Lesson 1: Intro to the Bridge Project/ the Engineering Design Process.

This lesson is the introduction to the Engineering Design Process and the paper bridge building project we will be taking part in. Students engaged their prior knowledge of engineers and what they do through the Interactive Read Alouds of the books Rosie Revere Engineer, Iggy Peck Architect, and Ada Twist Scientist all by Andrea Beaty. These books will also model the Engineering Design Process which we defined and then used throughout our project. Students were introduced to the bridge building project by watching a video describing the EDP and how to solve a similar bridge-based problem. Students watched a real-life demonstration of a very weak paper bridge and then they proceeded to fill out the “Ask” and “Imagine” sections of their Engineering packets while beginning to think about how they plan to make their own models. 

• Students will be able to identify and explain each of the parts of the EDP (Ask, Imagine, Plan, Create, Improve, Reflect).
• Students will be able to connect the EDP to a bridge building problem.
• Students will be able to identify the problem of the project in the “Ask” section.
• Students will be able to construct possible solutions to the problem in the “Imagine” section. 
• Students will be able to use ideas from classmates to expand upon their own ideas for solutions.
• Students will be able to recall literature and prior experiences about engineers and the EDP.

Lesson 2: Initial Designs with Paper Bridges.

In this lesson, students will be assigned to their partners and workspaces for the entire project. One table will be the designated as the “test table” where students can test their bridges on the two large books placed nine inches apart. Students will have to create a plan for their bridge by drawing a design for the model of how they plan to use the construction paper. Students will label their diagrams and listing all necessary materials. Students will also practice collaboration as both partners must have similar models. After planning out their bridges, students will get one piece of construction paper and two 1.5 inch long pieces of scotch tape. They will get to construct an initial model for their bridge design. Then, students will test their first models and record the results for the whole class. Students will also write a brief reflection on which models were the most successful and why.

• Students will be able to create a diagram of a bridge model with labels and appropriate features.
• Students will be able to identify the materials needed to complete a task.
• Students will be able to equally participate in the construction of a paper model of their bridge.
• Students will be able to count pennies and record the results data in a chart.
• Students will be able to reflect on which models were successful and reason why.

Lesson 3: Picking From Different Materials and Folds.

This lesson is two exploration periods meant to expand students’ choices around kinds of improvements they can make for when they redesign their bridges. Students have the chance to explore different types of materials for constructing their bridges as well as introduce them to different ways to fold their paper (or other material should they choose) to make a stronger bridge. In the first part, they will be shown each material (wax paper, tin foil, construction paper, and cardstock) and get an opportunity to test them out. Each group will test all of their materials. Students will record the quality of the material and if it is suitable for this project. In the second part, students will engage with a video showing other ways to fold materials. Then they will break into their partner groups and get 4 pieces of construction paper, one for each folding technique. Then they will get to test their different designs and will be expected to record their results in their packets like in the first part. This will feed into their improvements for the final designs, models, and testing. 

• Students will be able to identify potential materials used for building bridges. 
• Students will be able to identify at least four different ways to fold paper to build a bridge.
• Students will be able to justify which materials and folds are effective and ineffective for this project. 
• Students will be able to work with their partner to construct models for each material and four different models for each folding style.
• Students will be able to demonstrate respect and collaboration skills when testing bridges and seeking materials around the room. 
• Students will be able to record data results in a chart.
• Students will be able to explain their reasoning for why one material/folding technique is better for this project than another and justify their answers. 

Lesson 4: Explain Reasoning Behind the Research, Improve, and Redesign.

In this lesson, students will engage in a vocabulary session in which they will have visuals and vocabulary relevant to the materials and types of folds they had used and explored in the previous lessons. Students will identify the strengths and weaknesses of each material or type of fold as a class. They also connect their reasoning to Project Lead the Way, another engineering unit they are working on (specific to my class). This will connect their ideas and concepts and provide them the language necessary to show their thinking in meaningful written work. They will then get to show their ideas for improvements visually in the Redesign section. By co-defining the vocabulary needed, students can take ownership over the words and apply them to their explanations, reinforcing the exploration they did in the prior lesson. 

• Students will be able to list positive and negative qualities of the materials and folds they had used previously.
• Students will be able to use relevant vocabulary to explain why a material or fold would/ would not be an effective option for a bridge.
• Students will be able to defend their choices for the best material and the best folding style using vocabulary. 
• Students will be able to connect Project Lead the Way ideas around “Structure” and “Function” to this unit.
• Students will be able to decide upon improvements to make to their designs and models.
• Students will be able to create and label a diagram of their redesigned bridge model. 

Lesson 5: Final Tests and Reflections.

This lesson is the conclusion to the paper bridge building project and rounds off the Engineering Design Process. Students make a final design based off of their improvements made in the previous lesson. Then have one last class-wide test for the bridges. Students record data as groups get to test. Lastly, students reflect on their collaboration skills across the unit on a Likert scale. 

• Students will be able to use new information to make changes to a design and model.
• Students will be able to collaborate to determine final decisions regarding design and material choices. 
• Students will be able to co-construct a model bridge using one material and a maximum of 2 pieces of tape. 
• Students will be able to record data into a chart.
• Students will be able to reflect on their own collaboration efforts throughout the unit.

*Click on the Lesson Titles to see the full PDFs.