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For Teachers Engineering Design in Oregon Science Classrooms Page 1 of 31

Lesson Plan for Bricks for PigsAn Elementary School Earth Science Lesson Featuring Engineering Design

Lesson Summary:

Grade Level: Elementary (2nd–5th) Preparation Time: 1 hour plus several days for sample bricks to dry

Cost: $40 - $217 initial cost Suggested Time: 100 – 150 minutes$20 to $50 recurring cost

Key Vocabulary: Clean Up Time: 5–10 minutesEngineer, Engineering Design Process, Problem Statement, Criteria, Constraint, Prototype, Test, Solution, Property, Weathering, Erosion, Sediment, Binder

CONTENTS 1—Lesson Overview...............................................................................................................................................4

1.1—Introduction.................................................................................................................................................4

1.2—Lesson Breakdown with Engineering Design.............................................................................................4

1.3—Pre-Requisite Knowledge...........................................................................................................................5

2—Teacher Background Information......................................................................................................................5

2.1—Glossary of Terms.......................................................................................................................................5

2.2—Scientific Concepts.....................................................................................................................................5

2.3 —Lesson Timeline.........................................................................................................................................6

2.3.1—Overview Timeline...............................................................................................................................6

2.3.2—Part 1 Timeline (15 minutes)................................................................................................................6

2.3.3—Part 2 Timeline (20 minutes)................................................................................................................6

2.3.4—Part 3 Timeline (15 minutes / 60 minutes)...........................................................................................6

2.4 —Lesson Materials........................................................................................................................................7

3—Preparation.........................................................................................................................................................8

3.1—Preparation Part 1: Reading........................................................................................................................8

3.1.1—Printed Materials..................................................................................................................................8

3.1.2—Activity Materials.................................................................................................................................8

3.1.3—Preparation Steps: Reading Activity....................................................................................................8

3.2—Preparation Part 2: Brick Exploration Activity...........................................................................................9

3.2.1—Printed Materials..................................................................................................................................9


3.2.2—Activity Materials.................................................................................................................................9

3.2.3—Preparation Steps: Exploration Activity.............................................................................................10

3.3—Preparation Part 3: Brick Engineering Design..........................................................................................11

3.3.1—Printed Materials................................................................................................................................11

3.3.2—Activity Materials...............................................................................................................................11

3.3.3—Preparation Steps: Engineering Design Activity................................................................................12

4—Activity Instructions........................................................................................................................................13

4.1—Activity Part 1: Reading............................................................................................................................13

4.2—Activity Part 2: Brick Exploration............................................................................................................14

4.2.1—Exploration Activity...........................................................................................................................14

4.3—Activity Part 3: Brick Engineering Design...............................................................................................15

4.3.1—Design and Construction....................................................................................................................15

4.3.2—Testing................................................................................................................................................16

Appendix 1A: Oregon 2009 Standards Met With This Lesson.............................................................................18

General Science..................................................................................................................................................18

Engineering and Design.....................................................................................................................................18

Appendix 1B: Oregon 2014 Standards Met With This Lesson.............................................................................19

Alignment to Oregon’s New Science Standards (NGSS)..................................................................................19

Performance Expectations..............................................................................................................................19

Science and Engineering Practices.................................................................................................................20

Disciplinary Core Ideas..................................................................................................................................21

Cross Cutting Concepts..................................................................................................................................22

Influence of Engineering, Technology, and Science on Society and the Natural World...............................22

Appendix 2: Complete Materials Listing..............................................................................................................23

Printed Materials................................................................................................................................................23

Part 1: Reading Activity.................................................................................................................................23

Part 2: Exploration Activity...........................................................................................................................23

Part 3: Engineering Design Activity..............................................................................................................23

Activity Materials..............................................................................................................................................23

Part 1: Reading Activity.................................................................................................................................23

Part 2: Exploration Activity...........................................................................................................................23

Part 3: Engineering Design Activity..............................................................................................................24

Buyer’s Guide....................................................................................................................................................26


Buyer’s Guide Notes..........................................................................................................................................27

Appendix 3: Resources and Extensions.................................................................................................................28

Using Alternative Materials for Bricks: Pancake Mix, Flour, Glue and Water.................................................28

Construction Steps..........................................................................................................................................28

Testing Steps..................................................................................................................................................29


1—LESSON OVERVIEW

1.1—IntroductionIn this engineering lesson (based on the TEACH Engineering activity Engineering for the Three Little

Pigs1), students will design and build bricks out of natural materials. Their ultimate goal is to build a brick that does not weather and erode. In addition to practicing the Engineering Design Process, students will learn about the properties and uses of natural materials, the effect of weathering and erosion on natural materials and Earth’s surfaces, and the importance of matching a material’s properties to its uses so that you have the best tool for the job. In line with grade 2–5 standards, this lesson teaches five steps in the design process. To do so, it is divided into three parts:

Part 1—Students will use a reading activity to familiarize themselves with key vocabulary and scientific concepts behind the lesson, and develop a context for the following activity.

Part 2—The teacher will lead the students in an exploration activity where students will begin to learn about types and properties of bricks.

Part 3—In this engineering design activity students will design, build, and test their own bricks.

1.2—Lesson Breakdown with Engineering DesignEngineering Design

StepRelated Activity Relevant

DocumentsProduct/Assessment

1. Define a problem or a need Part 1: Read Aloud–Think Aloud

Word Alert HandoutReading HandoutRead Aloud–Think Aloud

Class discussion

Part 3: Engineering Design

Engineering Design Handout


2. Propose a potential solution

Part 1: Read Aloud–Think Aloud

Word Alert HandoutReading HandoutRead Aloud–Think Aloud

Class discussion




3. Design a prototype Part 2: Exploration ActivityorReview of information on materials

Exploration Activity handout orExploration Results

Evaluation questions



Brick Recipes

4. Design and construct a possible solution



Prototypes

5. Describe the cost, safety, appearance, and environmental impact of the solution, and what would happen if the solution fails.



Evaluation questions

1 http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_earth/cub_earth_lesson1_activity1.xml

http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_earth/cub_earth_lesson1_activity1.xml

http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_earth/cub_earth_lesson1_activity1.xml


1.3—Pre-Requisite KnowledgeThere is no pre-requisite knowledge for this lesson.

2—TEACHER BACKGROUND INFORMATION

2.1—Glossary of TermsBinder: An agent which holds things together.Constraint: In engineering, constraints are limits on possible solutions. For example: cost is a constraint; “must fit in someone’s pocket,” is too.Criteria: In engineering, criteria describe what a solution should do or be.Engineer: A person who solves problems with existing tools, using the Engineering Design Process.Engineering Design: A process used to solve problems and develop technologies. The process as described to elementary students is the following:

Define a problem or a need Propose a potential solution Design a prototype Design and construct a possible solution Evaluate the solution

Erosion: The process by which sediments travel from one place to another. Agents of erosion include water, wind, gravity, and glaciers. Problem Statement: In engineering, the declaration and definition of a need which needs to be solved.Property: A quality or trait of matter such as color, shape, and size.Prototype: In engineering, a first model of the solution to be tested or otherwise reviewed as one approaches the solution.Sediment: Fragments, pieces, and grains of matter that come from the weathering and erosion of rocks. Solution: In engineering, the final result of one’s work.Test: Some way of determining whether a possible solution meets all criteria and fits all constraints, and/or deciding whether it is the best possible solution.Weathering: The process by which rocks exposed to the weather break down and produce sediment.

2.2—Scientific Concepts and Disciplinary Core IdeasNote: For a list of scientific concepts and disciplinary core ideas covered in this lesson, see Appendix 1.

This lesson teaches students to make observations of Earth materials such as sand, gravel and soil, and to compare/contrast the properties and uses of those materials. Students will then define the problem of having to create a strong and weather-resistant brick, and use their observations to develop a potential solution. They

Note:

A common misconception is that weathering and erosion mean the same thing, but there is an important distinction: weathering refers to the creation of sediment, and erosion refers to the movement of sediment. The reason these words are so often confused is because they commonly occur together. For example the wind will weather a rock then immediately carry the grain away. As glaciers carry (erode) rocks they scrape against the ground which weathers the rocks.


will then create prototype bricks, and test their prototypes—students will simulate weathering and erosion using water, and stress tests using weight, and record the performance of their bricks.

Students will summarize the results of this activity by discussing the materials they selected for their bricks, and why those choices affected the performance of their bricks.

2.3 —Lesson Timeline

2.3.1—Overview TimelineThis lesson consists of three activities (Reading, Exploration, and Engineering Design activities) which

will take approximately two hours of in-class time, over two class sessions, over one school week. It is recommended that the first session is done either at the beginning of a week or before a weekend, to give the students’ bricks time to dry for at least three days before the second class session’s activity.

Note that Part 3 is separated over two days. See below for two suggested timelines, breaking down the lesson’s three parts chronologically:

Activity Suggested Timeline 1 Suggested Timeline 2Part 1: Reading Activity Friday, first half of class Monday, first half of classPart 2: Exploration Activity Friday, first half of class Monday, first half of classPart 3: Engineering Design Activity Day One Friday, second half of class Monday, second half of classPart 3: Engineering Design Activity Day Two Monday Friday

2.3.2—Part 1 Timeline (30 minutes) This activity will take an estimated total of thirty minutes, during which the teacher will do the

following:

1. Distribute materials to all students2. Word Alert exercise, part 13. Read Aloud–Think Aloud activity4. Word Alert exercise, part 2

2.3.3—Part 2 Timeline (30 minutes)This activity will take an estimated total of thirty minutes. During this time, the teacher will do the

following:

1. Demonstrate the design/construction phase of Part 32. Distribute materials to all students3. Demonstrate the testing phase of Part 3, using a pre-made brick1. Discuss results and go through discussion questions

2.3.4—Part 3 Timeline (15 minutes / 45 minutes)This activity will take an estimated total of sixty minutes; that total is split over two days. During this

time, the teacher will do the following:

Day 1 (15 minutes)1. Distribute materials to all students


2. Discuss the Engineering Design Handout3. Have students work on the Engineering Design Handout in groups4. Have students design and construct their bricks5. Clean up

Day 2 (45 minutes)1. Distribute materials to all students2. Test the performance of the bricks with a weight test3. Test the performance of the bricks with a weathering test4. Clean up5. Discuss results of the tests

2.4 —Lesson MaterialsNote: For a complete and up-to-date listing of materials in a printable shopping list format, see Appendix 2: Complete Materials Listing.

Note: For this lesson, plan on separating students into groups. Plan to have three or four students per group.

Materials are listed at the beginning of each part of the activity, in this section, including materials that can be prepared in advance such as handouts.


3—PREPARATION

3.1—Preparation Part 1: Reading

3.1.1—Printed Materials Reading Handout—one per student Read Aloud–Think Aloud Resource—one for the teacher Word Alert Handout—one per student

3.1.2—Activity Materials Presentation Board (whiteboard, blackboard, or poster)

1 total include writing materials for use during class

3.1.3—Preparation Steps: Reading Activity1. Make a Reading Handout booklet for every student:

a. Print the pages for one booklet. Take the whole stack and turn it over until page 1 is facing you. Fold the whole stack away from you. Make sure all pages are in order, before finally stapling the edge in order to bind the booklet. Repeat for each booklet.

2. Make a copy of the Word Alert Handout for every student. Make a copy of the Read Aloud–Think Aloud Resource for yourself.

3. Make a blank copy of the following chart on the board or as a poster, for use during the end of the Read Aloud–Think Aloud activity.

Note: Sample answers below, in italics:

Building Materials Description Properties Uses

Sand Grains of rock Tiny, light, hard Castles, glass, bricks, cementSoil Dirt and other bits Brown, soft, different Gardens, lawns

Gravel Pieces of rock Hard, rough, big Concrete, asphaltClay Really small grains of soil Soft, moldable Pottery, bricks, art

4. Optional—Gather examples of different building materials such as bricks, ceramics, and concrete, to share with students.


3.2—Preparation Part 2: Brick Exploration Activity

3.2.1—Printed Materials Exploration Handout—one per student

3.2.2—Activity Materials Brick Molds (egg cartons or 4 oz. paper cups)

1 carton per group or 6 paper cups per group. Roofs (heavy paper plates, about 4 inches in diameter, or something similar)

1 per group Weights (set of weights)

One set per group Clay (Crayola or other brand non-toxic)

if using egg cartons, you will need 5 grams per brick (see section 3.2.3., step 3) if using paper cups you will need 10 grams per brick.

Graduated measuring cup (500 ml) 1 total

Jars with tight-fitting lids (base the total quantity needed on the size of jars you use.) Total capacity of the jars should be 100 mL for every three bricks

(see section 3.2.2., step 2); If preparing the Engineering Design Activity too, use twice as many jars Make sure you have at least one extra small jar

Wash Tubs or plastic bins (about 12 inches by 18 inches each) 1 per student group—unless going outside to test the bricks

Water and Watering Cans/bottles or other container used to pour streams of water over bricks 1 per student group student groups can share watering cans/bottles, but this will cost time

Safety Goggles At least 1 per student group, better to have one for each student Each student who mixes the materials must wear the safety goggles, better if each student

wears them whenever measuring or mixing the materials

Optional Materials No-stick spray

one can per class used if you have problems with clay mixture adhering to molds


3.2.3—Preparation Steps: Exploration ActivityNote: You will be performing steps 2 through 3 below again as preparation for the Engineering Design Activity so you may want to do those steps at the same time as you prepare for the Exploration Activity.

1. Make one copy of the Exploration Handout for each student.

2. Create as many demonstration bricks as the number of students in your class.

a. This quantity assumes you have the students work in groups of 4 and you give each group 4 bricks.

b. If your group size is different, adjust the quantity of bricks accordingly.

c. Start the following steps 4 calendar days before the first day you plan to use the lesson.

3. Make slip mix, with clay and water.

a. Potters refer to the resulting mixture as slip, industry calls it slurry, and others call it mud. We’ll call it slip.

b. If you are using egg cartons as molds, measure 5 grams of clay times the number of bricks, plus a few extra. If you are using paper cups, measure 10 grams of clay times the number of bricks.

c. Calculate the amount of water you need as 100 milliliters for every 30 grams of clay.

d. Break the weighed clay into thumb-sized chunks and place them in the jars.

e. Put lids on the jars and shake them to moisten all the clay and help the clay settle into the water.

f. Set aside for 8 or more hours.

4. Shake the jars until the clay is completely suspended in the water, to fully mix the slip.

a. Put about 45 milliliters of slip into a separate sealed jar as you will need it for a demonstration at the start of the Exploration Activity.

5. Mix sand with the slip using a 12:1 sand to clay weight ratio.

a. Measure out sand equal in weight to 12 times the original weight of the clay (120 grams sand for every 10 grams clay).

b. Distribute the sand to the jars in proportion to the slip in the jars.

c. Shake the jars or stir the content of the jars until the sand is evenly distributed in the slip.

6. Dispense the resulting mixture into egg cartons or 4 oz. cups.

7. Let the bricks dry for 3 or 4 days.

a. If you are using paper cups, check the bricks once a day. If the mixture has dried enough to hold its shape, you may remove the bricks from the cups so the bricks are exposed to more air and will dry more quickly.

8.


3.3—Preparation Part 3: Brick Engineering Design

3.3.1—Printed Materials Exploration Results Handout—one per student Engineering Design Handout—one per student

3.3.2—Activity Materials Brick Molds (egg cartons or 4 oz. paper cups)

1 carton per group or 6 paper cups per group. Roofs (paper plates, about 4 inches in diameter, or something similar)

1 per group Weights (weights set)

1 set of weights per group Mixing containers (can reuse jars from section 3.2.1., must be about 2 cups)

1 per group Spoons or craft sticks for mixing

at least 1 per group Clay (Crayola or other non-toxic clay) – these amounts allow for students who want to include more

clay in their bricks if using egg cartons, you will need 10 grams per brick (see section 3.3.3., step 3) if using paper cups you will need 20 grams per brick.


Measuring cups/spoons (in various sizes for the students) 3 or more each for the sand and gravel 3 or more for the slip at least 9 total

Aquarium Sand – these amounts allow for students who want to include more sand in their bricks if using egg cartons, you will need 120 grams per brick (see section 3.3.3., step 3) if using paper cups you will need 240 grams per brick.

Aquarium gravel same quantity as sand

Wash Tubs or plastic bins(about 12 inches by 18 inches each) 1 per student group—unless going outside to test the bricks


Safety Goggles At least 1 per student group, better to have one for each student Each student who measures or mixes the materials must wear the safety goggles


one can per class, used if you have problems with clay mixture adhering to molds


3.3.3—Preparation Steps: Engineering Design Activity1. Make one copy of the Engineering Design Handout for each student.

2. Determine the number of bricks your class will make.

a. We recommend that the students work in groups of 3, with each group making 6 bricks—a brick count of 2 bricks per student.

b. If you plan to use a different group size, adjust your brick count accordingly.

3. At least one day before the activity make slip mix with clay and water.

a. Potters refer to the result mixture as slip, industry calls it slurry, and others call it mud. We’ll call it slip.

b. Measure 10 grams of clay per brick.

c. Calculate the amount of water you need as 100 milliliters per 30 grams of clay.

d. Break the weighed clay into thumb-sized chunks and place them in the jars. Put lids on the jars and shake them to moisten all the clay and help the clay settle into the water.

e. Set aside for 8 or more hours.

4. Shake the jars until the clay is completely suspended in the water, to fully mix the slip. Set the jars aside until the day you do the Engineering Design Activity.

5. Count out enough egg cartons or paper cups so each group will get one.

a. If you’re short on egg cartons, cut them in half so each group gets a carton with six compartments.

b. If you use paper cups count out six cups per group.

6. Cover the tables with protective plastic or paper in case of spills.

7. Place paper towels and sponges around the room for student use.

8. Designate a table or counter where you will put the jars of slip and the bowls/bags of sand and gravel and cover it to protect it from spills.

9. On the day of activity, lay out the activity materials in bags or bowls along a table or counter. Have two or more small measuring cups of various sizes next to each material, for measuring.

10. Provide at least one pair of safety goggles per student group or a pair of safety goggles for each student.


4—ACTIVITY INSTRUCTIONS

4.1—Activity Part 1: Reading1. Pass out the Word Alert Handout for the lesson.

2. Explain to students that the words on this page are the important words to know for the upcoming story. Ask student to rate their knowledge of each word by circling a number in the “Before” column for the word.

a. Read each word aloud and have the class repeat the word aloud.

b. Explain the following rating system to the students:

1 — I have never heard of this word before now. 2 — I recognize this word, but I don’t know what it means. 3 — I sort-of know what this word means, but I would have a hard time explaining what it means. 4 — I can explain what this word means and use it in a sentence.

c. Give students a chance to rank the word before moving on to the next word and repeating the process

3. Pass out Bricks for Pigs story booklet to each student.

4. Read the storybook to the class following the instructions of the Read Aloud–Think Aloud handout.

5. After you read and discuss the story with your students, have them re-rate each vocabulary word in the “After” column on the Word Alert Handout at the front of the book, using the process from Step 2.

6. Have students draw a picture of each word in the space provided on the Word Alert Handout.


4.2—Activity Part 2: Brick Exploration

4.2.1—Exploration Activity1. Put on safety goggles. Demonstrate mixing the slip formula from section 3.2.2., which you used to

make the sample bricks:

a. Take the clay/water mixture that you set aside earlier.

b. Mix with 120 g. of sand to make a 12:1 weight ratio

2. Demonstrate putting the mixture into an egg carton or a paper cup.

3. Pass the cup or carton around the class.

4. Divide the students into groups of three or four.

5. Give each group one Exploration Activity Handout, 4 demonstration bricks, a weight set, a watering can/bottle, at least one pair of safety goggles, and a wash tub if not going outside.

6. Explain to the class that you made the demonstration bricks several days ago using the same steps you demonstrated and then left them to dry until today.

7. Have each group test three of the demonstration bricks for strength. At least the one student adding the weights should wear safety goggles, better if all students wear the safety goggles:

a. Place three bricks on the table or flat area outside to form a triangle.

b. Place a small paper plate on top of the bricks.

c. Place a weight on top of the plate.

d. Continue adding weights until at least one of the bricks fail. Failure is defined as the plate moves lower or tilts or you can see the brick crumbling. Warn the students that their weights may tip over if the plate tips when the bricks fail.

e. Record on the Exploration Activity Handout the amount of weight the brick was able to hold, excluding the weight which caused the bricks to fail.

8. Ask representatives from the groups to describe what they observed, and ask them to suggest explanations for what happened.

9. Have each group test a brick for resistance to weathering. At least the one student pouring the water should wear safety goggles, better if all students wear the safety goggles:

a. Put one brick in the tub or a flat area outside.

b. One member of each group should pour water over the brick while another member counts slowly to 10. (If you have stop watches or the equivalent, have the students use them instead.)

c. Record the condition of the brick on the Exploration Activity Handout.

10. Ask representatives from the groups to describe what they observed and ask them to suggest explanations for what happened.


4.3—Activity Part 3: Brick Engineering Design

4.3.1—Design and Construction1. Pass out the Engineering Design Handout and arrange the class into groups of three or four.

2. Read the first part of the handout with the class.

a. Show them the materials they have available to make their bricks.

b. Explain that instead of using only one type of material for each brick, they can mix and match materials to make new kinds of bricks.

3. Either as a class or in their groups, have students identify goals.

a. Possible answers may include: strong, pretty, water resistant, light enough to carry, etc.

b. Encourage older students to be as specific as possible in their goals. For example: instead of just writing that they want their bricks to be strong, have them come up with the amount of weight they want their brick to hold.

4. When students come up with goals, have them rank these goals in terms of priorities.

5. Ask students to identify constraints on their designs, which in this case include limitations on the materials they can use and how the brick can be dried or cured. For example, the bricks must be low cost because the pigs have limited money; and the bricks must be sun-dried as the pigs do not have a kiln.

6. Before students get started you or they should assign the following roles for their group: Materials Captain Mixing Captain Molding Captain

7. Students can look at the available materials and the measuring cups.

8. Each student group should design three brick recipes in terms of how much of each material they will use to make the bricks. They should calculate the cost of each design using the table on the handout.

9. The students in each group should discuss which design should meet their design goals or criteria best while staying within the constraints that you have given them. They should circle the one they plan to build and test, and then show it to you for approval.

10. You should check the recipe to see the portions are reasonably balanced and that the total amount of ingredients is appropriate for making six bricks.

11. When you have approved their recipe, give them their group supplies including a mixing container and an egg carton or six paper cups.

12. Have the materials captain visit the materials table and measure out the ingredients based on their design chosen by his or her team into the mixing container. Be sure that the student wears safety goggles.

13. The mixing captain should wear the safety goggles and then stir the materials with a stick or spoon, until they are evenly mixed.

14. The molding captain should wear the safety goggles, and then pour the mixture into six cups, either filling the cups completely or distributing the mixture evenly so each cup has the same amount.

15. After the students make their bricks, have them write their initials or group number on their container(s) and give it to you or instruct them where to place them to dry.


16. When all the groups have made their bricks set them aside to dry and harden. Placing them on a window sill may speed the drying process. It usually takes 3 or 4 days.


4.3.2—Testing1. Give each group of students and a watering can/bottle and have them collect the bricks they made in the

previous session.

2. Students should wear the safety goggles and test their bricks for strength as follows:

a. Have students carefully take three bricks out of the containers.

b. Place the three bricks on the table to form a triangle.

c. Place small paper plate on top of the bricks

d. Place a weight on top of the plate.

e. Continue adding weights until at least one of the bricks fail or no more weights can be safely placed on the plate.

i. Failure is defined as the time the plate moves lower or tilts.

ii. Warn the students that their weights may tip over if the plate tips when the bricks fail.

f. Record on the Engineering Design Activity Handout the amount of weight the brick was able to hold, excluding the weight that caused failure.

3. Have students wear the safety goggles and test their bricks for resistance to weathering as follows:

a. Put a weight in the tub and then take one brick out of its container and put the brick on top of the weight in the tub. The purpose of the weight is to prevent the brick from being swamped by the water.

b. One member of each group should pour water over the brick while another member counts slowly to 10. (If you have timers or stop watches or the equivalent, have the students use them instead.)

c. Record the condition of the brick on the Engineering Design Activity Handout.

d. Repeat steps a through c for each of the other bricks.

4. After everyone collects their data, return to the classroom and dispose of any non-recyclable materials.

a. Have students clean and return reusable materials such as the spoons and mixing containers.

b. Students should also wipe down their workspaces, sweep up any spilled materials, and wash their hands.

5. Students should analyze the results of their testing by ranking their brick recipes from 1–3, according to performance vs. goals. They should put a “1” in the results box of the brick that did best for a given test, a “2” in the box of the second best-performing brick, and a “3” in the box of the remaining brick.

6. Put a copy of the demonstration results on the overhead or board and have students compare their bricks to the demonstration bricks.

a. Optional: Older students can make a bar graph comparing the amount of weight it took to collapse each of the demonstration bricks and their three original designs.

7. Discuss the following questions as a class. Older students should write down their answers in the space provided on the worksheet.

1. Which brick held up best in the simulated rain? __________________________

2. Why did this brick do the best in the rain? What special properties does it have?


3. Which brick design held the most weight? ____________________________

4. Why did this brick design support the most weight? What special properties does it have?

5. Which brick design is the overall best? _______________________________

6. Why is this brick design the best overall?

7.


APPENDIX 1A: OREGON 2009 STANDARDS MET WITH THIS LESSON

General Science1.1E.1 Describe characteristics and physical properties of Earth materials.4.1E.1 Identify properties, uses, and availability of Earth materials.

Students will be able to describe properties of some of Earth’s materials, including sand, gravel, and soil.

Students will be able to identify uses for some of Earth’s materials including sand, gravel, and soil. 1.1P.1 Compare and contrast physical properties and composition of objects.

Student will be able to identify the similarities and differences between the properties and uses of some of Earth’s materials including sand, gravel, and soil.

4.2E.1 Compare and contrast the changes in the surface of the Earth that are due to slow and rapid processes.4.2P.1 Describe physical changes in matter and explain how they occur.

Students will be able to describe weathering and erosion and explain how they physically change Earth’s materials and surface.

Engineering DesignK.4D.1 Create structures using natural or designed materials and simple tools.2.4D.1 Use tools to construct a simple designed structure out of common objects and materials.2.4D.2 Work with a team to complete a designed structure that can be shared with others.

Students, working in groups, will create “bricks” using common natural materials. 2.4D.3 Describe an engineering design that is used to solve a problem or address a need.3.4D.1 Identify a problem that can be addressed through engineering design, propose a potential solution, and

design a prototype.4.4D.1 Identify a problem that can be addressed through engineering design using science principles.4.4D.2 Design, construct, and test a prototype of a possible solution to a problem using appropriate tools,

materials and resources5.4D.1 Using science principles, describe a solution to a need or problem given criteria and constraints.5.4D.2 Design and build a prototype of a proposed engineering solution

Students will identify problems related to brick design and construction. Students will identify criteria and constraints related to brick design and construction. Students will design, construct, and test their own brick prototypes.


APPENDIX 1B: OREGON 2014 STANDARDS MET WITH THIS LESSON

Alignment to Oregon’s New Science Standards (NGSS)

Performance Expectations K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement:

Examples of Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]

K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lighting rods.]

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]

5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.


3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Science and Engineering Practices

Asking Questions and Defining Problems Asking questions and defining problems in grades K–2 builds on prior experiences and progresses

to simple descriptive questions that can be tested. Asking questions and defining problems in grades 3–5 builds ongrades K–2 experiences and progresses to specifying qualitative relationships.

o Ask questions based on observations to find more information about the designed world. (K-ESS3-2)

o Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2

builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

o Make observations (firsthand or from media) to collect data that can be used to make comparisons. (K-PS3-1)

o Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1)

o Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4), (3-5-ETS1-3)

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and

sharing observations. Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

o Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-ESS2-1)

o Analyze and interpret data to make sense of phenomena using logical reasoning. (4-ESS2-2)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and

progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

o Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. (K-PS3-2)

o Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-ESS3-2), (3-5-ETS1-2)

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses

observations and texts to communicate new information. Obtaining, evaluating, and


communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

o Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. (K-ESS3-2))

Engaging in Argument from Evidence Engaging in argument from evidence in K–2 builds on prior experiences and progresses to

comparing ideas and representations about the natural and designed world(s). Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

o Construct an argument with evidence to support a claim. (2- S1-4)o Make a claim about the merit of a solution to a problem by citing relevant evidence about

how it meets the criteria and constraints of the problem. (3-ESS3-1)

Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include using and developing models

(i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

o Develop a simple model based on evidence to represent a proposed object or tool. (K-2-ETS1-2)

o Develop a model to describe phenomena. (5-PS1-1)

Disciplinary Core Ideas

PS3.B: Conservation of Energy and Energy Transfer Sunlight warms Earth’s surface. (K-PS3-1),(K-PS3-2)

ESS2.A: Earth Materials and Systems Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice,

wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)

ESS2.D: Weather and Climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region

at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)

ESS3.B: Natural Hazards A variety of natural hazards result from natural processes. Humans cannot eliminate natural

hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)

ETS1.A: Defining and Delimiting an Engineering Problem Asking questions, making observations, and gathering information are helpful in thinking about

problems. (secondary to K-ESS3-2) Possible solutions to a problem are limited by available materials and resources (constraints). The

success of a designed solution is determined by considering the desired features of a solution


(criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations

are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3) Testing a solution involves investigating how well it performs under a range of likely conditions.

(secondary to 4-ESS3-2) Research on a problem should be carried out before beginning to design a solution. Testing a

solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) At whatever stage, communicating with peers about proposed solutions is an important part of the

design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) Tests are often designed to identify failure points or difficulties, which suggest the elements of the

design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and

test designs. (secondary to 2-ESS2-1) Different solutions need to be tested in order to determine which of them best solves the problem,

given the criteria and the constraints. (3-5-ETS1-3)

Cross Cutting Concepts

Cause and Effect Events have causes that generate observable patterns. (K-ESS3-2),(K-PS3-1),(K-PS3-2),(2-PS1-4) Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2)

Energy and Matter Objects may break into smaller pieces and be put together into larger pieces, or change shapes. (2-PS1-3)

Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). (K-2-ETS1-2)

Connections to Engineering, Technology, and Applications of Science

Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built by using

natural materials. (2-PS1-2) People’s needs and wants change over time, as do their demands for new and improved technologies. (3- 5-ETS-1) Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks,

and meet societal demands. (3-5-ETS-2)


APPENDIX 2: COMPLETE MATERIALS LISTING The purpose of this section is for lesson preparation—a teacher, assistant, or volunteer who already has

all of the materials required for the lesson, and must only gather the materials for the lesson itself. If you are reading this section, you are probably working from Section 3—Preparation of this lesson.

Items are sorted into four lists: materials that must be printed/collated for all parts of the lesson; activity materials needed for part 1; activity materials needed for part 2; activity materials needed for part 3. Items are arranged in the order used in the lesson.

Printed Materials

Part 1: Reading Activity Reading Handout—one per student Read Aloud–Think Aloud Resource—one for the teacher Word Alert Handout—one per student

Part 2: Exploration Activity Exploration Handout—one per student

Part 3: Engineering Design Activity Exploration Results Handout—one per student Engineering Design Handout—one per student

Activity Materials

Part 1: Reading Activity Presentation Board (whiteboard, blackboard, or poster)

1 total include writing materials for use during class

Part 2: Exploration Activity Brick Molds (egg cartons or 4 oz. paper cups)

1 carton per group or 6 paper cups per group. Roofs (heavy paper plates, about 4 inches in diameter, or something similar)


One weights set per group Clay (Crayola or other non-toxic clay )

if using egg cartons, you will need 5 grams per brick (see section 3.2.2., step 2) if using paper cups you will need 10 grams per brick.


Jars with tight-fitting lids (base the total quantity needed on the size of jars you use.)


Total capacity of the jars should be 100 mL for every three bricks(see section 3.2.2., step 2);

If preparing the Engineering Design Activity too, use twice as many jars Make sure you have at least one extra small jar

Wash Tubs or plastic bins (about 12 inches by 18 inches each) 1 per student group—unless going outside to test the bricks






Part 3: Engineering Design Activity Brick Molds (egg cartons or 4 oz. paper cups)

1 carton per group or 6 paper cups per group. Roofs (paper plates, about 4 inches in diameter, or something similar)


One weight set per group Mixing containers (can reuse jars from section 3.2.1., must be about 2 cups)

1 per group Spoons or craft sticks for mixing

at least 1 per group Clay (Crayola or other non-toxic clay) – these amounts allow for students who want to include more

clay in their bricks if using egg cartons, you will need 10 grams per brick (see section 3.3.2., step 1) if using paper cups you will need 20 grams per brick.


Measuring cups (in various sizes for the students) 3 or more for each of sand and gravel 3 or more for the slip at least 9 total

Aquarium Sand– these amounts allow for students who want to include more sand in their bricks if using egg cartons, you will need 120 grams per brick (see section 3.3.2., step 1) if using paper cups you will need 240 grams per brick.

Aquarium gravel same quantity as sand


Wash Tubs or plastic bins(about 12 inches by 18 inches each) 1 per student group—unless going outside to test the bricks

Water and Watering Cans/bottles or other container used to pour streams of water over bricks 1 per student group student groups can share watering cans, but this will cost time






Buyer’s GuideThis section contains a pre-made list of materials, which will probably need to be purchased for the

lesson, for a teacher who plans to conduct all three parts of the lesson. Also see the Reduced Shopping List on the following page.

Item InformationQuantity:

Class size of…Local Retail Ext Costs: Class

size of…Online Ext Costs: Class size

of…

Item to purchase

Re usable Store Type 30 40 Ea. 30 40 Ea. 30 40

Crayola non-toxic self-

hardening clay0 Walmart,

Target, Craft 2.5 lbs 2.5 lbs $5.00 $5.00 $5.00 $5.00 $5.00 $5.00

Aquarium Sand 0 Petco 1 1 $4.50 $4.50 $4.50 $25.00 $25.00 $25.00

Aquarium gravel 0 Petco 2 3 $3.00 $6.00 $9.00 $3.99 $7.98 $11.97

Small paper cups, 4 oz. 0 Fred Meyer 1 1 $4.00 $4.00 $4.00 $4.79 $4.79 $4.79

No Stick Spray 0 variety,

grocery 2 3 $3.00 $6.00 $9.00 $2.49 $4.98 $7.47

Watering Can yes

variety, grocery,

home improvement,

hardware

1 1 $5.00 $5.00 $5.00 $2.49 $2.49 $2.49

Mixing vessels yes grocery, variety 10 14 $0.70 $7.00 $9.80 $0.70 $7.00 $9.80

Craft sticks or spoons for

stirring0

grocery,variety,

craft10 14 $0.03 $0.30 $0.42 $0.03 $0.30 $0.42

Safety Goggles Yes School Supply 10 10 $5.00 $50.00 $50.00 $5.00 $50.00 $50.00

Weight Set Yes School Supply 10 10 $10.00 $100.00 $100.00 $10.00 $200.00 $200.00

Shipping Costs $0.00 $0.00 $0.00 $0.00 $18.00 $18.00

Total Bricks For A Pigs materials cost$40.23 $187.80 $196.72 $59.49 $207.54 $216.94


Buyer’s Guide Notes

Item to purchase Notes

Non-toxic Self-hardening Clay Crayola non-toxic self-hardening clay is low cost and widely available

SandAquarium sand is clean and dust-free and recommended for safety. Although it is a little more expensive, colored sand is an option. Color choices often make engineering projects more exciting for students

Aquarium gravelAquarium gravel comes in a variety of colors. Color choices often make engineering projects more exciting for students. Aquarium gravel is clean and dust-free and recommended for safety.

Small paper cups, 4oz. none

Watering Can or bottle with sprinkle cap none

Mixing vessels 24 oz gladware-type soup/salad containers, 6-8 oz plastic drinking cups work; 1 per 3-4 students

Craft sticks or spoons for stirring 1 per 3-4 students

Heavyweight small paper plates or cardboard flats These are the roofs for the houses, support the weights for strength testing

Weights set 1 per group of 3-4 students, weight sets are useful for other science and math lessons

Shipping Costs www.petco.com free shipping over $49


APPENDIX 3: RESOURCES AND EXTENSIONS

Using Alternative Materials for Bricks: Pancake Mix, Flour, Glue and Water

Construction StepsIn front of the students, as a class demonstration, prepare two examples of each type of brick according to the instructions below. If you have older students, assign volunteers to do the measuring and mixing for you.

1. Spray 12 Dixie cups with the non-stick spray. 2. Create 2 samples of each of the following 5 types of bricks for a total of 12 samples:

a. Measure 4 tsp. of water and add to a mixing container. Measure 4 tsp. of glue and mix it with the water. Add two full Dixie cups of sand to the glue/water mixture and stir until the mixture is completely damp. Place the mixture equally into two pre-sprayed cups. Label both cups “A.”

b. Measure 4 tsp. of water and add to a mixing container. Measure 4 tsp. of glue and add it to the water. Add two full Dixie cups of aquarium gravel to the glue/water mixture and stir until the mixture is completely damp. Place the mixture equally into two pre-sprayed cups. Label both cups “B,” and set aside to dry and harden.

c. Measure 4 tsp. of water and add to a mixing container. Measure 4 tsp. of glue and add it to the water. Add two full Dixie cups of river pebbles to the glue/water mixture and stir until the mixture is completely damp. Place the mixture equally into two pre-sprayed cups. Label both cups “C,” and set aside to dry and harden.

d. Measure 4 tsp. of water and add to a mixing container. Measure 4 tsp. of glue and add it to the water. Add ⅔ of a Dixie cup of sand, ⅔ of a Dixie cup of aquarium gravel, and ⅔ of a Dixie cup of river pebbles to the glue/water mixture and stir until the mixture is completely damp. Place the mixture equally into two pre-sprayed cups. Label both cups “D,” and set aside to dry and harden.

e. Measure 6 tsp. of water and add to a mixing container. Measure 2 tsp. of glue and mix it with the water. Add two full Dixie cups of sand to the glue/water mixture and stir until the mixture is completely damp. Place the mixture equally into two pre-sprayed cups. Label both cups “E,” and set aside to dry and harden.

f. Measure 8 tsp. of water and add to the first mixing container. Add two full Dixie cups of sand to the water and stir until the mixture is completely damp. Place the mixture equally into two pre-sprayed cups. Label both cups “F,” and set them aside to dry and harden.

Note: In all cases above where glue and water is recommended, an alternative is to mix up pancake batter instead.

3. Set all ten bricks aside in a safe place so they can dry and harden over the next three days or more. 4. Pass out the demonstration handouts. And explain that in a couple of days the class is going to test the

strength of each type of brick by observing how they are affected by water and by counting the number of cans each brick can hold before collapsing. Explain that the water represents rain that would come down on a real house and the cans represent the weight of the roof on the walls of the house. Before we test, it’s a good idea to ask the students to guess how well the bricks will do compared to one another. Tell students to make a guess about the strength of each brick by ranking them from one (strongest) to six (weakest) in the column on the sheet labeled “Guess.”



Testing Steps1. Before starting on the second day of this activity, make sure all the bricks are at least partially dry. If

they haven’t dried at all, you may need to postpone a day or two.2. Take the class outside to test your bricks. If this is not possible, you will need a tray or small wash tub to

test in. Make sure students wear safety goggles. 3. Have student volunteers carefully turn

over one cup of each brick type (6 cups total; you will still have one of each type left over) and line them up on the ground or a tray. On the ground or tray, put a piece of masking tape with the sample’s letter so everybody knows which is which. They should then slowly pull or tear the cups off. (Note: younger students may need help with this step.)

4. Explain to the students that we are going to test the strength of these bricks in two ways. In the first test, we will pour water on them using the watering can. Ask a student what the water from the watering can represents. [Answer: Rain weathering and erosion.] Make a connection to the original story of the Three Little Pigs by asking them what kind of weathering and erosion the wolf represents. [Answer: Wind.]

5. Standing over all six samples, either you or a student volunteer will pour water over them all using the watering can, making sure to pour over all samples equally. After 1 minute, stop and ask the students to write down their observations on their handout. A good observation to include is how much of the brick is left. Discuss with students the relationship between the properties of a brick and the amount of weathering and erosion it experienced. (See Exploration Results document for possible results.)

6. Have student volunteers carefully turn over the 2nd sample of each brick type (6 cups total) and place them on the ground or a tray. Again make sure each sample is labeled by putting a piece of masking tape with its identification letter in front of the sample.,

7. Load all six bricks with weights until they collapse. Have students record the amount of weight the brick can hold before it collapses, excluding the weight that breaks the brick in your total.

8. Back in the classroom, discuss the results as a class. Based on the amount of weight the brick held as well as the observations made while it was being “rained on,” decide which type of brick is the strongest and put a #1 in the results box for this brick. Decide which type of brick is the second strongest and put a #2 in its result box and so on until all the bricks have been ranked.

9. Older students can write-out responses to the following evaluation questions, otherwise discuss them out-loud as a class:

a. Which brick was the strongest and why?b. Which brick was the weakest and why?c. How did your predictions compare to your results?