones and iPods may surprise students.) You may be amazed to learn that just about everything had an
engineer involved at some point. How do you think these things were created? Do you think one person
designed each one? Most likely these items were not created by just one person. It takes several differen
engineers working together to create a final product.

End: Engineering Discussion: As a class, have students engage in open discussion. Ask the students:

ing Design

ARD 6.1.2.1 and

ARD 6.1.2.2

1. What are some things that engineers create? (Answer: Engineers create buildings, structures, computers
food, water systems, bubble gum, all sorts of products, etc.)
2. What are some types of engineers? (Answer: Chemical, civil, mechanical, electrical, biomedical, aerosp
and environmental engineers are some types of engineers.)
3. What do engineers do every day? (Answer: They design and create things to improve people's lives.)
4. Do engineers just build buildings? If not, what else do they do? (Answer: Engineering do a lot! See ans
above).
5. Are engineers creative, like artists? (Answer: While there is no correct answer to this question, steer stu
toward discussing the need for engineers to be creative in problem solving.)
6. What does it mean to "think outside the box"? (Answer: To come up with a creative approach to solvin
problem.)
7. Why is it good for engineers to learn from the past? (Answer: Because engineers can learn from past
engineering successes and failures; learning from the past helps engineers know what will and will not
in the future.)
8. Who can remember the steps in the engineering design process? (Answer: This question can be challen
for younger students, but can be reviewed frequently during this unit. The steps are: find the need, defin
problem, come up with ideas, select the most promising design, plan and manage the project, and build
refine the design.)
Exit ticket: The exit ticket will ask (1) what type of engineering the students liked the most and why, (2) what
problem they would like to be solved, and (3) what type of engineer could solve this problem?
HW: Read and summarize the following article:https://newsela.com/articles/cuttlefish-camouflage/id/10909/

Begin:
- Review: The students will be asked to do a walk around where there will be different posters on each of the 6 la
tables. Each with a different engineered system as talked about the previous lesson, including bridges, roads, bui
stadiums, computers, and medical devices. The students will rotate as groups to each poster and write down the
observations that they have for each of the different structures, for example how they can tell an engineer created
or what type of engineer created it. They will have 2 minutes at each table, and each member of the group will be
to write on the poster. After the rotations, the students will share out as a class discussion what they observed or
noticed at each poster. The students will review what an engineer is and the process they use to solve problems (
- Background information/context:
- Engineers are constantly being challenged to solve the world's new and complicated problems. Many of these
problems initially seem impossible to solve, but engineers find a way to make things happen! In the 20th century
engineers developed previously unimaginable things such as electricity, mass transportation, thousands of differe
automobiles, and even space travel. Engineers often look back in history to learn from past engineering successe
failures as they design and build amazing new things. Every day, engineers are thinking of ways to improve on w
already exists as well as developing brand new ideas that have never been created before.
- The tallest building in Minneapolis is the IDS Tower that was built in 1973. It has 55 floors and is 792 feet high.

engineers to come up with a plan for this building they had to be creative and think outside the box.
Mini- Discussion: What makes a building strong? The teacher should lead the discussion to start talking about th
idea and importance of the shape of the building?
o Structures must be able to remain standing despite large amounts of force put on them by weight and oth
factors such as earthquakes or wind. Using different geometric shapes, structures are supported in differe
ways. Examples throughout history: Pyramids in Egypt, Parthenon in Greece, Taj Mahal, Machu Picchu
Mecca (Saudi Arabia), Angkor Wat at Cambodia, Chichen Itza in Mexico, Louvre Museum, etc.
Middle:
- Activity: Building a structure to hold as many books as possible with limited materials.
o To solve this problem, think like an engineer. As you work with your team, follow the engineering desig
processbe creative and think "outside of the box." Remember to keep in mind other things that make
buildings strong, besides the materials. And, do not be deceived by using paper and straws to build a stru
paper is very strong when used to its best advantage!
Materials List:
For each group:
- 10 sheets of copy paper (okay if has printing on it, such as paper from recycle bin)
- roll masking tape
- 20 drinking straws
- 20 paper clips
- 2-3 pre-weighed hard cover books (give each group similarly weighted books)
- scissors
For the class to share:
- small scale for weighing textbooks
-

For class demonstration by teacher:

- tongue depressors or Popsicle sticks
- large brads
Procedure: With the Students
- Explain the design process to students and show them the design process handout. Explain the importance of
brainstorming and the suggested guidelines.
Rule 1: Postpone and withhold your judgment of ideas.
Rule 2: Encourage wild and exaggerated ideas.
Rule 3: Quantity of ideas counts at this stagenot quality.
Rule 4: Build on the ideas put forward by others.
Rule 5: Every person and every idea has equal worth.

1. Direct students to use the materials to build structures able to hold a book 1.5"-2" off the ground. Explain that th
1 minute to decide how to build the structures, 8 minutes to build and then 2 minutes to test, so be ready to work

quickly.
2. Divide the class into groups of three students each.
3. Give each team 10 pieces of paper, 10 straws, 1 roll of masking tape and 10 paper clips.
4. Begin timing 1 minute for students to discuss their ideasremind them that this is the time to use their brainstor
skills.
5. When time is up, tell them to begin building. Time 8 minutes for students to build.
6. After 8 minutes, stop them and begin testing for 2 minutes. Have students calculate the total weight their structur
supported (based on the weight of the pre-weighed books they were able to support before the structures failed).
7. Have the students record how much weight their structures supported in the data table on the classroom board.
8. After the first test, ask students if they were successful. (It is unlikely that students find a solution after the first t
Review with students what they tried, what worked and what did not work. Ask the class what they think engine
when they are having a hard time solving a problem. (Lead them towards the ideas of using their knowledge of m
and science as well as looking at what has worked in the past.)
9. Have students think about different geometric shapes and brainstorm which are the strongest.
10. Show students prepared shapes made from tongue depressors and brads. Show them how a square deforms unde
pressure whereas a triangle does not. Show them that by reinforcing a square or rectangle with a diagonal suppor
new shape is much stronger.
11. Encourage students to try building columns and triangles. Explain that triangles are the strongest shape and can b
found in most structures. Brainstorm as a class how to make the structures they are building stronger using their
knowledge of the strength of shapes.
12. Give students a second try at re-designing and re-building their structures with their existing materials. Again, pr
1 minute to discuss ideas, 8 minutes to build, and 2 minutes to test.
Post-Lab discussion: In table groups then aloud
- Ask students if their structures worked this time. What did they do differently? How did looking to past engineer
projects help them?
- Have students record the number of books their structures held in the second trial on the classroom board table.
- Ask students to share their design ideas with the class. As a class, discuss how learning from history and knowin
more about the strength of shapes helped them build improved structures the second time.
End:
-

Presentations: Have the students give a short 3-5-minute presentation about their design to the class. In the
presentation, ask them to explain some of the cool features of their projects and show which shapes they used to
their structure strong. Have them tell the class how many books their structures were able to hold and describe th
failure mode of their designs.
Writing Prompt: As their exit ticket the students will have to respond to a prompt: What did you learn from this
activity? Does this activity connect to anything you have experienced in your life (ex: Having to learn from the p
better something)?

s learning from
ures: Bridges

MARK:

Begin:
- The students will start the lesson by starting a Know-Wonder-Learned (KWL) chart. They will fill in the know a
wonder columns. They will write down what they know about engineering and engineering systems. In the wond
column they will write down what they still wonder about engineering.
- Write/Pair/Share: Show a picture of a bridge and have the students discuss about the photo: What is it? What is t
purpose of them? Why do we have them? What would happen if we did not have them? The students will first w
down their responses in their science notebooks, then share their ideas with their partner or table group and final
will share ideas aloud as a class.
- Intro to Importance: The students will do a reading about the importance of proper bridge design and the
implications of when designs fail in the context of the 35W bridge collapse in 2007. And an article that describes
about 80% of MN bridges are not structurally sound and the implications of this on our city.
Middle:
Topic 1: Bridging the Gaps: Intro to Bridges
- Background Knowledge: The students will follow along with guided notes.
o Bridges serve as important aspects of commerce, urban development and social life. Bridges also impact
cultural and environmental development. Some bridges even serve as national landmarks, symbols of the
respective cities. Just as the Eiffel Tower in Paris, draws worldwide interest and testifies to engineering
excellence, many bridges leave a similar impression and maintain a magnificent presence. For example,
Golden Gate Bridge in San Francisco, the Tower Bridge in London (see Figure 2), or the Brooklyn Bridg
New York City. These bridges, when built, caught the attention of the entire nation and the world. Not o
they make possible transport between places for commercial and social purposes, but they bring people
together, serving as significant attractions, generating tourism and pride in one's city. Such bridges becom
symbols of their cities and are certainly unique. Think the STONEARCH Bridge in TC.
o All bridges pass over a different roadway, river, bay, valley, canyon or railroad tracks. All of these obsta
are different and therefore the bridges that cross them must be designed for those particular obstacles. In
addition, a variety of geologic and environmental factors must be considered during the design process. T
includes anchoring the foundation, minimizing weathering from local climate conditions and minimizing
environmental impacts during and after construction, which includes sediment and airborne particle cont
o There has been an evolution in the design of bridges to meet the demand of humanity.
- Read aloud: The Horatius at the Bridge story. We will read the story aloud as an introduction to the Bridges un
providing a social and historical example of the impact of one bridge on a community of people. The reading is s
up into 4 different roles so students can read aloud together. We will read it first alone (7 minutes) then aloud as
class.
o Post Discussion: Ask the students to think about the design of the bridge. How did the bridge impact the
people? Do they think the bridge was rebuilt after the war? How might engineers design the bridge diffe
to protect the city better?
- Background Knowledge Continued: The teacher will discuss the different types of bridges, including Beam/Tr
Bridge, Arch Bridge, or Suspension Bridges and how they are built to deal with compression and tension put on
bridge. The teacher will provide real life examples of these different bridges that are throughout the TC: Truss B

(35W bridge), Arch Bridge (Stonearch bridge), and Hennepin Avenue Bridge (Suspension Bridge). The students
write notes and draw in the different types of bridges into their notebook.
Walk around: There will be three different pictures of the three different types of bridges around the room. The
students will move around the room and write down their observations of the different bridges and write them on
posters.

Topic 2: Bridge Types compression + Tensile forces

- Discussion: Where were these bridges located? How could an engineer know what type of bridge to build?
- Group Lab and Worksheet: The groups will complete a lab and worksheet that allows them to learn about the
features of the different types of bridges and the forces that are acting upon them. Then students are able to comp
mini-lab in groups of the different types of bridges using the following materials. While doing the lab students w
answering comprehension questions.
Each group needs:
- 1 small sponge (or flat eraser)
- 1 dark ink pen or marker
- 1 strip of cardboard or poster board (1-in wide x 11-in long; 2.5-cm wide x 28-cm long)
- 1 10-foot (3-m) piece of string or small diameter rope
- 1 11-foot (3- or 4-m) piece of rope
- Several textbooks (at least four)
End- Post-Assessment: Engineering Scenarios: Engineers use their knowledge of bridge types to select the most approp
design for a new area. Have students discuss in pairs and share with the class which bridge types they would choose for
transportation through the following scenarios:
- A river that is 300 feet (91 m) wide. (Answer: A truss or arch bridge.)
- A ravine that is 1,000 feet (305 m) across. (Answer: A cable-stayed or arch bridge.)
- A body of water that is 10,000 feet (3,048 m) across. (Answer: A suspension bridge.)
- A small patch of swampy land. (Answer: A truss or arch bridge.)
- A waterway in which tall ships must pass through. (Answer: A suspension bridge.)
End: The students will fill in the learned section that from the KWL chart they started at the beginning of the lesson.
Homework: Create a fictional story, comic, drawing or video about what would happen if our modern society did not h
any bridges.

g the
ing Design
o Solve a
Bridges

: Bridge Cost +
Design

: Practice
ing cost +
bridge designs

: Called to
create a bridge
t cost amount

ARD 6.1.2.2.

Begin:
-

The students will start the class period by having a short discussion: Have you ever thought about how m
it costs to build a bridge?
o Old: Show a picture of the stone arch bridge in Minneapolis that was built in 1883. How much y
think it cost to build this bridge? The students responses will be written on the board and as a cl
we will decide what is the average guess. (Answer: $16.5 million)
o New: Show a picture of the old I-35W bridge and the new bridge. How much you do think it cos
rebuild this bridge? The students responses will be written on the board and as a class we will d
what is the average guess. (Answer: $234 million)
o With comparison of the prices of building the bridges, ask students what the trend they see in the
difference in prices? (Answer: the bridges that were build later (are newer) were more expensive
build.
o OVERALL: Bridges are expensive. As part of designing and constructing bridges, engineers pay
attention to the cost of a bridge. They must find a balance between the cost and size and materia
design and safety of a bridge. If we had unlimited funds to build a bridge, it would be easy to ov
design it to be able to handle just about anything. However, most communities do not have unlim
money. So, engineers come up with a best design, one that best meets the requirements for the b
with careful consideration for the cost to build it and safety.
- Usually, different engineering teams (companies) create bid proposals for a bridge project that each inclu
estimate of what it would cost to build their design. The company or city who is hiring the engineers cho
the design that best fits their needs and is within their budget. Then, the chosen engineering firm must m
sure to design a bridge that can be built within the estimate they proposed.
o Ask students: What factors might be most important to consider in estimating the cost of a
bridge? (Collect student ideas and put on anchor chart paper; possible answers: cost of prelimin
studies to gather information on the site, choice of materials, amount of materials used, cost to
transport materials, construction equipment, costs to re-route traffic, cost of labor, costs for desig
construction management.)
- Direct Vocabulary instruction: Revisit the idea of criteria and constraint. Present the definition and
examples of each. Then have the students come up with their own example and have a few share aloud w
the class. (For example: To be on the US Olympic Soccer team the criteria are: you have to be a US citiz
you have to be above 16 years old, & you have to be healthy. Some constraints are (1) your talent level,
what program you played, (3) time period that you have to dedicate to practice, & (4) cost of equipment
Middle: Lesson 1: Show me the money
o Student Notes: Students will take the notes on the following information on guided notes
o Several factors influence bridge cost. First (and sometimes foremost) is the type and amount of material
For example, a bridge with beams and girders that are half the size of another bridge, with everything els
being equal, would be less expensive.
o Another important factor is the labor required to build a bridge. In some locations, this can be the most
important factor if the cost of labor is very high. In this case, keeping labor costs down by using fewer b

members can be cost effective. However, using fewer members may require them to be larger, which ma
affect the bridge design.
o Other factors include the cost to transport materials (trucks, ferries), equipment to build the bridge (such
cranes), and other expenses such as environmental and preliminary studies, traffic re-routing, and
administrative expenses such as hiring engineers to design the bridge and manage its construction.
o Due to the huge cost of designing and building a bridge, it becomes important to justify why the bridge is ne
If a bridge is going to cost hundreds of thousands of dollars or more, then the need for and use of the bridge
be researched, as well as the safety of the bridge for its intended use. This brings us back to the task of identi
the purpose and requirements of a bridge for a particular location, for the role of connecting people to resour
places and other people.
o We want bridge designs to stay within the budget for completion. Sometimes, if a bridge project estimate is
than the available budget, the building is delayed until additional funds can be found. Other times, money is
in from other ways, like through taxes or tolls on the people in the community. Engineers intend to create bid
proposals that are realistic; however, sometimes environmental factors can influence an intended design and
the costs of the final product. Above all, the safety of the bridge is the most important feature that engineers
to make sure is not compromised.
o There are various other constraints to designing a bridge in addition to the cost constraint. Design constraints
a major role in influencing the bridge project. Among these constraints include, the span of the bridge and its
weight. The bridge length may be limited depending on bridge type (i.e., beam, arch, suspension or truss brid
or bridge material (i.e., steel, concrete, timber). Additionally, environmental constraints are considered. Engi
must consider whether they are building in environmentally sensitive areas and consider noise and air polluti
during construction. Also, traffic and pedestrian access as well as overall bridge operation need to be conside
Furthermore, legal constraints are considered such as ensuring laws, regulations or building codes are abided
- Activity: Total Bridge Cost Worksheet. The students will complete a worksheet on the total bridge cos
pdf). This will allow them to practice determining the total cost of a bridge from the amount of material
needed. The teacher will model how to read and fill in the worksheet by modeling question 1 for the clas
Then as a class we will do number 2 and then the students will do numbers 3-5 on their own or in partne
After 15 minutes, we will share answers aloud and students will model/explain how they got their answe
each section.
Middle: Lesson 2: Cost Comparisons Hands-on Activity (60 minutes)
- Think/Pair/Share: What factors influence bridge cost? The students will spend 5 minutes thinking of resp
and sharing with their table mates. Then the students will share their ideas aloud with the class and the id
will be written on the board.
o The teacher will review some of the factors and add anything that may be missing. First (and
sometimes foremost) is the type and amount of material used. With everything else being equal,
bridge with members that are half the size of another bridge is less expensive. Another importan
factor is the construction labor. In regions where the cost of labor is very expensive, this can bec
the most important factor in a bridge's cost. In this case, keeping labor costs down by using fewe
bridge members can be cost effective. However, using fewer members may require them to be la

1.

2.

3.
4.

which may affect the safety of the bridge design. More and more, the large steel and concrete
members are being pre-fabricated off-site where labor costs are more affordable, and then the br
constructed on-site more quickly, with less disruption to the community. Cost to transport mater
[trucks, ferries], construction equipment [such as cranes], environmental and site studies, traffic
routing, administrative expenses [engineers to design the bridge and oversee its construction].)
- Introduction to activity: the city of Saint Paul just issued a request for proposals to create a new
transportation bridge connecting Saint Paul to Minneapolis across the Mississippi river. Working in
engineering teams, we will prepare a proposed budget for building their bridge. We will estimate the am
of materials required to make a bridge member (beam) out of concrete and again out of steel. From this,
calculate the costs to make it for different beam sizes. We will graph the results and prepare a proposal f
Saint Paul city planners to pitch our design to be the one that is chosen for their new bridge.
o Give out materials: (1) Cost Comparisons Worksheet and Bridge Proposal Worksheet (one per p
(2) pencils, eraser, and calculator.
Procedure:
With the Students
Before handing out the worksheets, review with students the key factors that influence the total cost of construct
bridge. Explain that today they will be solving for the cost of a concrete and steel girder used in a bridge. For two
different materials, they will determine how the size of the girder changes the cost of the girder. They will use th
information to create a mock budget proposal for the city of Saint Paul.
Hand out the Cost Comparison Worksheets to student teams. Have them begin by calculating the volume of mate
for each type of beam. Then, have students complete the charts by filling in the cost per beam of concrete or stee
Have the students graph their results. First, the teacher will model for the students how to complete the workshee
doing the first row. Then the teacher will have the students do the second row and compare answers as a class. F
the students will do the rest of the questions in their engineer teams. Graph the results as a class.
Engage the class in a discussion to compare worksheet results. Compare the different costs of the girder and how
cost changes depending on its material and size.
Finally, have student teams complete the Bridge Proposal Worksheet. This includes creating an engineering fir
name, sketching their bridge design, estimating the cost of materials, equipment and labor for the project, and
explaining why their design should be chosen. If time permits, have student teams present their proposals to the c

g the EDP to
a bridge to solve
m

Engineering Design Challenge (multiday)

1. The students will be introduced to this challenge by reading a memo from the city of Minneapolis for the creatio
sturdy bridge to replace the I35W bridge that crosses the Mississippi River.
2. The students will then be given the challenge and the list of requirements including the criteria and constraints, m
representations, testing and evaluation, and refining the design. They will also be given a project timeline: (1) Id
what you know and dont know, (2) materials testing, (3) build prototype, (4) determine cost & weight capacity,
(5) project evaluation (testing the prototype).

ARD 6.1.2.2.

Overview of lesson:
a. The students with their group mates will look at the engineering request letter from the City of Saint Paul and de
what they need. They need to create a bridge that spans a distance of 10 inches (25 cm) and that can hold the mo
weight. Has to have a place to securely hold a small cup in the center of the bridge. Weight will be added to the c
until the bridge collapses. Constraints: Cannot touch the water, cannot be taped to wooden structure it will be sitt
on, only have $100 dollars to buy materials you may need, and you will only have one class period (45 minutes)
build your project. They will fill out the information in a handout.
b. They will be presented with the materials that they can choose from and the prices of each piece of material. The
students will be given the opportunity to draw out a plan for their bridge and fill out a cost sheet to turn into the
teacher for the materials that they want to purchase.
c. The next, day they will be given the period with the materials theyve purchased to build a prototype model and
the bridge to see how much weight it can hold. Once this is complete they will complete a reflection that will ask
about how the bridge design process went and to make observations. Then they will be given an opportunity to
redesign their bridge. They will then submit their final cost sheet where they will order their materials.
d. The students will then have the next period to create their redesigned model.
e. The next period, the students will test their bridge with weight and then evaluate the effectiveness of their bridge
how much weight it could hold. Then they will fill out their project evaluation and present it to the class.

of an
ed System

MARK:
Impact of
red Systems

a common
ed system and
its impact on
life of humans.
mple:
ation, cell phone
obile.

nit Assessments
ARD 6.1.2.1

ARD 6.1.2.2.

Begin:

Group Introduction. Think/Pair/Share style. The class will discuss engineered systems and what makes them engineere
come up with a list of systems that they have contact with in their lives. What is the most common engineered system tha
use?

Discussion Groups: The class will be split into four different groups. One reading each of the 4 different stories. The stu
once they have read the stories will get into 4 discussion groups (2 per story). Before doing the discussion we will discus
group norms for discussions. The students will have set discussion questions to work off of. Then students will have th
opportunity to bring up their own questions/ideas. To summarize the discussions, there will be one person per group that
stand up to share two things that the group talked about that were the most important and summarize the reading for the c
- https://newsela.com/articles/migrants-techsavvy/id/12076/
- https://newsela.com/articles/gadgets-pollution/id/2402/
- https://newsela.com/articles/emoji-miscommunication/id/16774/
- https://newsela.com/articles/applefbi-procon/id/16224/

Presentations:
- Students will work in pairs to choose a piece of technology that has changed over time (phones, TVs, computers
etc). They will have to create posters that list three positive impacts of the technology and three negative impacts
the technology overall. Then compare and contrast the present-day version of the technology to the older version
They will write down the positive and negative features of both. The students will self-assess their poster and
understanding based on a specific rubric that will be designed by the students and teacher and then will present t
posters to the class where they will be graded by the teacher on a rubric.

Exit ticket: What is one engineered system that you or your families use? Why or how is it important?
HW: Do a FlipGrid video where the students ask their family members what is the most important engineered systems o
pieces of technology? And how has this changed over the years? Why is it important to them?
Link Resources:
http://www.washingtontimes.com/news/2014/dec/31/cell-phones-promote-serious-social-psychological-i/
http://www.cnn.com/2012/09/10/tech/mobile/our-mobile-society-intro-oms/
http://www.medicaldaily.com/5-reasons-why-cellphones-are-bad-your-health-2476244
http://www.pbs.org/newshour/bb/how-your-cellphone-is-silently-disrupting-your-social-life/
The test will incorporate multiple choice and free response
- What engineered system would you create?

d From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
0-87120-313-8 (ppk)
YOU WILL DO THE NEXT SECTION (ON THE NEXT PAGE) AFTER YOU HAVE DESIGNED YOUR CURRICULUM.

GAIn Connections
(What, if any, is/are the GAIn
finding(s) you will focus on?)
(How do the activities address GAIn
connections?)

Student-Level Connections
(from Student Identity Profiles and Student
Interviews)
(What, if any, is/are the Student-Level
finding(s) you will focus on?)
(How do the activities address Student-Level
connections?)

Group-Level Connections
(from your Group-Level Identity Profile [y
shared Google Doc] and any additiona
sources)
(What, if any, is/are the Group-Level findin
you will focus on?)
(How do the activities address Group-Level
connections?)

The lesson allows for discussion,

group problem solving, and
incorporates video technology. This
connects to the GAIn findings
because students are able to extend
their thinking when talking to others
rather than waiting for a right
answer from me. The more visual
learners are more successful when
they are able to incorporate videos
into the lesson. (GAIn 1 &3)

Students are able to think about engineering in

the context of being invited to the Rio Summer
Olympics for a soccer game. This connects to
the students and my interests in athletics,
specifically soccer.

From the findings this focuses on more discu

based activities, which is important within S
Culture. Through discussions all students can
share their ideas and opinions. Further, the
students are able to engage with athletic conc
which is important within their community.

More students become engaged with

the lesson when they are doing a
hands-on activity that empowers
them to work in groups to create
something (GAIn 1 & 3)

Many students mentioned that they enjoyed

doing hands-on activities where they were able
to create something new. Through these
projects they are able to design and build
projects in teams.

From the reading, it was clear that Somali

Immigrants are strong entrepreneurs and enjo
creating things. As such the hands-on buildin
building and bridge and creating the differen
bridges activities connect to this interest.

Broader context for WHY we are

learning what we are learning and
how it has an impact on the
community/world. This allows form
more varied question levels during
discussion and overall participation
by ALL students. (GAIn 2)

Some of my students requested doing more

projects that include real-world implications for
the content. Others requested doing more
discussions.

This connects to gain findings as

many students mentioned in GAIn 1
that the enjoyed using technology
and that is what they often do at
home.

Students mentioned that they enjoyed

completing presentations and sharing them with
the class. Within this lesson they will be
creating posters on technology that they will be
able to share with the class.

In the Somali community, the people enjoy

discussions and sharing their ideas while wo
in groups. This provides the students with th
opportunity.

The students enjoy being creative and having

the chance to tell and listen to stories.

The Somali community values storytelling in

their culture and through this activity the stu
are able to learn about the importance of the
bridge through a story. On the other part of t
lesson, they are able to create a story for thei
homework assignment.

The students talked about how important family

is to their culture and their community. This
lesson includes their families into the
discussion on the content.

Family is very important to the Somali

community, thus the activities of having a fa
member come in to talk about Engineering a
doing a Flipgrid asking for their opinion on a
subject brings their ideas into the classroom.

Students talked about how they enjoy doing

presentations and teaching the class about
different topics (being the experts on a topic).
This lesson allows them to teach the class about
the evolution of different pieces of technology
and the positive and negative aspects of them.

The Somali community values discussions a

sharing knowledge with others. This present
allows them to gain new knowledge and shar
with others.

Incorporation of families into the

classroom. As a part of all GAIn
reflections, I noticed that family
inclusion into the lessons make the
content more meaningful to
students.

Summary and Reflection

e a summary of how the lessons/activities in this unit connect to GAIn findings. Provide specific examples and support with evidenc

sons and activities in this unit connect to the GAIn findings because the unit is centered around the students and their interests and strengths.
s are able to complete discussions and relate the content to their lives, allowing more people to have the opportunity to communicate their id
ate (discussion on engineering, reading discussions, etc.). This connects to GAIn 2 findings where the presence of student voice needed to b
ed. Further the students have the opportunity to do more hands-on learning activities through the building of the building and the bridge, whi
s to findings that came from the recorded discussion (GAIn 3).
GAIn findings as your evidence, explain why you think these activities will help your students learn and communicate science.]

e that these activities will help increase student learning because it provides multiple ways of learning for the students, including discussions
ations and hand-on lab activities. These activities are modified to the needs and strengths of the students as realized through the GAIn reflec
ctivities will allow for the students to gain a better grasp of the content that will be longer lasting for the students. The discussions will allow
s to gain different ways of communicating the science knowledge that they are gaining. The better understanding of the content and the incre
nication strategies for talking about science will allow the students to be more confident in the understandings and sharing them.

e a summary of how the lessons/activities in this unit connect to Student-Level findings. Provide specific examples and support with
e.]

s expressed that they enjoyed completing hands-on activities or presentations to learn materials and share expertise with the others in the cl
s are able to do this through the hands-on building the strongest building, completing the bridge challenge, and then doing research and
ations on engineered systems. By doing these activities the students are able to work together in groups to develop their understanding of the
(as desired by the students). Further, the students mentioned how important their families are to their lives, which are done in this unit by br
to talk to the class and incorporating them on the FlipGrid discussions. Finally, the students mentioned that it is important to them to have
es that connect to their interests and connect to their lived experiences, as done through examples in the class and extension/homework activ

Student-Level findings as your evidence, explain why you think these activities will help your students learn and communicate scien

ctivities will help students learn and communicate science because it allows the students to be able to contextualize science into real-world
ions so that it will have a higher rate of retention. The students will be able to connect the content to their lives by bringing in their own
nces rather than having the content be an abstract idea. This will motivate students to become more engaged in the topic.

e a summary of how the lessons/activities in this unit connect to Group-Level findings. Provide specific examples and support with
e.]

vities connect to group-level findings in that within the Somali community, they value family involvement, discussions and creating things
rs). The Somali culture is an oral culture and through different types of discussions (small group, large group, think/pair/shares, presentatio
ents are able to use their communication strengths. Further, family is essential to their lives thus including family opinion and experiences c

er students and their families to invest in the content. This is done through the family coming into the classroom and the Flipgrid activities. T
s experiences are valued and supported.

Group-Level findings as your evidence, explain why you think these activities will help your students learn and communicate science

hat these activities will allow the students to learn and succeed more in science because they will feel that their knowledge and values are
nt and included in the classroom. This will make them more likely to invest in the content. For example, family is essential to their lives and
ng family opinions and experiences can empower students and their families to invest in the content and dedicate time to learn the content. F
g more informal assessments that are discussion based allow the students to be able to be more confident in their content knowledge and exp
y that they are comfortable.