Template for STAO Inquiry Resource Development Project



Structures, Structures, Everywhere!Overview: The students and teacher will go on a walk to look for and record the different types of structures they see in their community. Discussion will revolve around what a structure is, what makes it strong and stable, and what forces act on it. An investigation of structures can result from this shared experience. After gaining knowledge of structures, students will be asked to design and build a structure, such as a longhouse or a pioneer house, which is strong, stable, and can withstand forces applied to it.Grade Level: 3Strand and Topic: Understanding Structures and Mechanisms: Strong and Stable StructuresInquiry Focus: What is a structure?What makes a structure strong?What makes a structure stable (balanced)?What forces affect a structure?How can the students use this knowledge to make informed choices when designing and building a strong and stable structure that meets a specific purpose?Big Ideas: A structure has both form and function. (Overall expectations 1, 2, and 3)Structures are affected by forces acting on them. (Overall expectations 1 and 3)Structures need to be strong and stable to be useful. (Overall expectations 1, 2, and 3)Overall Expectations: Science and TechnologyAssess the importance of form, function, strength, and stability in structures through time.Investigate strong and stable structures to determine how their design and materials enable them to perform their load-bearing function.Demonstrate an understanding of the concepts of structure, strength, and stability and the factors that affect them.Language: Oral Communicationlisten in order to understand and respond appropriately in a variety of situations for a variety of purposesuse speaking skills and strategies appropriately to communicate with different audiences for a variety of purposesLanguage: Readingread and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaningrecognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaningLanguage: Writinggenerate, gather, and organize ideas and information to write for an intended purpose and audiencedraft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audienceLanguage: Media Literacydemonstrate an understanding of a variety of media textsMathematics: Data Management and Probabilitycollect and organize categorical or discrete primary data and display the data using charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as neededGeometrycompare two-dimensional shapes and three-dimensional figures and sort them by their geometric propertiesdescribe relationships between two-dimensional shapes, and between two-dimensional shapes and three-dimensional figuresThe Arts: Visual Arts D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandingsSocial StudiesA1. compare ways of life among some specific groups in Canada around the beginning of the nineteenth century, and describe some of the changes between that era and the present day (FOCUS ON: Continuity and Change; Perspective)Specific Expectations: Science and Technology2.1 follow established safety procedures during science and technology investigations2.2 investigate, through experimentation, how various materials and construction techniques can be used to add strength to structures2.3 investigate, through experimentation, the effects of pushing, pulling, and other forces on the shape and stability of simple structures2.4 use technological problem-solving skills and knowledge acquired from previous investigations, to design and build a strong and stable structure that serves a purpose2.5 use appropriate science and technology vocabulary in oral and written communication2.6 use a variety of forms to communicate with different audiences and for a variety of purposes3.1 define a structure as a supporting framework, with a definite size, shape, and purpose that holds a load3.2 identify structures in the natural environment and in the built environment3.3 identify the strength of a structure as its ability to support a load3.4 identify the stability of a structure as its ability to maintain balance and stay fixed in one spot3.5 identify properties of materials (e.g., strength, flexibility, durability) that need to be considered when building structures3.6 describe ways in which the strength of different materials can be altered3.7 describe ways to improve a structure’s strength (e.g., by using triangulation or crossmembers) and stability3.8 explain how strength and stability enable a structure to perform a specific function3.9 describe ways in which different forces can affect the shape, balance, or position of structures 3.10 identify the role of struts and ties in structures under loadLanguage: Oral Communication2.1 identify a variety of purposes for speaking2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including small and large-group discussions2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence2.4 choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to communicate their meaning accurately and the interest of their audience2.5 identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning2.7 use a variety of appropriate visual aids to support or enhance oral presentationsLanguage: Reading1.1 read a variety of literary texts, graphic texts, and informational texts1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts1.4 demonstrate understanding of a variety of texts by identifying important ideas and some supporting details1.5 make inferences about texts using stated and implied ideas from the texts as evidence1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around themLanguage: Writing1.1 identify the topic, purpose, audience, and form for writing1.2 generate ideas about a potential topic, using a variety of strategies and resources1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources1.4 sort ideas and information for their writing in a variety of ways1.5 identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers and organizational patterns1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and gather new material if necessary2.1 write short texts using a variety of formsLanguage: Media Literacy1.1 identify the purpose and intended audience of some media textsMathematics: Data Management and Probabilitydemonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneouslycollect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondenceinterpret and draw conclusions from data presented in charts, tables, and graphs (page 63)Geometryidentify and compare various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (i.e., number of sides; side lengths; number of interior angles; number of right angles)construct rectangular prisms (e.g., using given paper nets; using Polydrons), and describe geometric properties (i.e., number and shape of faces, number of edges, number of vertices) of the prisms (page 59)The Arts: Visual Arts D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have the community as their subjectD1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topicD1.3 use elements of design in art works to communicate ideas, messages, and understandingsD1.4 use a variety of materials, tools, and techniques to respond to design challengesSocial StudiesA1.1 describe some of the similarities and differences in various aspects of everyday life (e.g., housing, clothing, food, religious/spiritual practices, work, recreation, the role of children) of selected groups living in Canada between 1780 and 1850 A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day A1.3 identify some key components of the Canadian identity (e.g., bilingualism, multiculturalism, founding nations, religious freedom), and describe some of the ways in which communities that were in Canada around the early 1800s have had an impact on Canadian identity Key Concepts: Structures, shapes, strength, balance, stability, forcePrior Skill Sets: respectful listening and speaking skills during the knowledge building circle discussions; observation skills, recording and tallying skills during the exploration and investigation of strong stable structures; cutting/fastening skills during the hands-on activities in order to be successfully engaged in this inquiry.Prior Knowledge: geometric shapes and solids (Mathematics, Specific Expectation );fair tests (changing only one variable in order to test how it performs) and experimental procedures (Science and Technology, Specific Expectation 2.2 and 2.3);how to make a poster (format) and a flipbook, if they are going to complete one of the additional ideas suggested (Writing, Specific Expectations 1.1 and 2.1).Materials and Equipment: construction paper building blocksreusable materials (cardboard boxes, paper tubes, egg cartons, drink containers, etc.)craft stickers tongue depressors modeling clayglue tape scissors loads (blocks, coins, masses, stones, etc.)fans (electric or manual)non-fiction storybooks on structures; multi-media resources; computer accessRelated Background Resources and/or Links:Science and Technology ResourcesSTAO “Connecting to the Natural World” (ideas for taking students outside; general ideas even though it is Junior) Buildings, Bridges, and MoreCorry LaPontKids Can Press, c2012ISBN 9781554535705Extreme Structures: Mega-construction of the 21st CenturyDavid JefferisCrabtree Publishing Co., c2006ISBN 9780778728580Why do Bridges Arch? And Other Structural QuestionsRachel GriffithsScholastic Canada, c2007ISBN 9780779174133 Resources:For Print Resources:First Nations owned bookstore and publishing house that offers a variety of authentic resources Aboriginal Perspectives: The Teacher’s Toolkit:The toolkit was developed by the Ontario Ministry of Education to support elementary teachers in integrating First Nation, Metis, and Inuit histories, cultures and perspectives. Available at:.on.ca/eng/aboriginal/ toolkit.html and Additional Resources:.on.ca/eng/aboriginallibrary.queensu.ca/webedu/grad/aboriginal.pdfnwmo.ca/aboriginaltraditionalknowledgeAboriginal science and technology society - casts.caAssembly of First Nations - afn.caHolistic learning modules- l-cca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/index.htmlSafety: Teachers need to follow the safety procedures referenced in the STAO Elementary Safety resource ():general safety, pages 7-9, 21, 25-33, 35-40; designing, building, testing constructions safety, pages 73-76; equipment safety, pages 77-78; nature study safety, pages 96-97.Teachers need to follow established school and board safety procedures in order that all activities are conducted in a safe manner.Students should be able to use safe practices to ensure their personal safety and that of others in a variety of situations.Students should be knowledgeable about established safety procedures for the use of scissors and fastening materials when building the project.Students should use established procedures for maintaining a well-organized work space.Instructional Planning and Delivery: The time required to complete this inquiry will depend upon student background, student skill sets, level of student interest, and any additional time necessary for the completion of student work. Estimated time of inquiry completion is approximately twelve to fourteen instructional periods.Engage (I SEE): Purpose: Create student interest and curiosity Enable assessment / activation of prior knowledge Engage students and provide a shared experience from which to draw on later in the inquiry process. See Resource list for general ideas about taking students munity WalkTake the students outside and have them record and tally all of the different structures that they see. (This tally reinforces and consolidates mathematics concepts in data management through a real-life application.) Students may have comments and questions about what they are doing. Record these on a clipboard, iPad, camera, or sticky notes for later reference. Take advantage of any teachable moments to discuss related topics, such as how the structures are different and/or the same, and why the structures were built the way they were (i.e., their purpose).Questioning (I WONDER):The traditional storytelling/talking circle/knowledge building circle includes the concept of “group talk” where formal and informal conversation (think/pair/share, brainstorming, jigsaw, etc.) takes place. This includes the sharing of information in a safe manner with agreed upon rules of respect and responsibility (which are posted nearby). A “talking stone”, which signifies the speaker, can be passed around the circle from student to student ; the circle is complete when all have had a chance to speak and be heard respectfully (can set a time limit but must have opportunity to resume); all are sincerely thanked for their respectful participation. The use of kinesthetic activities to confirm understanding of information shared (clap, look at a friend and smile, okay symbol, thumbs up, etc.) is included. This begins as a teacher-led circle until the students are familiar with the process. Then the students are able to take a more active role in which teacher and students co-lead, eventually leading to the stage when students are able to initiate the discussion and information sharing with independence.In a knowledge building circle (inside the classroom or outside), small group collaboration or think/pair/share, the students are asked open-ended questions to inspire their own questions for further inquiry. This is also the time to reference the comments and questions given during the structure recording activity and build them into the discussion. This is a safe place to allow students to gradually take more initiative in the inquiry process as teachers are able to gauge when students are ready to move from more teacher-directed instruction to teacher-student co-led inquiry, and eventually to student initiated inquiry.Teacher Tip: Allow students to collaborate while discussing findings and questions in a variety of ways such as jigsaw groupings, small groups, partner talks, etc.Teacher-ledStudent-ledWhat do you notice about the structures that we saw?What other types of structures do you know? (This is a teachable moment to point out and discuss that a structure is any object that has been built for a purpose by humans or animals, and not just buildings.)Why are some structures built the way they are (building material and shape)?How would a structure be constructed if it is to be used often?What do you notice about the shapes of these structures? (Some shapes are stronger than others and, therefore, are used more often.Possible questions may include the following:Why are some structures big and others small?Why don’t structures, like houses, fall down?How do structures stand up to wind and rain?Why are most houses the same basic shape?Why do people build more structures than animals?Explore / Inquiry activity (I DO):Structure Exploration:Ask students to gather items from around the classroom to add to the collection of structures that they saw on their walk. In small groups or pairs, students use these structures to build other, larger structures. By doing so, they will discover which objects work best as a base, which objects stack well, which objects roll away when stacked, etc. Discussion about what they have observed should then take place in their groupings or in a knowledge building circle. Ask students if they noticed any similarities or differences in the structures and their shapes. Discuss their observations, explanations, and further questions. Assess Prior Knowledge: Have students record what they know about structures with words and pictures in a discovery journal, oral, pictorial, or dramatic presentation, slide show, etc. This will provide an initial assessment of where individual students are in their understanding of structures and will allow the teacher to plan next steps to support their students’ learning.Strong Structures:Review the knowledge building circle discussion about the shapes in structures using think/pair/share, matching activity (in which students match objects to shapes) in pairs or small groups, or small group brainstorming on sticky notes. Ask how we can find out which shapes make strong structures. (We can test the shapes that we know.) For those students needing guidance, help them design a means of testing each shape using a fair test in which only one variable is changed (i.e., the shape); each shape then has a pre-determined load applied to the top; observe which shapes can hold the load. Each shape can be made out of construction paper and tape or glue. For those students with more independence, they will have their own ideas about how to test different shapes for strength (i.e., using a combination of shapes in one structure to add to its strength). The students predict what they think will happen then test each shape using the agreed upon method and record their findings with pictures and words. During a knowledge building circle, small groups, or partners, discuss the student findings, explanations that they have for what happened, whether their predictions were correct (why or why not), and further questions they may have. Different groups of students may then test the stronger shapes with increasing loads; hopefully, the students have this as one of their questions or the teacher can lead them to this by asking ‘what do you think might happen if we add a larger load to these shapes?’. This will help provide more information as to which shapes would be best when constructing a strong structure. Triangles, arches, and domes are some of the strongest shapes used in structures.Explain: Students record their findings from the strong structure activity using labeled pictures, a written explanation, oral recordings on video, play/puppet performance, storyboard, etc. Students give their definition of a strong structure, using an example from their experiment and an explanation as to why it was stronger than other shapes.Stable Structures:Challenge the students to build the tallest, freestanding building using classroom building blocks. Give them a time limit of 10 – 15 minutes. When done, have a knowledge building circle, a think/pair/share, or a small group discussion in which open-ended questions are asked to lead the discussion: What did you notice when you were building your towers? Why did some towers fall down? (This is a teachable moment for a mini-lesson on gravity and centre of gravity; having a wider base lowers the centre of gravity of the structure.) Why did some towers stand without support? How might we make all of our towers more stable/balanced? Record student observations, comments, and questions for future reference and/or answering. Allow students time to make their towers more stable after this discussion about stability. Were they able to use the information to increase the stability of their towers? Why? Why not? Provide opportunity to record anecdotal observations on sticky notes or class chart.Explain: Students record their findings from the stable structure activity using labeled pictures, a written explanation, oral presentation, computer illustration, or a photo essay. Students give their definition of a stable structure, using an example from their activity and an explanation as to why it was stable (i.e., a wide base gives the structure a low centre of gravity). Record student answers to inquiries about the reasons for their explanation in anecdotal form.Forces Acting on Structures:During a knowledge building circle, think/pair/share, small group, or individuals writing on sticky notes to add to a chart, ask the students to recall the reason that some of their towers collapsed; gravity was the force at work on the towers. Ask how we can find out what other forces are acting on real-world structures like our towers. Ask what reasons structures around the world collapse (strong winds, earthquakes, etc.). How might we test our towers to see how stable they are against wind and earthquakes? (Sample student suggestions: hand fan or electric fan to mimic strong winds; build towers on the desks and shake them at varying strengths to mimic earthquakes.) Challenge students to use their knowledge of strong and stable structures to build a structure (pre-determined minimum height) made out of classroom building blocks that can withstand some of the forces that would act on structures in the real world. Allow students time to build, predict what will happen, and test their towers against ‘wind’ and ‘earthquake’. Consolidate the students’ findings, observations, explanations, and questions during a knowledge building circle, small group collaboration, or partner discussion. Allow further refining of the building process after discussion so that students can see their concepts in action.Explain: Students record their observations about their towers and their ability to withstand ‘wind’ and ‘earthquake’ in learning logs, comic strips, camera/iPad pictures, paintings or art construction. Explanations about how they built their towers, whether it was able to withstand the ‘wind’ and ‘earthquake’ tests, why or why not, and whether their predictions were correct or not, and why. What would they do differently next time?Students may have questions that will lead to further research or experimentation that will be valuable in supplementing their understanding of strong and stable structures. Allow students the opportunity to explore further using their own ideas with teacher guidance as needed. For students not ready for independent work, the teacher can lead them in large group research in which the teacher reads the relevant non-fiction material as the students draw pictures/take notes individually, in pairs, or on chart paper for all. For those students who need some teacher direction but are able to do some work on their own, partner or small group research would be appropriate where each student is only responsible for some of the research work and has input into the presentation strategy used to share the information. For those independent students, individual, self-directed research and presentation method is appropriate, engaging, and challenging.Students will need access to written materials, multi-media, and/or computers in order to do further research into the questions that they are wondering about. See Resource list.Consolidation Activity:Students can create a display of structures showing weak versus strong, unstable versus stable, and what happens when gravity, wind, and earthquakes act on structures (could be a ‘before’ and ‘after’ display). This can be done as a visual arts display or an electronic display. In a knowledge building circle, discuss/review the factors that play a part in a structure’s strength, stability, and ability to resist forces. The displays can be placed around the room so that students can take a gallery walk to see their peers’ work, and the teacher can ask open-ended questions of each creator (i.e., why did you choose to show this as your example of a weak structure?). This is an opportunity to record anecdotal observations.This will provide insight into student thinking and their understanding of the concepts of strong and stable structures, how they can withstand the forces acting upon them, and why people design and build structures the way they do. Dependent upon student interest and ability to take initiative in the inquiry project, this could be extended to include a research project. Those students needing teacher support could do a project on a teacher suggested topic, such as a strong and stable structure of their choice; the student could make an oral or written report or a visual arts project. Students who are able to be more independent in their inquiry process could research a project of their choice, presenting it to the class with a self-selected method of presentation, such as a demonstration with manipulatives, art based construction, photo essay with descriptions, etc. A field trip to an interesting architectural building or having a structural engineer visit would be informative for students. Students will need access to written materials, multi-media, and/or computers in order to do further research into the questions that they are wondering about. See Resource list.Additional Ideas:Students may want to create a flipbook or a computer/iPad slideshow that illustrates the way a structure might react to the forces applied to it (in particular a weak or unstable structure would collapse).Students may want to create a poster illustrating how builders make structures strong and stable and able to withstand outside forces.Extend / Redesign: Students are asked to design and build a structure, such as a longhouse or a pioneer house as studied in their Social Studies curriculum, using their knowledge of strong, stable structures able to resist forces. This real-world connection will help consolidate both Social Studies concepts and Science and Technology concepts. This structure will then be used in a variety of experiments involving both ‘wind’ and ‘earthquake’ forces. A student-led brainstorming session could be done during a knowledge building circle in order to get student-generated suggestions for appropriate structures. Students can record all suggestions on an overhead, computer (to be shown on a data projector), blackboard/whiteboard, or chart paper so that students can make their choice of structure from the list. Students with less independence can build structures from classroom connecting blocks or other manipulatives. Students with greater independence should have the opportunity to design and build their structures from scratch with available materials.Success criteria need to be recorded during a class brainstorming session so that students know what is expected of them and what they need to do in order to achieve success. The success criteria should be posted and referred to often during the design-and-build process.This could include the following:Design Criteria: Structure must:Be strong (i.e., use strong shapes)Be stable (i.e., will stand on its own with no outside support)Perform the task for which it is designed (i.e., continue to stand up to ‘wind’ and ‘earthquake’ forces)Be aesthetically pleasing (well-built and pleasing to look at)Students need to have access to materials and fasteners in order to build their structures. They can help brainstorm a list of materials that are available to be used in the construction process.Students need time to devise a plan (a labeled diagram will suffice) before beginning to build their structure. This plan may change during the building process but that is all part of the technological problem process (plan, test, revise, test, revise…). A final labeled diagram is one way to record this process of problem solving; an oral or written explanation of the changes and the reasons behind the changes would provide valuable information about student thought processes. Once completed, the structure can be shared with classmates and teacher in an oral, written, or visual presentation giving an explanation of which shapes were used to increase its strength, how the structure was made more stable, any interesting building points (i.e., the student thought that the way he/she built the roof was innovative because…), and what the student would change if they were able to build it again.Experiments using these structures can be completed with ‘wind’ and ‘earthquake’ forces acting on the structures for a pre-determined time period (testing as before in the ‘Forces Acting on Structures’ activity). Before beginning, students should make a hypothesis as to what they think is going to happen when the ‘wind’ and ‘earthquake’ are applied to the structure and why they think that is going to happen. Then the students should do a number of fair tests with the ‘wind’ and ‘earthquake’ forces and record what they observed. Were their predictions correct? Why? If not, why? What might happen if the force of the ‘wind’ and ‘earthquake’ were increased? (Try it out!) Students with more independence may have other suggestions for testing the strength of their structures (i.e., putting ‘wind’ and ‘earthquake’ together for testing, adding ‘rain’ (water) to the test, etc).Indigenous Connections:In order to be respectful of First Nations, Metis, and Inuit, this inquiry has used the holistic wheel as a guide to assist in planning knowledge building circles (storytelling circles), mini-lessons, hands-on activities with real-world connections and proven-successful assessment strategies. An outline of the holistic wheel follows: Holistic Wheel:Using the holistic wheel with all students when planning lessons will engage the students through the following means:Spiritual: holistic approaches that incorporate cultural concepts, resources, and/or artifacts Physical: interactive and collaborative activities; visual and hands-onEmotional: humour; storytelling and group talk (knowledge building circles); reflectiveIntellectual: mini-lessons, procedures and routines, assessment tools; life-long learning; real-world connectionsFor further information, please use the resources cited in this unit.Additional Suggestions for Indigenous Connections:Investigate further the structures designed and built by Indigenous cultures in Canada. Investigate the use of different materials.Evaluate (I REMEMBER):Throughout the Instructional Planning and Delivery process, there are various opportunities for teachers to assess student learning. Teachers should use “knowledge building circle” and collaborative group discussions, questions, and information sharing in the assessment for learning as students acquire the knowledge that they are exploring via anecdotal observations, oral/video question and answer, teacher-student conferences with timely oral feedback, learning logs, visual arts, etc. Teachers should use the “Explain” activities to help assess as learning using the differentiated strategies given (portfolios, photo essays, self-selected presentation strategies, dramatic presentations, etc.) that will allow different learning styles to achieve success. The “Consolidation” and “Extend” activities can help in the assessment of learning as they use their knowledge of strong and stable structures in a hands-on design-and-build project based on a real world application.The success criteria could become the basis of a co-created rubric that would be used to evaluate the project (see example below). Evaluation of this activity should include anecdotal observations of the design-and-build process, evaluation of how well the student was able to achieve the components of the success criteria, as well as a self-evaluation of how well the student felt the project fulfilled the design criteria set out at the beginning of the build, and what the student would do differently if able to do the project again. Additional anecdotal observations of the experimental process should also be noted. Further evaluation of student achievement can be done via checklists, self-selected presentation strategies, discovery journals, dramatic and oral storytelling, etc.Sample rubric based on design project success criteria:Success CriteriaLevel 1Level 2Level 3Level 4Structure uses strong shapes to increase its overall strengthStructure uses few strong shapes to increase its overall strengthStructure uses some strong shapes to increase its overall strengthStructure uses strong shapes to increase its overall strengthStructure uses many strong shapes effectively to increase its overall strengthStructure is balanced and stands independentlyStructure is somewhat balanced and stands precariously even with outside supportStructure demonstrates some balance and stands by itself with little outside supportStructure is balanced and stands independentlyStructure is well balanced and stands independently and solidlyStructure performs task for which it was designed (‘wind’ and ‘earthquake’ tests)Structure does not survive the ‘wind’ and ‘earthquake’ tests Structure survives the ‘wind’ and ‘earthquake’ tests for a short timeStructure survives the ‘wind’ and ‘earthquake’ tests for the required timeStructure survives the ‘wind’ and ‘earthquake’ tests for longer than the required timeStructure is aesthetically pleasing (well-built/looks good)Structure shows little attention to detailStructure shows some attention to detailStructure shows attention to detail Structure well thought out, extra detailStudent followed all safety procedures during the building processStudent needed reminders to use safety proceduresStudent needed some reminders to use safety proceduresStudent used safety procedures independentlyStudent followed safety procedures independently Student could explain why the structure is strong, stable, and withstands external forces effectivelyStudent offered little explanation as to why the structure was strong or stable (but not both)Student offered some explanation as to why the structure was strong and stableStudent was able to explain why the structure was strong, stable, and could withstand external forcesStudent was able to explain with detail and insight why the structure was strong, stable, and could withstand external forces ................
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