This document outlines a lesson plan for having students design and build bridges using various materials. It involves having students first investigate the strength of different materials, then design their bridge using their findings. They would build their bridge, test it under a load requirement, and finally evaluate and present their design to the class. The goal is for students to learn about forces, materials properties, and the engineering design process.

1. http://pixabay.com/en/question-mark-question-response-96288/
Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis

2. Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis
AUSTRALIAN CURRICULUM (Y3/4)
Investigate how forces and the properties of materials affect
the behaviour of a product or system (ACTDEK011)
Investigate the suitability of materials, systems, components,
tools and equipment for a range of purposes (ACTDEK013)
Generate, develop, and communicate design ideas and
decisions using appropriate technical terms and graphical
representation techniques (ACTDEP015)
Evaluate design ideas, processes and solutions based on
criteria for success developed with guidance and including
care for the environment (ACTDEP017)

3. Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis
BRIDGE DESIGN INVESTIGATION
Aims:
Students investigate the strength of materials (ACTDEK013)
Students investigate different methods of joining and assembling in
order to build a bridge (ACTDEP015)
Students explore how the construction of a bridge effects the amount of
load it can hold (ACTDEK011)
Students evaluate their group’s bridge design in terms of functionality
and aesthetic qualities (ACTDEP017)
Lesson 1: Have a class discussion about bridges. Where have
students seen bridges before? What do they look like? What is
their purpose? Ask students to create a concept map about
bridges using the following sub categories: (1) Used for (2)
Made of (3) Looks like (4) Interesting things I know about
bridges.

4. Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis
Lesson 2-4: As a class brainstorm the functions of a bridge.
What must it be able to do? (ie reach from one side to the
other and support a load). Show students a range of materials
(ie cardboard, toilet rolls, spaghetti, marshmallows, straws,
tooth picks, masking tape, boxes, lego). Place students into
small groups and ask them to discuss what they could do to
test the strength of materials? What could they do to find out
which is the weakest and which is the strongest?
Then ask groups to select 4 materials and design an
investigation to test the strength of each material. Group
investigations need to have an aim, list of materials needed,
method and some sort of way/method of recording the
results. Then students are ready to conduct their investigation.

5. Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis
When conducting investigations I like to let
students use an app called Explain Everything.
The app costs $3.79. It allows students to take
photos, annotate, record audio etc.
If you don’t have the app and have a limited
budget, another great app is called
Educreations. This app has similar
functionalities. However, this app doesn’t
allow you to capture and take recordings off
the iPad.
If you don’t have access to iPads I recommend you try and
access digital cameras of video recorders. Any of these
technologies enable students to capture elements of their
investigation in order to reflect on later.

6. Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis
Rather than asking students to write a reflection about their
investigation I like to ask students to share their discoveries
with the class. Allow each group time to report back to the
class on what they did and what they discovered.
Lesson 5: Place students in small groups and ask them to
discuss what they might use to join materials together in
order to build their bridge? What joining techniques might
they use? Before students begin their discussion show them a
range of materials to select from (ie sticky tape, masking tape,
bluetac, marshmallows, glue sticks, PVA glue, rubber bands).
Then ask students to create a PMI (positives, minuses,
interesting points) chart, and identify a PMI for various joining
materials.

7. Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis
Lesson 6 – 7 : This is the design phase. Let students know that
they have been asked to design a bridge using junk material
(use the same materials which were used during lesson 2 to
5). Give them your design requirements (ie the length of the
bridge and the load it is required to hold). I let students
choose to work alone or in pairs.
Ask students to draw a few bridge designs and label the
materials they might use. This may be completed using paper
and pencil, an app or design software such as Google Sketch
Up 8. Google Sketch Up 8 is free software which can be
downloaded.

8. Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis
Lesson 8-10: This is the making stage. Allow students to make
their bridges. I wouldn’t make students stick to their original
designs. Allow them to re-do, re-build and re-think as they go.
However, I do see the need for a time limit otherwise the
making stage could go on forever. Encourage students to
make and test, test and modify. During the making stage it is
ideal for students to be able to digitally capture the stages of
their thinking.
Lesson 11-12: This is the evaluating and sharing stage. Allow
each student or each pair to share their bridge design with
the class.
Additional online resource: Building Big- all about bridges

9. Forces and
the
Properties
of
Materials
2
Teaching
ideas by
Joanne Villis
COPYRIGHT
I give permission for the following:
Adaptations and sharing of this resources is for educational purpose only. I
do not give permission for commercial use of this work. When sharing or
adapting this work I ask that you give credit to the original creator, Joanne
Villis at http://intertecheducation.edublogs.org/ .These ideas may be used
for non-commercial purposes only. As noted in this PowerPoint, the
inclined plane investigation is not my work. It is the work of Professor
Beaker and a link to the original document has been provided.
Contact details:
http://intertecheducation.edublogs.org/
jvillis@inter-tech.com.au
http://www.pinterest.com/joannevillis/