Unit 3 — Crystals, Shapes, and Structures: Design for Strength and Protection

• Sketches and descriptions of crystal structures.
• Testing and recording of shape strength using various materials.
• Observation of design decisions during shelter building.
• Comparison charts showing relative strength of different shapes and materials.

A completed protective structure (shelter or container) that meets specified criteria and can withstand a test challenge, with a written or oral explanation of design choices.

— not configured —

Students may demonstrate understanding through a teacher-led discussion about material properties and shape strength, with support from picture cards or real objects to manipulate and sort. A simplified protective structure may be built with fewer materials or reduced complexity, with verbal explanation of design choices supported by sentence frames or visual prompts.

During hands-on building and testing activities, provide visual step-by-step supports such as picture-based task cards that show the sequence for constructing and testing structures, reducing the demand on working memory. Allow students to demonstrate understanding of material properties and design choices through oral explanation or pointing rather than written responses, since Grade 1 students are emergent writers and this unit's summative task can be met through verbal description. Offer pre-drawn sketch templates with labeled sections to support observation recording during crystal and shape investigations. Break the shelter design challenge into smaller, scaffolded steps with frequent check-ins to help students stay on task and experience success at each stage.

Ensure students who require reduced-distraction settings have a stable, uncluttered workspace during building and testing activities, as the hands-on nature of this unit involves many small materials. Provide extended time during the shelter design challenge and any recorded observations, and offer preferential seating near the teacher during demonstrations of structural concepts such as shape strength comparisons.

Introduce and repeatedly reinforce key unit vocabulary — such as 'crystal,' 'structure,' 'strength,' 'curved,' 'triangular,' and 'protect' — using real objects, diagrams, and photographs drawn from nature and familiar built environments. Provide simplified oral directions one step at a time during building activities, and encourage students to show understanding through gesture, pointing, or demonstration before relying on verbal explanation. Where possible, connect the concept of protective structures to home cultures and environments, such as different types of shelters found around the world, to build meaningful context.

Ground entry into the unit in concrete, familiar experiences by connecting structural strength concepts to everyday objects students already know, such as boxes, cups, or the folktale of the Three Little Pigs, before introducing more abstract comparisons. Reduce the complexity of design tasks by limiting the number of material choices at one time, helping students focus on one variable — such as shape — before combining variables. Provide additional guided practice during shape-testing investigations so students can build confidence with observing and comparing before attempting independent design decisions.

Challenge students to move beyond single-structure design by investigating how multiple structural principles work together, such as exploring why combining curved and triangular forms might produce greater strength than either alone. Encourage deeper inquiry by prompting students to observe and analyze real-world structures in nature — such as shells, honeycombs, or bird nests — and draw connections between natural design and engineering principles. Students may also be invited to set and test their own criteria for structural success, practicing the kind of iterative design thinking used by engineers.