STEM Lesson Plan

---

Teacher: [Your Name]

Email: [Your Email]

Date: May 12, 2060

Field	Details
Lesson Title	Building Bridges: Engineering Stability
Grade Level	5th Grade
Subject Area(s)	Science, Technology, Engineering, Mathematics (STEM)
Duration	90 minutes

Objectives

1. Learning Objectives:
   By the end of this lesson, students will be able to:

   • Understand and apply the principles of engineering design to build a bridge.

   • Calculate the load capacity of their bridge design using basic mathematical operations.

   • Analyze the strengths and weaknesses of various bridge designs through testing.

2. STEM Skills Targeted:

   • Problem-Solving: Developing solutions to design challenges.

   • Critical Thinking: Evaluating different bridge structures and materials.

   • Collaboration: Working in teams to design and build a bridge.

---

Materials Needed

1. Building Materials:

   • Popsicle sticks (100 per group)

   • Glue (white school glue and hot glue guns)

   • String (for suspension bridge models)

   • Weights (small bags of sand or washers for testing load)

2. Tools:

   • Rulers (to measure dimensions)

   • Scissors (for cutting materials)

3. Technology:

   • Tablets or computers (for research on bridge designs)

   • Presentation software (e.g., Google Slides or PowerPoint)

4. Handouts:

   • Bridge design planning sheet

   • Assessment rubric

---

Lesson Overview

1. Introduction (10 minutes):

   • Begin with a short video showcasing different types of bridges (e.g., suspension, arch, beam).

   • Pose the question: “What makes a bridge strong enough to hold weight?”

   • Discuss the importance of bridges in everyday life.

2. Direct Instruction (15 minutes):

   • Present a brief overview of engineering design principles:

     • Identify a problem

     • Research and brainstorm solutions

     • Plan and build prototypes

     • Test and improve designs

   • Explain how forces (compression, tension, and shear) affect bridges.

   • Introduce the project goal: to design and build a bridge using specified materials.

3. Guided Practice (25 minutes):

   • Divide students into small groups (3-4 students each).

   • Distribute the bridge design planning sheet and allow groups to brainstorm ideas.

   • Walk around to facilitate discussions and encourage the use of math for measuring.

   • After groups finalize their designs, provide materials for the building phase.

4. Independent Practice (25 minutes):

   • Groups build their bridge according to their designs.

   • Remind students to keep track of their calculations for length, width, and height.

   • Once completed, groups will present their bridges and explain the design choices they made.

5. Closure (10 minutes):

   • Conduct a “Bridge Testing Day” where each group tests their bridge’s load capacity.

   • After testing, have a class discussion about which designs held the most weight and why.

   • Reinforce the concepts of engineering and mathematical calculations used during the project.

---

Assessment

1. Formative Assessment:

   • Observe group discussions and participation during the design phase.

   • Use questioning techniques to gauge understanding of engineering concepts.

2. Summative Assessment:

   • Evaluate each group’s bridge based on:

     • Design innovation

     • Strength (load capacity)

     • Presentation clarity

   • Use the assessment rubric to provide feedback.

---

Differentiation Strategies

1. For Advanced Learners:

   • Challenge students to design a bridge that incorporates an additional feature (e.g., a moving part).

   • Encourage them to use CAD software to design their bridge virtually.

2. For Struggling Learners:

   • Provide a bridge template to help guide their construction.

   • Pair them with a peer mentor for support during the design and building process.

---

Reflection

• Post-Lesson Reflection:

  • After the lesson, reflect on what worked well:

    • Were students engaged in the activities?

    • Did they demonstrate an understanding of the concepts?

  • Consider areas for improvement:

    • Were there any challenges in group dynamics?

    • How could the materials or time allocation be adjusted for future lessons?

Plan Templates @ Template.net