Lesson Summary This learning experience takes one class period.  In groups of four the students will record their ideas about what they know, what they think they know, and what they want to know about why structures stand up.  Then the students will share their findings with the class.  Each group will record their ideas on the class “Why Do Structures Stand Up?” poster. Teacher Background The students will continue to look critically at structures and question how they stand up, why they are built with certain materials and why they are designed in a particular fashion.  The goal is for the students to understand that good building principles are based on scientific concepts.   Set-up/Management Tips Photocopy the KWL “Why Do Structures Stand Up?” recording sheet for the students on page 47 of the teacher’s manual.   Divide the students into groups of four and explain the procedures for working in groups on this assignment as outlined on the teacher’s manual page 44. Make a “Why Do Structures Stand Up?” poster with the same headings as the student recording sheet on page 47 of the teacher’s manual.  This poster will be revisited by the students throughout the unit.  Use the whole class discussion questions outlined on page 45, after the students have completed this assignment in their small groups. The Home-School Worksheet:  “Why Do Structures Stand Up?” on page 49 of the teacher’s manual asks the students to observe the structure they live in, and record their ideas about what makes this structure stand up. Optional book not included in the kit Sky Scrape/City Scape: Poems of City Life by Jane Yolen. Structures poetry writing assignment and teacher directions listed on page 45 of the teacher’s manual. Literacy Support Scientific Vocabulary No new vocabulary words introduced in this learning experience.