Objectives
In this section of the paper the objectives will be related to what the student will be expected to learn from this unit. Let's begin with the mathematics. This unit will deal with geometry and form. The identification of shapes and size will be important because as we explore the tangram puzzle where the shapes of the triangles are different sizes. The truss design has different shapes involved as well as size. We will also identify common two and three dimensional shapes. In my current curriculum flat and solid shapes are studied. In this chapter, the students look at shapes in the environment and manipulate shapes through models that involve a sphere, cone, cylinder or cube. The two dimensional shapes are flat shapes and the three dimensional are the solid shapes. We will create geometric designs by the use of the computer software and the drawing of their bridges in the journaling part of the unit.
Other flat shape models are available as well. We also have to understand spatial concepts and their relationship to people's experiences of space. Spatial relationships are important in relation to a bridge. For my students this concept has to be understood by examples. Symmetry will be explored due to the nature of the truss design. This concept is part of our regular curriculum and the truss design gives another way of looking at it. The visual art objectives will be to use elements of line, shape and texture through drawing. Students will draw or paint bridges. When we discuss the bridges a picture will be shown through a photo or story. In response to that image the student will create a collection of drawings. An objective that will apply to this process is pictorial representation. The elementary student is just beginning the writing process, so the picture will be included along with one or two sentences as part of the journal. Also under the writing objectives, technology is listed as a form of information. Since I am currently talking about technology, I would like to explore some of those objectives. Let's look at those objectives. We will have to know basic computer knowledge such as the mouse is a part of the computer. The tangram game requires you to drag the mouse to put the tangram shapes into a puzzle. Although my students are daily on the computer for a reading program, they will already be exposed to technology. This program enhances their technology literacy. Also, they will be able to explain steps in constructing something. The construction is the use of the puzzles and other activities in the unit.
A science objective is to demonstrate and understand the process of scientific inquiry by participating in scientific investigations and working collaboratively. Achieving
this objective will be on going as we investigate bridges and study what makes a bridge what it is. The history part of this unit will look at the physical characteristics of place and region. The places will be seen through the photographs previously mentioned with the addition of a field trip. The students will begin to understand that people work together in a process for creating and building bridges. This will be recognized through the explanation of jobs and how the workers design and build a bridge. We will begin to develop an understanding of historical interpretation. As some bridges are identified historically, a timeline will be drawn about different truss bridges. This experience will give the students a sense of time and events. We will also identify important individuals that contributed to United States history, including the architects, company owners and contractors who have contributed to the history of bridges.
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