RIC-3531 Primary Science - Book D (Digital)

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Bridge Building – 2 Structures – Activity 4 Lesson Focus Outcomes Natural and Processed Materials 2.11 Observes and describes the characteristics of common materials. Indicators • Uses acquired knowledge to build bridges using new materials. • Investigates the role of compression and tension in deciding whether structures stay up or fall down. Skills Focus • Designs and constructs • Communicates • Investigates • Infers Background Information There are a number of ways to make paper rigid. These include rolling, folding, corrugating (like a concertina), angling and by creating shapes. Before the Lesson Materials Needed Paper, tape Preparation Ensure a sufficient supply of paper. Anything from newspaper to photocopy paper is suitable, but the paper supplied to the class should all be the same. Organise the class into small groups. The Lesson Stimulus • Using a single sheet of paper, illustrate the paper’s lack of rigidity by waving it in the air and trying to get it to stand up vertically, unsupported. • Discuss with students what can be done with the paper to make it more rigid. • It is important that students be provided a ‘free-play’ time to get rid of excess excitement related to the new materials. Students could be asked to make as many different shapes as they can. Discuss results. What to Do • Ask the students to build a bridge similar to Lesson 3 using only tape and paper. To complete this activity successfully, students will have to explore different ways of manipulating paper to convert it into rigid shapes. These include: (i) rolling (ii) folding (iii) corrugating (iv) angling (v) creating shapes This activity is more challenging than using straws and groups should be encouraged to use their acquired knowledge from previous lessons and to experiment. • Have students, in groups, experiment with pieces of paper, trying to make them more rigid. • Ask the students to apply knowledge from the previous lessons and the first activity to build a bridge over a 50-cm gap. Discuss rules as in Lesson Three, especially focus on the overuse of tape. This can be controlled by supplying a limited amount of tape to each group. • As a class, decide on a set of rules that each group must abide by while making the paper bridge. Display the rules on the board. • The students build their bridges. • The students complete the activity sheet, identifying the strengths and weaknesses of their bridges. After the Lesson Answers Answers will vary. Additional Activities • Explore tower and bridge building with different materials. • Survey bridges in the local community. What method(s) are used to provide strength and rigidity? • Investigate the different types of bridges (cantilever, arch, beam, truss, suspension etc.). Display Ideas Display the students’ paper bridges. The students can use a word processor to type a recount of their investigation. The text can be placed on coloured card and attached to the wall or folded so that it will stand up next to their creation. 58 PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au ISBN 978-1-925660-54-8 ©R.I.C. Publications Low Resolution Images Display Copy
Structures – Activity 4 Bridge Building – 2 • Use paper and tape to build a bridge between two desks 50 cm apart. 1. 2. 3. Using your sheets of paper, experiment to find methods that make the paper more rigid. Draw each method below. Using your supply of paper, construct a bridge over a 50-cm gap. Draw your bridge below. ©R.I.C. Publications Low Resolution Images Display Copy What are the strengths of your bridge? (What made it work?) What are the weaknesses of your bridge? PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au 59 ISBN 978-1-925660-54-8
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Meeting the Needs of Students Diffe
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Assessment Proforma Name Year Term
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life cycles frogs life cycle of a f
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Life Cycles - Activity 1 Life Goes
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Life Cycles - Activity 2 Life Cycle
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Page 67 and 68: Structures - Activity 1 The Tallest
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RIC-3531 Primary Science - Book D (Digital)

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