CRITICAL & CREATIVE THINKING
I have turned my questions in the bridge design into an investigation taking into consideration my context in terms of
the year level, subject area and location.
Also presented a brief plan of how my lessons regarding the bridge activity would be delivered.
In the lessons I have outlined/discussed my investigation on the bridge activity of what students should do in order for them to develop their capability in critical and creative thinking.
BRIEF SUMMARY OF THE CONTEXT
Design Challenge/ Project description
The task is to select appropriate local material and measurements to build a model of a bridge without using any fastener such as ropes. The bridge design can hold enough load/weight without snapping.
Select the best material and measurement of the sticks and construct the model of the bridge.
Key question:
What is the appropriate local material and measurements of sticks that can hold enough load or weight and its cost effective?
Key concepts.
What will the students learn?
-
Scientific method/Inquiry, Mathematical Modelling & Statistical inquiry
-
Engineering design & Technology
-
Critical Thinking
-
Collaboration
-
Creativity
-
Communication
-
Exploration
-
Observation
-
Making & testing predictions
-
Problem solving
Type of material or sticks and measurements selected should be strong to hold the bridge and support the load on it. The sticks must be stretchable when load added on the bridge. The sticks should be stretchable or flexible to support the load when added on the bridge and not snap depending on the measurement of the length, width, and thickness of the sticks.
-
Material type(sticks) – soft/strong
-
shape (flat and/or round)
-
Strength of the bridge
-
Are the sticks flexible or can easily snap once load is added on the bridge?
Year
Year 10
Relevant discipline thinking
Science - Scientific method/inquiry, knowledge on the material used, application of force such as weight force, balance and unbalance force, gravity, pressure
Mathematics - measurement (length, width, and weight); modelling, statistical inquiry.
Technology – videos on bridge construction, tools such as knife, ruler, pencil, eraser, saw, interactive bridge building software
Engineering – bridge design and design process.
Arts – shape and color of the bridge
BOOK A FREE CONSULTATION TODAY
WE USE THE BEST PRODUCTS
Relevant General Thinking
Problem solving, collaborative, inquiring, evaluating, reflecting, making conclusions, critical and creative thinking, analytical thinking
Location
-
This project was given to grade 10 students of Malabunga Secondary school in East New Britain province which is located inland. Students have been exposed to bridges and even took part in construction of bridges in their communities. Even they walk on bridges on their way to school. The community close to the school has a lot of fast flowing rivers and experiences rain most of the time. Therefore, bridges have been built over big rivers from local materials such as canes to be use when rivers flooded.
Criteria
Bridge design based on material selected and measurement of the sticks should hold enough load and be cost effective.
Constraints
They will only use local materials to construct the bridge. Other constraints include constructing the model of the bridge without using any fastener such as ropes etc.. Time is also another constraint and selecting the best material and best bridge design.
Background Information
Gravity, force, energy, tension, pressure, area, volume
Learning Objectives
During and after completion of the project, students should:
· Apply creative and critical thinking, modelling, statistical inquiry, scientific method/inquiry, systems and computational thinking
· Acquire the knowledge and kills for designing a bridge with selected material and measurements that can hold enough load/weight.
· Determine which material and measurements works best for the design challenge
· Understand pressure, force, weight force or gravitational force, measurements, calculations, draw graphs and interpret graphs.
· Understand how structure of the bridge can support the weight on it.
· Apply the 4Cs and solve a real-world problem
Understand the usage and purpose of different tools or technology used in the design process.
LESSON PLAN LAYOUT
-
OVERVIEW
-
Provide an overview of the lesson
-
KEY CONCEPTS
-
INQUIRY
-
SCENARIO
-
DESIGN PROJECT
-
MATERIALS
-
ORGANIZATION OF THE ACTIVITY
-
INTRODUCTION/MOTIVATION
-
PROCEDURE
-
Background Information
-
PRIOR ACTIVITIES
-
STUDENT ACTIVITY - CONSTRUCT
-
THE BRIDGE
-
CURRICULUM, CRITICAL &
-
CREATIVE THINKING CONNECTION
-
STEM PROJECT CONNECTION
-
WITH CURRICULUM AND CRITICAL
-
& CREATIVE THINKING
-
Modelling
-
Activity Extension
CRITICAL & CREATIVE THINKING IN BRIDGE ACTIVITY
Inquiring – identifying, exploring and organizing information and ideas
Students pose relevant questions based on the problem/main question and research to explore, identify, and organize those information and ideas. Relevant questions that students will research are based on:
-
The type of material
-
Measurement for the sticks and bridge design
Students will also brainstorm, explore and identify information and ideas on the following:
-
Type and correct tools to be used in the bridge construction
-
Type of bridge design
-
Load to be used for testing the strength of the bridge
-
Properties of the sticks (round or flat, wet or dry, thick or thin, flexibility)
-
Materials/tools for observing, recording, and analysing data/reports
Generating ideas, possibilities, and actions
From the organized information and ideas gathered from the research and relevant questions, students will develop possible solutions to the type of local material that will be used, the appropriate measurements( length, width, and thickness) and properties of the sticks (round or flat, wet or dry, thick or thin, flexibility). Students developed possible approaches/solutions to each relevant question and using those ideas and information they develop possible solutions and actions/procedures or plan to be taken to solve the bigger problem.
Analysing, synthesising and evaluating reasoning and procedures
After analysing, synthesising, and evaluating reasoning and procedures to those possible solutions, students select the most appropriate solution in terms of the correct material and measurements of the sticks, they construct the first model of the bridge.
During construction of the bridge, they observe, record, and evaluate the procedure/steps and results of the bridge design from the selected material and measurements of the sticks. They also explain or justify the results identified in the process of the bridge design and formulate new approaches/solutions to the construction of the bridge. Analyse and evaluate the successes and failures of each step and the final product of the bridge being able to support enough weight/load. Identifying, observing, recording and calculations of the weight force, potential energy, pressure, and new height of bridge once each weight or load is added – testing the design. After evaluating the procedures and outcomes against the given problem, its criteria and constraints, students design a new course of action.
Reflecting on thinking and processes
Students reflect on those steps, procedures, actions, and decisions made in the construction of the bridge. Based on the information from analysing, synthesising, and evaluating reasoning and procedures, students reflect and explain their choices/actions and thinking involved or taken in the bridge design. Based on their reflection and new course of action, they improve their bridge design or redesign the bridge to meet the criteria and constraints and solve the given problem. At this stage students:
-
Redesign
-
make prediction/Modelling the results or data collected
-
Report/present the process/procedures or steps, actions, decisions, findings and final product or outcome.
