Unit 3 — Properties of Materials and Design - Shapes and Structures
Description
Students explore how shapes and structures affect strength and design. Through activities with index cards, tape, clay, newspaper, and popsicle sticks, students investigate curved shapes versus triangles and design structures that are both strong and purposeful. Students create crystal names, experiment with shapes for eggs, build rain gutters to test water flow, and design protective shelters using strong shapes. The unit connects observations from nature to engineering design and introduces optimization of designs for specific purposes.
Essential Questions
- Why are certain shapes stronger than others?
- How does shape purpose affect design choices?
- What is the relationship between strength and protection?
- How do we build structures that serve a specific function?
Learning Objectives
- Understand how shape relates to strength and structure
- Design and build structures using given materials
- Test structures for strength and durability
- Apply the engineering design process to structural challenges
- Observe and measure the performance of different shapes
- Improve designs based on testing results
- Understand constraints and criteria in design
Supplemental Resources
- Index cards, tape, and popsicle sticks for building
- Paper and markers for design sketches
- Plastic containers for water flow testing
- Clay and craft materials for prototyping
- Rulers and measuring tools for evaluating dimensions
Physical Sciences
Engineering Design
Nature of Technology
Engineering, Technology, and Applications of Science
Digital Literacy
Geometry
Measurement
Operations and Algebraic Thinking
Students write informative texts to explain engineering design processes and create digital stories about investigations. Students engage in collaborative discussions during design challenges and present findings about prototypes and solutions.
Students measure lengths of objects using appropriate tools and units, create bar graphs and picture graphs to represent data, and use addition and subtraction to solve word problems involving measurements and comparisons.
Formative Assessments
- Observation of shape experiments with eggs and newspaper
- Testing rain gutters and recording water flow
- Assessment of shelter designs and strength tests
- Sketches and descriptions of design improvements
Summative Assessment
Completed shelter design project that incorporates a strong shape and offers protection
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through hands-on building with teacher support, where they select and assemble materials to create a structure while explaining their shape choices aloud. Visual models showing different strong shapes and a simplified recording sheet with pictures instead of writing may be provided.
IEP (Individualized Education Program)
During hands-on building and testing activities, provide visual step-by-step supports such as picture-based direction cards that show the sequence of the engineering design process without requiring heavy reading or writing. Allow students to demonstrate understanding of shape and structure concepts through oral explanation, pointing, or physical demonstration rather than written responses. For design sketches and improvement descriptions, offer graphic organizers with labeled diagram prompts or allow dictation so that the focus remains on engineering thinking rather than writing output. Break multi-step building challenges into smaller, clearly sequenced tasks and check in frequently to provide feedback and redirection as needed.
Section 504
Provide preferential seating during direct instruction about shapes and structures to minimize distraction and support focus during demonstrations. Allow extended time during testing and building tasks so students can fully engage with materials and record observations without feeling rushed. Ensure printed direction cards are available for any building or testing task so students are not solely dependent on verbal instructions delivered to the whole group.
ELL / MLL
Build vocabulary for this unit — including words such as structure, strength, curved, triangle, weight, and shelter — using real objects, labeled diagrams, and picture-word cards that students can reference throughout building and testing activities. Pair simplified oral directions with physical demonstrations so that language does not become a barrier to engaging with the engineering tasks. Where possible, allow students to discuss observations and design ideas with a peer who shares their home language before sharing with the whole class, supporting both comprehension and confidence.
At Risk (RTI)
Connect the concepts of shape and strength to structures students have already seen in their everyday environments, such as rooftops, tunnels, or bridges, to activate prior knowledge and create a meaningful entry point into the unit. Offer reduced-complexity versions of building challenges that use fewer materials or a more constrained design goal so that students experience early success before attempting more open-ended tasks. Provide structured recording tools with sentence frames and simple diagrams so that observing, testing, and reflecting on designs feels approachable and builds confidence in the engineering process.
Gifted & Talented
Encourage students to investigate the mathematical or scientific principles behind why certain shapes — such as triangles and arches — distribute weight more effectively, moving beyond observation toward explanation and analysis. Challenge students to add self-imposed constraints to their shelter design, such as limiting the number of materials or designing for a specific environmental condition, to deepen engagement with the concept of optimization. Students may also be invited to document their design process and findings in a format of their choice — such as an illustrated engineer's log or a short presentation — that communicates reasoning and evidence to an authentic audience.