Part 1 ­ Logistics

Unit Title: Structures and Forces

Instructional Designers: Halli Conway, Scott Gresham, Stephanie Miller and Kallie Yeats

Subject Area: Science

Grade: 7

Curriculum Strand(s): Unit D: Structures and Forces

Duration: Unit D: Structures and Forces will be taught from middle of October to December. This will include 16, 50 minute lessons.

Rationale: Structures and Forces is a large unit with many key outcomes. WIth the amount of time needed to meet outcomes a desired of at least 40, 50 minute lessons is necessary. This unit will include several activities involving performance assessments. These authentic assessments will require greater times to facilitate. The performance assessments will ensure that the understanding and outcomes of science/tech/society are met. This unit will be administered during the months of Oct.­Dec. This is necessary because other units would be best suited outdoor instruction.

Part 2 – Desired Results

Learning Outcomes: Students will be able to: 1. Describe and interpret different types of structures encountered in everyday objects, buildings, plants and animals; identify

Cross­curricular competencies: Physical Education: Study structures specifically designed for sports, such as

materials from which they are made. 2. Investigate and analyze forces within structures, and forces applied to them. 3. Investigate and analyze the properties of materials used in structures. 4. Demonstrate and describe processes used in developing, evaluating and improving structures that will meet human needs with a margin of safety.

bicycles, running shoes, baseball bats and gloves and hockey sticks. Industrial Arts: Technological problem solving. Can visit Industrial Arts to illustrate one or more of the concepts being studied Social Studies: Investigate the types of structures built by a variety of Canadian and international cultures. Why they chose certain designs chosen, materials use and structural function could be looked at from a variety of point of views.

Knowledge: What knowledge will students acquire as a result of this unit? Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details, important events or people, sequence and timelines, etc.

Skills: What should students be able to do? What behaviors will they exhibit? Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret),

Students will know… ­ Vocabulary ­ Definitions ­ Different materials structures are made of ­ Classification system of structures ­ Different types of joints ­ The difference between compression, tension, bending and shearing ­ Mass, force and weight ­ The importance of safety when designing and building a structure

Students will be able to… ­ Analyze different structures and what they are used for ­ Compare different structures ­ Compare materials used to build structures ­ Classify different structures ­ Build structures based on certains expectations ­ Classify different structures ­ Distinguish between a mobile and a rigid joint

Part 3 – Assessment Evidence

Performance Task: What authentic, relevant task will allow students to show what they've learned during the unit? In the space below, describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real­life situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan.

G ­ Goal The main goal we have for our unit is that the students complete the unit learning/meeting the specific learner outcomes chosen from the Program of Studies. Students will demonstrate a greater understanding of Science, Society and Technology. The students will also feel comfortable working in groups and giving/receiving feedback. The goal of our authentic assessment is to reach different multiple intelligences. It will allow students to demonstrate their knowledge and skills of science and specified cross curricular competencies. The goal for students is to work in groups as engineers to design and build a bridge. Students will work in groups to design and create bridges.. The bridges, will be giving the students the choice how they wish to demonstrate their understanding and knowledge about structures and forces. They will follow a given criteria and checklist.The progression of lesson plans will equip students with the knowledge and understanding of necessary vocabulary, so that they can apply this knowledge to their structures.. Students will be responsible for designing and building aesthetically useful bridges. The students are encouraged to be frugal, with the given materials and use them with effectiveness. Students will present their group structures to the class. The problems students will face are: interpreting appropriate structures, shapes, forces, and scaled size due to material availability.

R – Role The students will take on different roles (wearing different hats) as engineers.. Each student will use his/her creativity to interpret and create written/visual and auditory work. Students will begin to create their own understanding by completing this authentic/performance tasks. The students will need to put on different “hats” and tap into their abilities to use different multiple intelligences. Each student will also become supportive peer evaluators, giving supportive feedback on others’ work. At the end of the unit students will have an opportunity to share their work and for constructive feedback to be given by peers

Students are expected to use innovative designs. Students will work in teams as “engineers” to design and build their own structures (bridges) out of the provided materials. As engineers, students will learn about civil engineering, planning, construction, problem solving and the importance of teamwork. What role (perspective) will students be taking?

A – Audience The students will present their bridges to the” Red Deer council”. This panel will be made up of peers. Students will generate argument and constructive feedback to approve or deny the use of the groups bridge. Students will need to convince the panel, using contextual knowledge and vocabulary, to justify the feasibility of their proposed bridges. Who is the relevant audience?

S – Situation

Students will be responsible for the reconstruction of the Red Deer Train Bridge which crosses the Red Deer River. The bridge collapsed after a heavy frost and taking on an overloaded cargo. The challenges students will face are to create realistic representations of bridges which will replace the old collapsed bridge. Students are expected to be able to demonstrate a great understanding of structures and the forces applied to to them. Students are encouraged to create a blueprint or visual representation of their proposed bridge before construction begins.

P – Product, Performance

Students will create and propose their bridge blueprint before construction begins. Once they are given approval from the City Mayor (Teacher) construction will commence. Students will create a scaled model, bridge and propose this bridge to the City Council (teacher and peers). The Council will vote on which will best replace the old one.

S – Success criteria

The students performance needs to be an approved and feasible structure (formative assessment) that incorporates elements from the set criteria. Once this proposal is approved, students can begin constructing their bridges. Students will work in groups and will be responsible for giving peer feedback. Students acting as a engineers, will design and build their bridges utilizing a set criteria (rubric). What do they to include/do/show?

Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self­assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

Formative Assessment: For this unit, we will be using a number of various formative assessment methods throughout the course of this unit. These formative assessments will include: exit passes, think pair/share, rally robin, over the shoulder checks, observations, class discussions, etc. Through these formative assessments we will be able to gauge whether or not we can move on to new concepts. Summative Assessment: We will be using a traditional form of testing at the end of our unit. Students will be given a multiple choice exam, short answer questions as well as some matching. Self­Assessment: Forms of self­assessment will be used throughout our unit (formative assessment). (Exit pass)

Part 4 – Learning Plan

What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3? What will the sequence of instruction be for this unit?

Introductory Activity

Lesson # Learning Outcome (Curriculum)

Activities (Instruction)

Assessment (FOR/OF/AS)

Resources / Materials (equipment, textbooks, technology, multimedia, etc.)

1. Types of structures 1 Class

Describe and interpret different types of structures encountered in everyday objects, building, plants and animals; identify materials from which they are made. 1.1­Recognize and classify structural forms and materials used in construction. 1.3­Describe and compare example structures developed by different cultures and at different times; and interpret differences in functions, materials and aesthetics. 1.4­Describe and interpret natural structures, including the structure of living

Anticipatory Set: “Pushing on eggshells”­ Discrepant Event: I would show the students how to push on the egg without it cracking. I would then give my students each an egg and have them try it. ­ Ask students why they think the eggs didn’t break and see if they come up with the conclusion that you must push on the strongest parts of the structure in order for the eggs not to crack. Body: There will be pictures of different types of structures on the board when the students walk in. The students will be given two minutes to write down what they notice about each structure? Similarities? Differences? Then the students will be put in groups of four and they will talk about the structures on the board. You can ask if they came up with their own classification system. *Make sure to have a variety of pictures (ex. Structures from different cultures or different eras). Write on the board the different names the students came up with to classify the structures and characteristics about each

For: ­ Ask students why they think the eggs didn’t break. ­ Asking them questions on what they noticed about each structure. ­ Round robin. ­ Over the shoulder checks when they are filling out their graphic organizers. ­ Exit Pass

­ Textbook ­ Pre­written cards with information about the structures on them. ­ Tape ­ Graphic Organizers ­ Pictures of different structures ­ Carton of eggs

things and structures created by animals.

one. Write the definition of structure on the board (mode of building, construction, or organization) for the students to write in their notes. Students will be given a graphic organizer that has the names of all the types of structures. In pairs, the students will have to find out as much information on each structure as possible. *They are looking for the classification of each structure and certain characteristics about each one. *They can either use their textbook or find cards throughout the classroom that has information on each structure on it. Go over the important information that the students should have filled out on their graphic organizer and how their classification names are probably pretty close to the actually names. Conclusion: Have the students complete an exit pass before they leave the classroom. Get them to answer: What is one type of structure you learned about and what is one characteristic that makes it different from the other types.

2. Types of structures

Describe and interpret different

Anticipatory Set: Have an exemplar of a golf ball bridge sitting at the front of the room.

For: ­ Walking around the

­ Exemplar of golf ball bridge ­ Golf balls

1­2 Classes types of structures encountered in everyday objects, building, plants and animals; identify materials from which they are made. 1.2­Interpret examples of variation in the design of structures that share a common function, and evaluate the effectiveness of the design.

Body: Students will be building their own golf ball bridges. Hand out a sheet that has directions and specifications that each bridge will have to meet. Students will be put in groups of 2­3 for this project. Conclusion: Students will have to complete questions that go along with this project that they will hand. They will also mark themselves on their participation and contributions to the group

room while students are constructing their bridges. Of: ­ The effectiveness of their bridge as well as their answers to the questions. As: ­ Self reflection at the end of the project.

­ Straws ­ Tape ­ String ­ Handouts ­ Questions

3. Types of Bridges 1 Class

Describe and interpret different types of structures encountered in everyday objects, building, plants and animals; identify materials from which they are made. 1.2­Interpret examples of variation in the design of structures that share a common function,

Anticipatory Set: Show the video on for an introduction on bridges: http://youtu.be/NE2VchWrtLM Body: Hand out graphic organizers with the four types of bridges as headings (Beam, Arch, Suspension and Cable­stayed) ­ Put the students in groups of four. Give each student a booklet with information on each bridge. Each student in the group is responsible for finding and writing information down on their bridge. (Gig saw) ­ After time is up, students each take a turn to be the expert on that bridge and tell their

For: ­ Graphic organizers ­ Posters

­ Graphic organizers ­ Youtube video: http://youtu.be/NE2VchWrtLM ­ Definitions and examples of the different bridges ­ Pictures of different bridges ­ 4 Large pieces of white paper ­ Markers

and evaluate the effectiveness of the design.

group about it while they write the information down. ­ As a whole class, draw an example of each bridge on the board (or bring up a picture on the smart board) for the students to draw on their graphic organizer *Descriptions and examples of each bridge are attached Conclusion: Split the whole class into four groups. Assign each group a bridge and give them a large piece of white paper. The groups task will be to draw each bridge, list the characteristics that make that bridge different from the others and the advantages and disadvantages of that bridge. *You can assign roles if you know a student is better at drawing, writing, etc. ­ Once the students are done this they can walk around and look (or take pictures of the posters each group made)

4. Describing Structures 1 Class

Describe and interpret different types of structures encountered in everyday objects, building, plants and animals; identify materials from which they are made.

http://schools.cbe.ab.ca/b682/pdfs/Science%207/Structures%20and%20Forces%20T1­2.pdf Describing Structures Bridge from previous lesson Anticipatory set: (with shoulder partner) View the image and create a list of as many functions for the purpose of the illustrated devices.

CFU ­as (think/pair/share) ­for (jigsaw,graphic organizer) ­OF Exit Pass: Give an example of a structure and list two functions of that

http://schools.cbe.ab.ca/b682/pdfs/Science%207/Structures%20and%20Forces%20T1­2.pdf ­ Vocabulary ­ Graphic organizer

1.1­Recognize and classify structural forms and materials used in construction. 1.3­Describe and compare example structures developed by different cultures and at different times; and interpret differences in functions, materials and aesthetics. 1.4­Describe and interpret natural structures, including the structure of living things and structures created by animals.

Here are a few words that describe common functions of structures: VOCABULARY: • containing • transporting • sheltering • supporting • lifting • fastening • separating • breaking • holding Function What is this thing supposed to do? Activity: JIG Saw What are the possible functions of a bridge? Structure, uses, weather, waterproof, economics, jobs, versatility etc. Aesthetics One very important design specification is seldom written down. The best designs look good. Designers refer to such designs as “aesthetically pleasing.” (Aesthetics is the study of beauty in art and nature.) Designing for Safety Balancing Safety With Cost Materials Composite Materials

structure.

There are different kinds of strength. Steel rods and cables can support very strong tension (pulling) forces, Layered Materials Woven and Knit Materials Conclusion: Introduce other significant structures and set expectations for the next class (bridge construction)

5. Describing Structures 1 Class

Describe and interpret different types of structures encountered in everyday objects, building, plants and animals; identify materials from which they are made. 1.1­Recognize and classify structural forms and materials used in construction. 1.3­Describe and compare example structures developed by different cultures and at different times; and interpret differences in functions, materials

Bridge from previous class Anticipatory set: Watch Youtube video:http://www.youtube.com/watch?v=j­zczJXSxnw, Think/Pair/Share: with shoulder partner, discuss the characteristics of the bridge and what caused it to collapse. Round Robin: discuss the differing functions of the bridge, utilize terms from last classes Jigsaw Graphic Organizer to improve the bridges structure. Reinforce terminology. Closure: Watch Videos (edited for time) http://www.youtube.com/watch?v=Ygzq_iXHTuY, http://www.youtube.com/watch?v=96zruTWP2zc Exit pass: after watching video, create a list of examples for each of the following

CFU As: bridging For: Think/Pair/Share, Round Robin OF: Exit Pass

http://www.youtube.com/watch?v=j­zczJXSxnw, http://www.youtube.com/watch?v=Ygzq_iXHTuY, http://www.youtube.com/watch?v=96zruTWP2zc ­ Exit pass ­ Graphic organizers

and aesthetics. 1.4­ Describe and interpret natural structures, including the structure of living things and structures created by animals.

ie.,(a) a woven material (b) a laminated material (c) a composite material (d) a glued joint (e) a structure that is tied or sewn together (f) something that is welded together

6. Mass and Force 1­ 2 classes

Investigate and analyze forces within structures, and forces applied to them 2.1 recognize and use units of force and mass, and identify and measure forces and loads 2.2 identify examples of frictional forces and their use in structures

Anticipatory Set: Discrepant event: Balloon Kabob­ students blow up balloon and stab an oiled kabob through the ends of balloon which have the least amount of stress put on them; this should allow the balloon to have a stick through it and not pop Questions to ask students: What does the oil do? Is there friction involved? Where else is friction seen and used? *Examples: Washing your hands, Putting on clothes, Eating, etc. Body: 1. Students will fill in notes

recognizing force and mass 2. Recognize units of force. (Force is a

push or pull on an object. The standard unit of force is called a newton (N). (1 newton of force will stretch a thin rubber band, or will be what it takes to lift up a D­cell

FOR: worksheet check and text poll answers

Resources: Balloons and Kabob for each student (oil for kabobs) Worksheet for labelling SMART lessons with definitions and labeled pictures Text poll

battery). A force meter (spring scale) is used to measure the amount of force ­ the pull of gravity ­ on a mass. To describe a force accurately, you need to determine its direction and size.)

3. Recognize units of mass. Mass The mass of an object is the measure of the amount of matter in it. The mass is the number of particles the substance has.

4. Recognize that weight is the force exerted by a mass because of gravity, measured in Newtons.

REMEMBER: Mass is the amount of matter an object is made of and weight is the force with which gravity pulls on an object Questions to answer with a partner: 1. In structures where is the force

applied 2. What could make a structure fail 3. Where do we see force, weight and

mass in real­life? End of Class: Text poll of definitions

7. 2 classes

Investigate and analyze forces within

Anticipatory set: Clip of Bill Nye http://youtu.be/8iKhLGK7HGk

As: Over the shoulder checks

Projector­clip Materials: straws, popsicle sticks,

structures, and forces applied to them 2.1 recognize and use units of force and mass, and identify and measure forces and loads 2.4 analyze a design, and identify properties of materials that are important to individual parts of the structure 2.5 infer how the stability of a model structure will be affected by changes in the distribution of mass within the structure and by changes in the design of its foundation

Body: In partners ask students to build a simple structure that can support a half cup of sand. Students will get materials and create structures. Students will be given a package of of materials (straws, popsicles sticks, tape, erasers, marshmallows). Once structures are completed they will do the sand test to test their ability. Entire class question: 1. How did the stability of your

structure change when mass was applied

2. How does the design of the foundation/base change the stability

End of class questions: What designs seemed to be most effective? How did the structures respond to the load? Draw what you could have done differently to make your structure more effective

For: Exit pass, success of bridge

tape, erasers, marshmallows Half a cup of sand in bag

8. Types of forces 2 classes

Investigate and analyze forces within structures, and forces applied to them:

Anticipatory set: Show a quick Youtube Video that describes each type of forces https://www.youtube.com/watch?v=8IN544ZKzmQ

FOR: graphic organizers/class discussion

­Graphic organizer ­Smartboard ­Various objects that represent each force (rulers,scissors,etc)

2.3­ Identify tension, compression, shearing and bending forces within a structure; and describe how these forces can cause the structure to fail (e.g., identify tensile forces that cause lengthening and possible snapping of a member; identify bending forces that could lead to breakage)

Body: Hand out graphic organizer of forces to students. This portion of the lesson will be teacher directed instruction. The teacher can go through each force describing them again. Ask students to give examples of each force that they see in their everyday lives.

After class instruction/discussion, have students fill out graphic organizer. On the graphic organizer there will be a spot to describe what the force does, and a spot to draw an example of an everyday object that portrays the force. Have objects in hand to show the direction of force. On the back of the page, get the students to write out the definitions of both internal and external forces. Provide the students with examples of each. ** Quiz Quiz trade Students create questions from the above lessons to quiz each other on** Conclusion (remainder of time): Students

will have the opportunity to play the game “Forces of Wonder” for the remainder of the class. http://www.wonderville.ca/asset/forces­of­wonder

9. Materials and Properties 1­2 Classes

Investigate and analyze the properties of materials used in structures 3.1 devise and use methods of testing strength and flexibility of materials used in structures 3.3 compare structural properties of different materials, including natural materials and synthetics

Anticipatory Set: Have a variety of materials at the front of the classroom. *Including: Fabrics, ceramic, concrete, steel rods, plywood, space suit, etc. *Ask students if they know what the materials are and what they are used for? Body: Give students the definitions of: Materials­ the properties or characteristics of different materials must match the purpose of the structure Composite materials­ (tension and/or tension) to enable the structure to withstand both types of forces acting on it Layered materials­ are pressed and glued together, combining the properties of the different materials (The following picture can be used to help the students understand the definitions. https://docs.unrealengine.com/latest/INT/Engine/Rendering/Materials/LayeredMaterials/index.html)

For: questions asked to the class, hearing student examples

­ Examples of materials ­ Definitions ­ Pictures if needed for examples ­ Worksheets ­ Textbook

Woven Materials­ spinning or twisting, looping or knotting fibre together gives the material added strength ­Talk about different properties of materials (brittleness, ductility, hardness, plasticity, resistance to heat or water, compression and tensile strength) *Examples of each can be added ­Discuss the difference between deformation (a change in the shape in a structure because the material is unable to resist the load acting on it) and flexibility (ability of a material to be bent under force without breaking). *Make sure the students write down the definition and can draw examples for each if it helps them to remember. *Ask the class if they can think of any examples (paper holding a weight, joints, etc.) ­After students have all the definitions and properties, give them a worksheet that has examples of different materials on them

which they have to classify, write the properties that suit the material and write an advantage and disadvantage for each material. *Can use their textbook as a resource

Material Kind of material

Property Advantage/ Disadvantage

Conclusion: Get the students to go home and find an example of each type of material within their household and fill it in their first column of their worksheet.

10. Joining Structural Components 1 Class

Investigate and analyze the properties of materials used in structures 3.2 identify points in a structure where flexible or fixed joints are required, and evaluate the appropriateness of different types of joints for the particular application

Anticipatory Set: Fill in the rest of their worksheet from the day before which they will hand in as formative feedback Body: Handout a graphic organizer to each student that has joints that rely on friction and joints that rely on bonding as the title of each section. In each section there will be the types of joints that, as a class, you will go through and write down, including examples.

Joints that rely on friction

Joints that rely on bonding

For: Worksheet, over the shoulder checks

­ Worksheets ­ Graphic organizers ­ Definitions ­ Sticky notes

Fasteners­ Adhesives­

Interlocking shapes­

Melting­

Mass­ Examples­

*Definitions are attached ­After the graphic organizer is filled in, go over fixed and movable joints. *Fixed or rigid (do not allow movement and usually result from bonding type joints) *Mobile or flexible (are joints that allow movement) *Examples may be needed ­Get the students to write down the different joints and examples of each. *Talk about why you would use certain joints for different structures? *Is one joint better than the other? *When would you use one type of joint over the other? Conclusion: Have a sticky note to each student. Have them write a type of joint they remember without looking at their notes and example of that joint. They will put their sticky on the board.

11. Properties of material in plant and animal

Investigate and analyze the properties of materials used in

Anticipatory Set: Have pictures of animals and plants (eg. trees) on the board. Body: Have a smart board lesson that has

For: graphic organizer, think/pair/share

­ Website: http://www.edquest.ca/pdf/sia74rb.pdf

structures 1 Class

structures 3.4 investigate and describe the role of different materials found in plant and animal structures

pictures of the structure of an animal and a tree. ­Hand out worksheets with the picture of an animal's structure (it should include the bones, ligaments, cartilage, muscles and tendons, joints and skin) to half the groups and the picture of a tree on the other one (with a section cut out of it to see the inside with certain parts labelled) to the other half of the class. Examples could be these two pictures that would be on the worksheet. Pictures taken from: http://www.edquest.ca/pdf/sia74rb.pdf

­ Worksheets ­ Smart board lesson with pictures on it

­You can split the class into groups of four with half of the groups looking at the animal structure and the other half looking at the tree. ­Once each group has completed going through their structure, labelled and have written the different structures and their purposes, they will then partner up with someone from the other structure and tell them about their structure. *Do they notice any similarities or differences between their structures? *What are the purposes of certain properties on the structure? Conclusion: Each students will hand in their worksheet for a formative check

12. Developing, evaluating, and improving structures with a margin of safety. 1 Class

Anticipatory Set: Show students a quick Youtube video on a poorly built bridge. https://www.youtube.com/watch?v=3mclp9QmCGs Body: After showing the video, get students to think/pair/share about what they think would improve the bridge’s structure (ex. the width of the bridge) ­Have an open class discussion about various factors that would affect a structure’s purpose (environmental factors). Brainstorm students answers on the

FOR: graphic organizers/class discussion/exit pass

­ graphic organizer ­ textbooks ­ smartboard Outcomes:

4. Demonstrate and describe processes used in developing, evaluating and improving structures that will meet human

whiteboard (get them to think of natural disasters such as: earthquakes, wind, climate, tornadoes, etc) ­ Next, hand out graphic organizer to students regarding building safe structures. Split students up into groups and conduct a jigsaw learning activity. Each group will be given one of the following topics: margin of safety,environmental factors (climate, terrain, and earthquakes), Altering materials for strength, and new materials (cost, benefits, safety, and impact on environment). In small groups, students will fill out their topic information by taking key points and concepts from the textbook. Groups will then switch around so there will be one member from each group forming a jigsaw group. Students will then take turns sharing the information that they found. While students are sharing their info, the other group members will be filling in their graphic organizers. Conclusion: Get students to hand in an exit pass with the following questions: 1) Give one example of an environmental condition that can affect various structures 2) Give one example of one technique used to strengthen a structure

needs with a margin of safety

demonstrate and describe methods to increase the strength of materials through changes in design

(e.g., corrugation

of surfaces, lamination of adjacent members, changing the shape of

components, changing the method of fastening)

identify environmental factors that may affect the stability and safety of a structure, and describe how these factors are taken into account (e.g., recognize

that snow load, wind load and soil characteristics need to be taken into account in building designs; describe example design adaptations used in earthquake­prone regions)

analyze and evaluate a technological design or process on the basis of identified criteria, such as costs, benefits, safety and potential impact on the environment

Appendix ­ Resources

What resources could you potentially use to enhance the unit and broaden the student experience and understanding about your topic? Consider audio, visual, technology, literature and community. Use APA formatting for your resources.

Audio Teacher Instruction, Youtube Video

1031tingting. (2012, Nov 11). Brief Introduction to Bridges. Retrieved from http://youtu.be/NE2VchWrtLM

DBlow2003. (2011, Sept 13). Crazy Kids Climb Suspension Bridge. Retrieved from http://www.youtube.com/watch?v=Ygzq_iXHTuY

Early, M. (2014, April 24). Force and Motion­ Bill Nye Clip. Retrieved from http://youtu.be/8iKhLGK7HGk

jk34able. (2013 Feb 8). Crazy Russian Climbing. Retrieved from http://www.youtube.com/watch?v=96zruTWP2zc

Lesperance, S. (2006, Sept 23). Tacoma Bridge. Retrieved from https://www.youtube.com/watch?v=3mclp9QmCGs

raultecnologia. (2012, Sept 6). Structures and forces. Retrieved from https://www.youtube.com/watch?v=8IN544ZKzmQ

Tony C. (2006, Dec 9). Tacoma Narrows Bridge Collapse “Gallopin’ Gertie”. Retrieved from http://www.youtube.com/watch?v=j­zczJXSxnw

Visual Images for test: http://www.outdoormegastore.co.uk/tents/tents­by­type/weekend­tents.html

Title Page pictures:

https://www.google.ca/search?q=forces&rlz=1T4ACEW_enCA387CA396&source=lnms&tbm=isch&sa=X&ei=dOtaVJiNLdGdygS3pYGoCA&ved=0CAgQ_AUoAQ&biw=1242&bih=583 https://www.google.ca/search?q=signs+saying+structure&rlz=1T4ACEW_enCA387CA396&source=l nms&tbm=isch&sa=X&ei=XexaVNe1DpGcygSEyYCABw&ved=0CAgQ_AUoAQ&biw=1242&bih=583#tbm=isch&q=structures

Technology Cool Game For Kids Online ­ Forces That Effect Strength. (n.d.). Retrieved from http://www.wonderville.ca/asset/forces­of­wonder

Jeopardy­https://sites.google.com/a/fmcsd.ab.ca/hand/unit­5­fractions/powerpoints­and­websites/structures­an

d­forces

Literature Grade 7 textbook/Teacher Resource ­ http://schools.cbe.ab.ca/b682/pdfs/Science%207/Structures%20and%20Forces%20T1­2.pdf Alberta Education. (2014). Programs of study. Retrieved from Alberta Education: https://education.alberta.ca/teachers/program.aspx Edquest Resources. (2014). Science in Actions Notes and Review. Retrieved from

http://www.edquest.ca/component/content/article/118 Edquest Resources. (2014). Science in Actions Notes and Review. Retrieved from

http://www.edquest.ca/component/content/article/150

Community Guest speakers­ Architect, building contractor, engineer, inventor or designer Visit bridges, towers, buildings, and other large structures

Other resources Design and Technology Online: Login to the site. (n.d.). Retrieved from

http://www.dtonline.org/vle/mod/lesson/view.php?id=276 Engineering The Future | Structure and Forces. (n.d.). Retrieved from:

http://legacy.mos.org/etf/force.html Miss L's Whole Brain Teaching: Forces & Structures Resources. (2014). Retrieved:

http://misslwholebrainteaching.blogspot.ca/2013/07/forces­structures­resources.html Sciencefocus 7: Unit 4:Topic 1: Types of Structures. (n.d.). Retrieved from

http://www.mheducation.ca/school/learningcentres/mod/quiz/attempt.php?id=19797

Structure. (2014). In Dictionary.com online. Retrieved from http://dictionary.reference.com/browse/structure