Building Bridges

Grade Level: Grade Three

Time to teach- 15 minutes
Time to practice - 30-35 minutes
Time to share/reflect - 7-12 minutes
Science Outcomes - Unit: Physical Science: Materials and Structures
Students will construct a structure safely to meet certain established criteria.

ask questions about materials and structures

observe and describe various structures both natural and built
build a structure thinking about shape, strength, stability, and/or balance
test the strength of the structure.

Lesson Objectives

Students will expand their knowledge on structures specifically bridges.

Students will explore different types of bridges and their purposes.
Students will collaborate with their classmates in the construction of their bridge.
Students will critically examine their bridge for its strengths and areas of

improvement.
Students will demonstrate their understanding of their bridges through creating a
descriptive diagram.
Students will reflect through their worksheets on the challenges and triumphs of
their construction.
Materials

Twenty-one Elephants and still standing

Toothpicks (50-75 per group)
Mini- Marshmallows (40-60 per group)
Worksheet (one per student)
Ruler (one per group)
One empty applesauce container
50-100 Pennies
Procedure

Scientific Literacy Focus

This is an inquiry and problem solving based focus.
Introduction
The students have been learning about structures for multiple classes and have begun to explore
different types of bridges throughout that exploration. This lesson is to create a stronger

foundation in their knowledge of bridges. We will begin with a read aloud of the book Twentyone Elephants and still standing. This book tells the story of the Brooklyn Bridge that was
considered unsafe by many people. P.T Barnum of the Barnum and Baileys Circus brought his
elephants and pranced them across the bridge to prove its sturdiness.

The class will then have a

circle discussion about bridges and what makes them strong and what are their different
purposes.
Transition- Youtube video What makes a bridge so strong?
Activity
The students will be divided into groups of 3-4. Each group will be provided with the necessary
materials and one set of instructions (see appendix 1 for instruction sheet). After the introduction,
the students will have a foundation of knowledge on bridge construction in order to build a
bridge out of marshmallows and toothpicks as a group. Each group will be given twenty-five
minutes to construct their bridge. Students may encounter challenges throughout this activity. As
educators we must rotate around the room to encourage each group to overcome these
challenges. Each student will be given a worksheet (see Appendix 2 for worksheet). The
worksheet will include an area for the students to draw and label a diagram as well as an area to
discuss their process and decision making while constructing it. Once the students have
constructed their bridge and completed their worksheet each bridge will be tested. Each bridge
device will be tested for stability, strength, shape and balance. The students will need to make a
bridge device that can be picked up and moved into the testing area. Two kleenex boxes will be
taped down on a desk 15cm apart. Each group will place their bridge device to balance between
the two boxes. An empty plastic container (applesauce cup) will be place in the middle of each
bridge. Pennies will be placed into the container one at a time. Students will be observing and
collecting their data on their worksheet.
Productive questions

Did anything surprise you about this activity?

What was the most challenging part of this activity?Why?
What was your favourite part of this activity? Why?
Have you seen a bridge before? Do you remember where you have seen it?
Do you remember what the bridges you have seen were made out of?
What makes a good bridge?

 What is the purpose of a bridge?How do bridges help us?

How many marshmallows/toothpicks did you use? Do you think the amount
matters?
What would happen if we put weight on your bridge? Would it break? Why?
Can you figure out a way to make your bridge stronger?
Closing
To conclude the lesson, the student will go on a Bridge Tour around the room, to examine and
admire the work of their peers. Finally, they will complete an exit slip reflecting on what part
they found most challenging and what was their favourite part of the activity (See exit slip on
APPENDIX 3).
Assessment Strategies
The assessment of this activity will be based on a number of factors. The teacher will photograph
the various bridges and the accompanying worksheets. The structures created and notes taken
will indicate if the students comprehend the aspects of strength, shape and stability. This will
provide Formative Assessment for future bridge building in later classes. Through observation
the teacher will note, on the LA and Math checklist sheets, if the students are achieving the
cross-curriculum outcomes listed below.
Modifications/Adaptations
If needed, the students will be grouped strategically in order to give peer support. The guidelines
for the bridge are very open which gives the students the opportunity to be creative and
adventurous with the design if they wish. This format is therefore accessible to students of
varying abilities.

STSE/Real World Connections

During the introductory discussion the children will have a chance to name some bridges that
they are familiar with (The Halifax Bridges, the Confederation Bridge, London Bridge). This
gives a real life connection to the work that they will be doing after this. Children often
incorporate bridges into their play be it through lego, building blocks or other materials. This
lesson creates a connection between all of these structures and the importance of a well thought
out design.

Cross Curriculum Connections

Language Arts
Students will create text, including digital, collaboratively and independently,
using a variety of forms for a range of audiences and purposes
work with a partner, in small groups, and independently to create
writing.
Students will communicate effectively and clearly and respond personally and
critically.
ask and respond to question to seek clarification of others ideas to
consolidate information.
express and explain opinions, and respond to questions and
reactions of others.
Mathematics - Geometry
G01 - Students will be expected to describe 3-D objects according to the shape of
the faces and the number of edges and vertices.
G02- Students will be expected to name, describe, compare. create and sort
regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons,
and octagons according to the number of sides.
Extensions
At the following science class the students will gather for a whole class discussion. They will
reflect on the strengths and areas of improvement needed for their marshmallow toothpick
bridges. During the reflection, the class will create an anchor chart (this can include photos of the
bridges). This would provide them with information to reflect back on when under taking their
next task of straw and index card bridges. After these bridges have been created, students may be
given the more challenging task of building a suspension bridge.

APPENDIX 1
LETS CONSTRUCT A BRIDGE!
Instructions
In groups of 3-4 you will be designing and construction a load bearing bridge.
The bridge must be suspended between two platforms that are 15cm apart.
Use your rulers to measure out the proper length.
Your group will use marshmallows and toothpicks to create the bridges.
We will test the bridge by placing weights on it until it collapses.
You have been provided will all of your supplies in the bag attached.
Information and examples of bridges can be found in the books at the back of the
classroom

APPENDIX 2
Constructing a Bridge Worksheet

APPENDIX 3
Exit Slip
What part of the activity did you find the most challenging?

What part of the activity was your favourite?