Lesson Package | Bridge Bundle

Description

The bridge bundle is a 28-page STEM resource that teaches students about bridge design, engineering, and physics using only paper, tape, and scissors. It includes four project guides, three student worksheets, technique pages, and reference materials that explore weight-bearing, fixed, movable, and truss bridges while introducing paper-building methods and structural design concepts. The activities encourage students to experiment, analyze results, and create stable bridge models through hands-on engineering challenges. The bundle is designed for use with K–12 students and aligns with multiple NGSS engineering and science standards.

Description

The bridge bundle is a 28-page STEM resource that teaches students about bridge design, engineering, and physics using only paper, tape, and scissors. It includes four project guides, three student worksheets, technique pages, and reference materials that explore weight-bearing, fixed, movable, and truss bridges while introducing paper-building methods and structural design concepts. The activities encourage students to experiment, analyze results, and create stable bridge models through hands-on engineering challenges. The bundle is designed for use with K–12 students and aligns with multiple NGSS engineering and science standards.

NGSS Standards

NGSSHS-ETS1-1
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

NGSSMS-ETS1-3
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

NGSS3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

NGSSK-PS2-2
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn. Assessment does not include friction as a mechanism for change in speed.

NGSSMS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

NGSS5-PS2-1
Support an argument that the gravitational force exerted by Earth on objects is directed down. “Down” is a local description of the direction that points toward the center of the spherical Earth. Assessment does not include mathematical representation of gravitational force.

NGSS2-PS1-3
Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. Examples of pieces could include blocks, building bricks, or other assorted small objects.

NGSS3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

NGSS2-PS1-2
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Examples of properties could include, strength, flexibility, hardness, texture, and absorbency. Assessment of quantitative measurements is limited to length.

NGSS2-PS1-1
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.

NGSS5-ESS3-1
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

NGSSMS-ETS1-4
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

NGSSHS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

NGSS3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

NGSSHS-ETS1-2
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

NGSS3-ESS3-1
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lighting rods.

NGSSK-2-ETS1-1
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

NGSSMS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

NGSSK-2-ETS1-3
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

NGSSK-2-ETS1-2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.