March 29, 2017 Jonathan Bacon

Chatham Lesson Plan Format

Type of Lesson: Science Bridge Components

Grade: 5

Big Idea: Bridge building requires problem-solving strategies and critical thinking while connecting what is
taught in the classroom and real world applications. Sometimes, success in college and career requires
following rules (think of physics laws, Theory of Relativity), conforming to standards, and working as a group.

Essential Question: How can I use practical and theoretical knowledge to solve a problem?

Academic Standards: CCSS 3.4.5.C1 Explain how the design process is a purposeful method of planning
practical solutions to problems.
CCSS 3.4.5.C2 Describe how design, as a dynamic process of steps, can be performed in different sequences
and repeated.

Objective & Activity to Reach Objective: I will be able to determine the essential components of a bridge.

Materials:
Science journal
Internet
SMARTboard

Procedures:
Beginning/opening of Lesson:
Motivational Opening
o Show students a video of bridge construction.
Activation of Prior Knowledge
o Start the lesson with a competition between the groups to identify the type of bridge that is being
displayed on the screen.
Statement to the Students of New Learning That Will Occur
o Today, we will understand the components that are needed to construct a successful bridge.

Middle of Lesson: (I DO, WE DO, YOU DO Model)

Direct Instruction (Modeling, etc.)
o Have students fill out a diagram of a bridge with the components that are needed for that type of
bridge.
Guided Practice
o After completing the diagram, have students work with the teacher to label other diagrams of
different types of bridges.
Independent Practice
o Have students discuss which bridge type the think would be best to construct for their
competition.
Closing of Lesson (student summary):
Tell students that they should take a look at what type of recyclable materials they have in their home to
build a bridge because on the following day we will be looking at materials for constructing our bridges.

Evaluation (measurable):
E.M. Ashburn
March 29, 2017 Jonathan Bacon
Complete informal assessment of students as they fill in their diagrams for the bridge components and
types.

Differentiation:
For students who had trouble learning the concepts:
o Provide scaffolding for students to work in pairs or in small groups to complete the assignment.
For the students who require a challenge:
o Ask students to research more bridge design types.

E.M. Ashburn