The Woonona Community of SchoolsTransition Program

Teaching and Learning Sequence for STEM Stage 3

Title: Building a Bridge

Phase 1: Intro Task and Assessment Rubric Explain phases of the project. Set expectations that final task is the mini design portfolio Organise students in groups (3-4 students)

Phase 2: Groups explore and trial building a bridge Discuss building prototype of bridge Explain and issue materials Build first prototypes Briefly evaluate first prototype

Phase 3: Research and design ideas Internet search bridges and other rigid structures Review appropriate properties of polygons: rigid, equal, diagonal… Planning to redesign bridge: discuss, create diagrams, annotate diagrams)

Phase 4: Making, refining, testing, recording Build new design Refine and test new design as needed Record process using photos, sketches, observations and written annotations

Phase 5: Draft evaluation Write up design portfolio and evaluation of their design using the Assessment Rubric and

give feedback.

Phase 6: Publish final portfolio Proof read, edit and submit mini portfolio.

The Woonona Community of Schools Transition ProgramAssessment Task Sheet for STEM Stage 3Student Name: _________________________Student’s School: _________________________

Title: Building a Bridge Year & Course: Stage 3 Science, Technology, Engineering, Mathematics

Task:To design, build and evaluate a bridge made from materials provided that can span 50 cm and support a toy car. Develop and submit a mini design portfolio, created in Power Point.

Specific Instructions/Requirements:

Materials may include:

Spaghetti and marshmallows

Newspaper and masking tape

Pipe cleaners and plasticine

The mini design portfolio will include:

Assessment Task cover sheet

Research and design (bibliography, photos of bridge designs, own sketches, annotations)

Evidence of making (photos, sketches, observations and written procedure)

Final product (photos)

Evaluation

Outcomes Being Assessed:A student:ST3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence based conclusions and develop explanations.ST3-5 WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.MA 3- 3 WM gives a valid reason for supporting one possible solution over another.

ASSESSMENT RUBRIC– STAGE 3 WOONONA CoS Transition Program

Criteria Limited AchievementE

(Working Towards)

Basic AchievementD

Sound AchievementC

(Working At)

High AchievementB

Outstanding Achievement

A(Working Beyond)

ST3-5 WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.

Less than 5 slides presented, mainly incomplete.

Uses 5 slides to describe the design process but there may be some aspects missing and minimal detail.

Uses 5 slides to describe the design process, includes research and ideas, evidence of making, final product and evaluation. Uses photos, sketches, observations and research. Some use of technical vocabulary.

Uses 5-10 slides to explain the design process, includes research and ideas, evidence of making, final product and evaluation. Uses photos, sketches, observations and research. Frequent use of technical vocabulary.

Uses more than 10 slides to explain and justify the design process, includes research and ideas, evidence of making, final product and evaluation. Uses photos, sketches, observations and research. Consistent use of technical vocabulary.

MA 3- 3 WM gives a valid reason for supporting one possible solution over another.

Some attempt but little or no evidence of evaluation.

Evaluation makes reference to some aspects of the design process and includes minimal positives and negatives of the final product/design.

Evaluation makes reference to all aspects of the design process and lists positives and negatives of the final product/design. Some use of technical vocabulary.

Evaluation makes reference to all aspects of the design process and lists positives and negatives of the final product/design and reflects on how to improve the design. Frequent use of technical vocabulary.

Evaluation makes reference to all aspects of the design process and lists positives and negatives of the final product/design and reflects on how to improve the design then redesigns the final product. Consistent use of technical vocabulary.

Negotiated Vocabulary List