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In this lesson, students will design a bridge and convince others of its integrity and worth.
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Click and watch this teacher preparation video to help you understand how to teach this lesson. Here is a YouTube link of the teacher video for your reference: https://youtu.be/mlOBvXX-vzY
Start Here: Teacher Preparation Video
Students will collaborate with others as they use their knowledge of bridges and symmetry
Students will construct realistic bridges across the ravine in Minecraft
Collaboration
Critical thinking
Project Based Learning
Can I build a symmetrical bridge across the ravine?
Can I justify the design and resources used?
Can I produce promotional material to advertise my bridge?
Students need to be organized into small groups (3-4) of mixed ability in terms of Minecraft. Students need to decide what type of bridge they want to build and what materials they are likely to use. It may help to produce a sketch/plan of the bridge before going online into MC so they all know what the bridge will look like before they begin building. Teacher can reinforce Bridge vocabulary and Content Knowledge.
Children collaborate with their knowledge of bridges and symmetry to construct realistic bridges across the ravine in Minecraft.
Children produce a small piece of reflective writing for their Portfolios.
Students will be able to:
Success Criteria I can contribute to the design of our bridge. I can help build a symmetrical bridge over the ravine. I can explain our design and thinking. I can describe my bridge using relevant terms, with reference to strength, appearance and safety.
Task 1 - in class/library/online - R&D Research can be done online, in the library or looking back over recent learning.
Task 2 - on MC Once students have spent time discussing/researching bridge types structures and designs. They can then get to work in the Minecraft Meso Biome and build their structures for the "Gold Miners" competition. Structures must match the design and the should use the Snipping tool (+3sec Delay) or the new Camera features to collect evidence of their creations.
AFL and Feedback loops - Mixed ability groups and Foreman role given to the group leader. Task delegation and support offered from within teams. - 5 min Pause during construction where all groups look at each others constructions and ask them "How did you do that?" "Why did you use that?" - Individual students asked to take pictures of parts of their constructions and add them to their portfolio. - Feedback and pointers given through the session.
Follow up task - Students can review their learning using this template and can embed into VLE or ePortfolio.
Check out the Tips & Tricks video playlist that will help you and your students better use Minecraft: Education Edition in the classroom:
https://youtube.com/playlist?list=PLkh9rrdH-ARER03ojhFYtmoFDVuACYJLa
More videos added periodically so make sure you check often for more content!
Click and watch the student pause and play video with your class, pausing and playing as needed. This will help your students understand how to navigate through this lesson and Minecraft world and complete the activities located within them. Enjoy!
Check out the YouTube link for your reference: https://youtu.be/nM_pl_5f2pM
Student 'Pause & Play' Video
Identify the intended purpose and use of structures to be built and explain how knowing the intended purpose and use helps guide decisions regarding materials and design.
Recognize that functional structures must be sufficiently strong and stable and that unstable or weak structures are often unsafe to use.
Identify needs and opportunities for designing, through exploration
Generate ideas from their experiences and interests
Add to others’ ideas
Choose an idea to pursue.
Making
Choose tools and materials
Make a product using known procedures or through modelling of others
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Sharing
Decide on how and with whom to share their product
Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
Use personal preferences to evaluate the success of their design solutions
Reflect on their ability to work effectively both as individuals and collaboratively in a group
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Content
Students are expected to know the following:
The use of emotional and logical appeals to persuade
Use appropriate vocabulary related to their investigations of forces and structures.
Recognize that internal and external forces apply stress to structures and describe examples in which this stress has led to structural fatigue or structural failure.
Consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended (understand why language choice, organization, and voice used in an essay differ from that used in a media advertisement)
interview an engineer to explain how soil properties are important in building large structures such as bridges. (310-3)
Through their own writing, demonstrates a growing understanding that persuasive writing convinces the reader to another’s point of view (i.e. persuasive essay, commercial, print advertisement)
Design and manufacture of instruments, tools, machines, structures (e.g. bridges, towers), devices (e.g. water filtration device), models (e.g. glider) and simple circuits
Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience, including illustrations, diagrams, posters, displays, and cartoons.
analyze personal, social, economic, and environmental factors that need to be considered in designing and building structures and devices
design and construct a variety of structures, and investigate the relationship between the design and function of these structures and the forces that act on them
demonstrate an understanding of the relationship between structural forms and the forces that act on and within them.