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Activities in Detail - BRIDGES

Page history last edited by Gloria Schneider 1 yr ago
Anchors:
  • Students listen to lyrics of the song. In cooperative groups, they list things that make them sad (at least 10). Next to this, they write 10 things that make them happy. Using a concept map as a graphic organizer, they then create a power point presentation using graphics and music called "Bridges to Happiness." (this would work well for pre-middle school. added one for older students/middle school below. what do you think ? - gloria)
  • Students listen to this and other songs about bridges -- Under the Bridge (Red Hot Chili Peppers), and others (I teach in a Jewish day school and there  is a Hebrew song based on the Kabbalistic/Hasidic teachings of Rabbi Nachman of Breslov - "The world is a very narrow bridge and the most important part is not to be afraid"). Students work in groups on concept maps relating to the various aspects and purposes of bridges- bridges over waterways (different types ? purposes?), bridge the game (rules ? games of play ? source of name ?), bridge in music (purpose ?),  bridging relationships (language? technology ? ). this will lead to further study based on interest as students/class works through the material below.
  • Walk over a bridge together. talk about what you see. have students draw the bridge. get familiar with shapes.
  • Play a game (called "Islands" or something) inside/outside that involves areas over which you cannot cross (firepits/shark tanks/poison wells), but that affords the option of bridge-building in some way, whether it be freeze-tag-like hand chains, or actual wood planks, or mats, whatever. Just make it be a fun game. Perhaps the students can create it themselves.
  • invent/play a game where students are not allowed to use English (or possibly any other known language), or possibly hand signals, even. They must perform a task, and communication must be somehow necessary to task-completion. Language creation as bridge, as problem solver. Or even expand this, so that some students have blindfolds, earmuffs, etc, and they have to work that out. All of that seems relevant.
  • Use balsa wood, or planks, or sheets of paper made firm by tape, maybe string, etc, and have a weight bearing competition. Start informally, with little preparation, just see what comes up. We used to do stuff like this in OlympicsoftheMind way back, like the egg drop competition or the balsa wood support bearing competition. I'm thinking of this as a quick anchor rather than the main activity. Of course it could turn into that too (as seen in the below activities)

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    Tasks:

  • Bridge Disasters - Working in cooperative groups, students use computer database searches to find bridge disasters caused by construction failure, design flaws, topography, weather, and deliberate human attempt. They then share their information in a creative way.
  • "Bridging Difficult Times" Working in cooperative groups, students research and select careers in the helping professions. The investigation should include: education, necessary qualities, expected duties, average salary, and potential workplaces. Within their presentations, students show how these careers act as "bridges" for human relationships. (These 3 activities use the concept of "bridges" within a language arts context, and are adaptable to different cognitive levels.)
  • Watch video of Minnesota/SanFran/other bridges falling apart
  • Watch video of people walking over the various NYC bridges on the morning of Sept. 11, when no one could get a train home, etc.
  • Bridge Webquest - http://www.papertolight.com/ut/nm/16/

    • Study the designs of various bridges and determine the strengths and weaknesses of each.  Once you have a basic understanding of bridge design, you will go to West Point's web site, download their bridge design software and design your own bridge.  Challenge is to design a cost efficient, stable bridge that meets the specified requirements.  After your team is confident that your design meets all the requirements, you will submit your design to West Point's web site for evaluation.  Whichever team design meets the specifications and costs the least will be awarded the contract to design the new Tacoma Narrows Bridge.

  • Bridge Building Simulation: Mindtool
    • This program seems like a mindtool based on demo and the marketing material:  Bridge Building Simulation
    • It is a tool to help students apply their knowledge of the following concepts: symmetry, choice of material, types of bridge, center of gravity, triangulation, structural efficiency and constraint.
    • A budget is given to each student to encouage the proper managment of resources.  As the marketing piece states, "Even if it is always fun to have a bridge that will resist to the passing of cars, trucks and trains, it is also fun to see it collapse like a castle made of playing cards. This is when the learning experience really starts. The student has to troubleshoot and modify the bridge to make it withstands the weight of vehicles. The possibility of retrying is not available for real engineers, but it is great for students to have access to it."
  • Build a Bridge Activity:  Mutlimedia presentation coupled with online research and assessment
    • Link to potential  Build A Bridge Activity
    • Discusses 4 types of bridges - arch, beam, suspension and cable-stayed - and their  history, strengths and weaknesses
    • Students can use Try it exercises to explore how bridges work
    • Build a bridge over various sites- assesses undetstanding but not a mindtool.
  • SuperBridge - nova program  Classroom Activity

  • Suspension Bridge Activity

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