Project overview

 

STEM Project

Building a Bridge

6^th primary school of Nea Ionia, Athens, Greece

1st and 6th grade

School year 2023-24

 

Teachers

Stavroula Lada, Vanessa Papalouka, Vyron Kostikas, Elena Tatsi, Maria Zerefou

 The project is shared in the 2024 STEM Discovery Campaign of Scientix.

You may check our participation HERE!

Grade

1st and 6^th grade of Elementary school

Driving Question or Challenge

How can we design and build a bridge that can hold objects of different weights?

Real-world Context

In the real world, engineers and architects use their knowledge of science, technology, engineering, and math (STEM) to design and construct bridges that are safe and sturdy. By engaging in this project, students will explore the basics of bridge design and gain an understanding of the engineering principles involved.

Figure 1Millau Bridge-southern France

In-depth Inquiry

Students will dive deep into the content by investigating different types of bridges, exploring materials that can be used for construction, and researching the forces that act on a bridge. They will ask questions, conduct experiments, and explore multiple perspectives to develop a strong foundation of knowledge.

Learning objectives

-The students will be able to

·      · identify Bridge Types, using interactive graphics and straightforward explanations. Students will learn about the many types of bridges, such as beam, arch, and suspension.

·     ·   explore Materials through practical exercises. Students will investigate common building materials (such as cardboard and popsicle sticks) and determine their qualities and applicability for building bridges.

·     ·   understanding Forces by describe the fundamental ideas behind forces like push, pull, and weight and provide a brief explanation of how they impact bridges.

·     ·   find basic Engineering principles by using developmentally appropriate examples, like as toys or building blocks, introduce fundamental engineering principles like stability, balance, and strength.

·    ·    develop creativity and Problem-Solving by using the materials given to design and build their own small bridges in order to foster their creativity and problem-solving abilities.

·    ·    communicate Skills: In small groups or pairs, exercise fundamental communication skills by discussing their bridge designs and exchanging ideas with peers.

·    ·    develop reflective Practice by conveying what they have learnt through simple verbal thoughts or drawings to promote reflective practice.

Student Choice

Throughout the project, students will have the freedom to make decisions about the design of their bridge and how they will present their findings. They can choose the materials they want to use, experiment with different designs, and decide how they want to showcase their bridge to their classmates.

ICT

Students create bridges and use microbit controllers for moving parts of the bridge.

Reflection

Students will regularly reflect on their learning process, what they are discovering about bridge design, and how they are growing in their understanding of engineering concepts. They will have opportunities to journal, discuss their progress with peers, and reflect on their successes and challenges.

Critique and Revision

A culture of feedback will be fostered, where students will provide constructive criticism to their peers' designs and receive feedback on their own work. They will use this feedback to revise and improve their bridge designs, promoting a growth mindset and continuous improvement.

Public Product

Students will produce a tangible product - a model bridge - that they can share with a broader audience. They will present their bridges to their classmates, showcasing their design choices, explaining the engineering principles applied, and demonstrating the strength to hold different weights.

Collaboration

During the project, students from 1^st and 6^th grade will have opportunities to collaborate, pooling their collective skills, insights, and strengths. They can work in teams to brainstorm ideas, share resources, and support each other in the construction and testing of their bridges.

Teacher Facilitation

The teachers for the 2 grades will serve as a facilitators rather than the primary source of information. They will guide and mentor students throughout the project, providing scaffolding and support as needed. The teachers will encourage inquiry, critical thinking, and problem-solving skills, fostering a student-centered learning environment.

Interdisciplinary Connection

This project will bridge multiple subject areas, incorporating elements of science, math, engineering, and art. Students will apply their understanding of measurement, geometry, forces, and materials to design and construct their bridges. They may also explore the aesthetics of bridge design, integrating art concepts.

Materials

1.      Craft sticks (popsicle sticks)

2.      Playdough or modeling clay

3.      Straws

4.      Cardboard

5.      String or yarn

6.      Tape

7.      Scissors

8.      Markers

9.      Small toy cars or objects for testing bridges

      Books or online resources about bridges       

      Poster board or construction paper

      Glue

      Ruler

      Microbit

      Gigo bricks

Assessment

Assessment will be both formative and summative, with a focus on student understanding and the development of skills. Students will be assessed through formative checks, such as observations during collaboration and discussions, as well as summative assessments, including rubrics to evaluate the strength and design of their bridges. The final presentations will provide an opportunity for peer reviews and self-reflection.

 

Rubric for Self-Assessment

 

Criteria	Excellent (3)	Good (2)	Fair (1)	Poor (0)
Bridge Design and Construction	Constructs a sturdy and creative bridge that effectively spans the gap and supports weight.	Constructs a bridge that adequately spans the gap and supports weight, with some room for improvement.	Constructs a bridge that partially spans the gap and struggles to support weight.	Constructs a bridge that collapses or cannot span the gap.
Research and Understanding of Forces	Demonstrates a clear understanding of the forces that act on a bridge and effectively applies this knowledge to the design process.	Shows some understanding of the forces that act on a bridge and attempts to apply this knowledge to the design process.	Demonstrates limited understanding of the forces that act on a bridge and struggles to apply this knowledge to the design process.	Shows little to no understanding of the forces that act on a bridge.
Collaboration and Teamwork	Actively collaborates with group members, listens to others' ideas, and contributes positively to the group.	Collaborates with group members, listens to others' ideas, and contributes to the group effort.	Occasionally collaborates with group members but may struggle to listen to others' ideas or contribute to the group effort.	Does not collaborate with group members or contribute to the group effort.
Presentation Skills	Presents ideas clearly and confidently, effectively communicating the design process and reflecting on the project.	Presents ideas clearly but may lack confidence or struggle to communicate aspects of the design process or project reflection.	Presents ideas with some difficulty, struggling to communicate aspects of the design process or project reflection.	Unable to present ideas clearly or communicate aspects of the design process or project reflection.

Top of Form

 

Resources

·        Building Bridges: Picture Books for My STEAMers – Line upon Line Learning (rebeccareid.com)

·        Books about Bridges