WV State Standards: Math: M.O.7.4.1, M.O.7.1.3 National Standards:  Math: 1, 3, 4 Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation 21st Century Skills: Creativity and Intellectual Curiosity, Critical Thinking and Systems Thinking, Problem Identification, Formulation, and Solution, Thinking and Problem-Solving, Communication, Interpersonal and Collaborative, Social Responsibility, Self-direction, Accountability and Adaptability

Overview:

In this lesson students will build a model bridge.  In order to do this successfully, they must meet all design requirements, be cost efficient, and build the bridge within the allotted time.  Once students have completed the construction of their bridge, they will test them to determine if they meet minimum load-bearing requirements and other specifications. Students will determine who has built the “best” bridge using a rubric.  

Objective(s):

M.O.7.4.1 select and apply an appropriate method to solve (including, but not limited to, formulas) justify the method and the reasonableness of the solution, given a real-world problem solving situation involving

• perimeter
• circumference
• area
• surface area of prisms
  (rectangular and triangular)
• volume of prisms and cylinders
• distance and temperature
  (Celsius, Fahrenheit )

M.O.7.1.3 using simple computation and problem-solving situations, demonstrate fluency and justify solutions in performing operations with rational numbers including negative numbers for

• adding
• subtracting
• multiplying
• dividing

Time Required:

Two 45 minute class periods

Pre-Requisite Skills:

Students should be able to measure distances and follow a drawing plan.

Calculators for each collaborative pair

Materials List and Requisition

1. Provide students with a materials requisition form listing the available materials and costs associated with the requisition.
2. Have students complete requisition form based on scale drawing.
3. Have students collect materials from the general contractor (teacher), keeping a running total of money spent on materials.  Make sure you check off the materials as they are collected.
4. Remind students that as the project engineer they must make the “best” bridge possible while keeping strength, cost, and construction time in mind.
5. After students construct their bridges, have them test them to see if they will support the minimum load.  Bridges that do not meet the minimum design and load requirements can be rebuilt as time allows.
6. Have students consider the following questions after construction:

• How well does your constructed bridge compare to your working drawing?
• Did you initially purchase enough materials to complete your bridge design?
• Did you initially purchase too much material to complete your bridge?
• Did your bridge meet minimum design requirements?
• What is the total number of Hot Wheels cars your bridge was able to hold?
  
Differentiated Instruction:

Many learning styles and intelligences will be addressed in this lesson including linguistic, intrapersonal, interpersonal, math/logic, spatial, and kinesthetic. 

Sample Student Products:



21st Century Assessment:

The assessment for this lesson is the completed bridge.  This rubric may be helpful in assessing the project.