Symbols: There are many symbols that students will need to differentiate when building their bridge. They will need to know many math symbols in formulas, working with degrees, measuring, and knowing what X and Y mean on a coordinate plane. Students will need to know what information they have and what information they are trying to find to use the appropriate formulas.

Discourse: Students will need to navigate web pages to find information on the topic. They will need to use a computer program to sketch their bridge drawing in 3-D. They will need to translate their drawing into a physical model.

Cognitive Process: Students will need to research information, analyze different forms of data, hypothesis what is the best bridge design, create their bridge using computer software, build their bridge physically and present their information to an audience.

Authentic Problem: Donna is ready to build a bridge that will cross the Rio Grande River into Mexico. As an engineer, it is your job to research, plan and build a model that could be used to build the bridge across to Mexico.

Strategies: Students will research, analyze, hypothesis, design and create.

Structures:A designer,tools,shapes,enviroment math, science, art, engineering, measurement, geometry, patterns.

Processes: research, build, learn, collaborate, problem solving, innovation, reasoning.

Discourse: varied forms of bridges: truss, suspension, beam, arch.

Searching for Information: Students will search for information using the school library and internet. There are many books in the school library that have information about bridges and the internet can be used to supplement that information. Students will need to use the internet to get information from news papers, magazines, journals and other resources about the region where the bridge is being built.

Sorting and judging information: Students will need to sort what information they will need to construct their bridge. The primary subject that will be judged in the project will be math; students will need to sort between factual relevant information that will help their bridge construction and political, environmental and bias opinions on the subject.

Creating and Communicating: Students will be able to test their information by creating a 3-D drawing on Sketch up and building a physical bridge. They will need to communicate why they chose their design, why they think it is the best choice and what potential problems they may face.

A1. Students will work in groups and select a name for their construction company.

A2. Research who constructs bridges, how and why.

A3. Use Google Sketch-Up to draw a bridge in a 3-D space

A4. Build a physical representation of their bridge.

A5. Compete with classmates to see what bridge will hold the most weight.

B1. Students will research who builds bridges and what subjects the use to build them.

B2. Students will complete a vocabulary search for different definitons about bridges.

B3. Complete research on types of bridges and what they are used for.

B4. Learn about different geometry used in bridges.

B5. Learn about forces that affect bridges.

B6. Learn about different angles that are used in bridges.

B7. Guest speaker (engineer, architect or other professional)

C1. Students will create a report on what kind of bridge they will build and why.

C2. Plan their bridge design.

C3. Build their bridge with provided materials.

S1. Students reports will be presented to the class.

S2. The students will have their bridges displayed.

S3. The students will compete to see what bridge is the best.

Math

(6.4) Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. The student is expected to: (A) use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area; and (B) use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.

(6.5) Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation. The student is expected to formulate equations from problem situations described by linear relationships.

(6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to: (A) use angle measurements to classify angles as acute, obtuse, or right; (B) identify relationships involving angles in triangles and quadrilaterals; and (C) describe the relationship between radius, diameter, and circumference of a circle.

(6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to: (A) estimate measurements (including circumference) and evaluate reasonableness of results; (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight; (C) measure angles; and (D) convert measures within the same measurement system (customary and metric) based on relationships between units.

Technology

Technology §126.12.Technology Applications (Computer Literacy), Grades 6-8. (a) General requirements. Districts have the flexibility of offering technology applications (computer literacy) in a variety of settings, including a specific class or integrated into other subject areas. (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings; (B) create and edit spreadsheet documents using all data types, formulas and functions, and chart information; (C) plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting; (D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics; (E) create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats; (F) differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications; (G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge; (H) use interactive virtual environments, appropriate to level, such as virtual reality or simulations; (I) use technical writing strategies to create products such as a technical instruction guide; and (J) use foundation and enrichment curricula in the creation of products.

Internet

Google Sketch-Up

Print/books

Web sites

Literacy:   

Symbols: There are many symbols that students will need to differentiate when building their bridge.  They will need to know many math symbols in formulas, working with degrees, measuring, and knowing what X and Y mean on a coordinate plane. Students will need to know what information they have and what information they are trying to find to use the appropriate formulas. 

 Discourse: Students will need to navigate web pages to find information on the topic.  They will need to use a computer program to sketch their bridge drawing in 3-D. They will need to translate their drawing into a physical model.

 Cognitive Process: Students will need to research information, analyze different forms of data, hypothesis what is the best bridge design, create their bridge using computer software, build their bridge physically and present their information to an audience.

Problem-Solving:

Donna is ready to build a bridge that will cross the Rio Grande River into Mexico. As an engineer, it is your job to research, plan and build a model that could be used to build the bridge across to Mexico.

Knowledge:

Structures: A designer,tools,shapes,enviroment math, science, art, engineering, measurement, geometry, patterns.

Processes: research, build, learn, collaborate, problem solving, innovation, reasoning.

Discourse: varied forms of bridges: truss, suspension, beam, arch.

Using Information:

Community:

Authentic Activities:

A1. Students will work in groups and select a name for their construction company.

A2. Research who constructs bridges, how and why.

A3. Build a physical representation of their bridge.

A4. Compete with classmates to see what bridge will hold the most weight.

Background Building Activities:

B1. Students will research who builds bridges and what subjects the use to build them.

B2. Students will complete a vocabulary search for different definitons about bridges.

B3. Complete research on types of bridges and what they are used for.

B4. Learn about different geometry used in bridges.

B5. Learn about different angles that are used in bridges.

B6. Learn about forces that affect bridges.

Constructing Activities:

C1. Students will create a report on what kind of bridge they will build and why.

C2. Plan their bridge design.

C3.  Use computer software to draw their bridge.

C4. Build their bridge with provided materials.

Sharing Activities:

S1. Students reports will be presented to the class.

S2. The students will have their bridges displayed.

S3. The students will compete to see what bridge is the best.

Contents:

6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. The student is expected to: (A) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers; (B) use addition and subtraction to solve problems involving fractions and decimals; (C) use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates; (D) estimate and round to approximate reasonable results and to solve problems where exact answers are not required; and (E) use order of operations to simplify whole number expressions (without exponents) in problem solving situations. (6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.