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NGSS Lesson Planning Template

Lesson # __1__ in a series of

_7___ lessons
Brief Lesson Description: Students have been introduced to the anchoring activity (manned mission to mars)
and have decided to accept the task. Using engineering design principles, students will turn a piece of paper into
an experimental wing for a new type of aircraft designed to be more economical and efficient than todays
Performance Expectation(s):
3-5-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.
3-5-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.
3-5-ETS1-3 Plan and carry out fair tests in which variable are considered to identify aspects of a
model or prototype that can be improved.
Specific Learning Outcomes: Given a scenario about accepting a mission to conduct a manned
mission to mars, students will design a ring-wing glider and test the effects of glider design and its
effects on distance. Students will investigate different sizes and weights of paper or vary the folds.
Lesson Level Narrative
NASA has hired you as engineers to help them man a mission to mars. You have accepted the mission and are
charged with developing the first generation of safe, environmentally compatible, and highly productive
spacecraft. One such idea is NASAs limited Dual-Mode One Person Commuter Concept Space Craft like the one
shown in the video. Your task is to develop a prototype of this one-person commuter concept spacecraft that has
the longest test run. You will test your design against others and determine with your engineering colleagues
which design is the best to move forward with the mission. At the end, you will discuss what aspects of the
design should be kept and which aspects should be removed or refined.
Science & Engineering
Disciplinary Core Ideas:
Crosscutting Concepts:
ETS1.B: Developing Possible
Patterns of change can be used to
Planning and Carrying out
make predictions.

The test the students will

Students will plan out an
conduct will identify points
investigation to test which wing
of strengths in the design of
glider will go the furthest. They will
the air craft and refine of
plan and conduct an investigation
the short comings.
collaboratively to produce data on
PS2.A: Forces and Motion
how far the glider will go and will

The patterns of the ringrefine the glider as a result of the

wing gliders motion due to
different structural changes
to the design can be
observed and measured;
when that past motion
exhibits a regular pattern,
future motion can be
predicted from it.
Possible Preconceptions/Misconceptions:
Students have difficulty appreciating that all interactions involve equal forces acting in opposite directions on the
separate, interacting bodies. This means that there are equal forces acting on the wings of the craft. The forces
will act differently as the students refine the craft. The ideas is that students need to understand that the best
design create a situation where the forces acting in opposite of the motion are smaller than the forces acting in
the same direction as the fight of the glider. (Gunstone, R. watts, M. (1985). Force and motion. In Driver, R. (Ed.),
Childrens ideas in science (pp. 85-104).
Grade/ Grade Band: 3-5th grade

Topic: ring wing glider


ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:

Ask questions to gather the prior knowledge, engage student, give them
information on Mars. Talk about rockets and gliders.

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Show how to do activity, pass out the materials and group children four to five.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Step by step, and how to get to mars.
ELABORATE: Applications and Extensions:
Ask questions on glider, direction, differences and re-test
Formative Monitoring (Questioning / Discussion):
What was the best glider you made?
Why was it better?
Did you make any improvements?
Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment:

Materials Required for This Lesson/Activity



Potential Supplier (item #)