NGSSLessonPlanningTemplate

th
Grade/GradeBand
:35
grade

Topic:
ringwingglider

Lesson#

__1__
inaseriesof
_7___
lessons

BriefLessonDescription
:Studentshavebeenintroducedtotheanchoringactivity(mannedmissiontomars)andhavedecidedtoaccept
thetask.Usingengineeringdesignprinciples,studentswillturnapieceofpaperintoanexperimentalwingforanewtypeofaircraft
designedtobemoreeconomicalandefficientthantodaysairliners.
PerformanceExpectation(s):
35ETS11Defineasimpledesignproblemreflectinganeedorawantthatincludesspecifiedcriteriaforsuccessandconstraintson
materials,time,orcost.
35ETS12Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaand
constraintsoftheproblem.
35ETS13Planandcarryoutfairtestsinwhichvariableareconsideredtoidentifyaspectsofamodelorprototypethatcanbe
improved.
SpecificLearningOutcomes:Givenascenarioaboutacceptingamissiontoconductamannedmissiontomars,studentswilldesigna
ringwinggliderandtesttheeffectsofgliderdesignanditseffectsondistance.Studentswillinvestigatedifferentsizesandweightsof
paperorvarythefolds.
LessonLevelNarrative
NASAhashiredyouasengineerstohelpthemmanamissiontomars.Youhaveacceptedthemissionandarechargedwithdevelopingthe
firstgenerationofsafe,environmentallycompatible,andhighlyproductivespacecraft.OnesuchideaisNASAslimitedDualModeOne
PersonCommuterConceptSpaceCraftliketheoneshowninthevideo.Yourtaskistodevelopaprototypeofthisonepersoncommuter
conceptspacecraftthathasthelongesttestrun.Youwilltestyourdesignagainstothersanddeterminewithyourengineeringcolleagues
whichdesignisthebesttomoveforwardwiththemission.Attheend,youwilldiscusswhataspectsofthedesignshouldbekeptand
whichaspectsshouldberemovedorrefined.
Science&EngineeringPractices:
DisciplinaryCoreIdeas:
CrosscuttingConcepts:
PlanningandCarryingoutinvestigations
ETS1.B:DevelopingPossibleSolutions
Patternsofchangecanbeusedtomake
Studentswillplanoutaninvestigationto
Thetestthestudentswillconduct predictions.
testwhichwinggliderwillgothefurthest.
willidentifypointsofstrengthsin
Theywillplanandconductaninvestigation
thedesignoftheaircraftand
collaborativelytoproducedataonhowfar
refineoftheshortcomings.
thegliderwillgoandwillrefinetheglideras PS2.A:ForcesandMotion
aresultofthetests.
Thepatternsoftheringwing
glidersmotionduetodifferent
structuralchangestothedesign
canbeobservedandmeasured;
whenthatpastmotionexhibitsa
regularpattern,futuremotioncan
bepredictedfromit.
PossiblePreconceptions/Misconceptions:
Studentshavedifficultyappreciatingthatallinteractionsinvolveequalforcesactinginoppositedirectionsontheseparate,interacting
bodies.Thismeansthatthereareequalforcesactingonthewingsofthecraft.Theforceswillactdifferentlyasthestudentsrefinethe
craft.Theideasisthatstudentsneedtounderstandthatthebestdesigncreateasituationwheretheforcesactinginoppositeofthe
motionaresmallerthantheforcesactinginthesamedirectionasthefightoftheglider.(Gunstone,R.watts,M.(1985).Forceandmotion.
InDriver,R.(Ed.),
Childrensideasinscience(
pp.85104).

LESSONPLAN5EModel
ENGAGE:OpeningActivityAccessPriorLearning/StimulateInterest/GenerateQuestions:

WhatdoyouknowaboutMars?
DemonstratethedistancebetweenEarthandMarsusingmodelssuchasinflatableballoons.
HowwouldonegettoMarsfromEarth?

EXPLORE:LessonDescriptionWhatshouldtheteachersaskanddo?Whatwillthestudentsdo?

Seperatestudentsintogroups(Groupsoffive)
Withtheblankpieceofpaperitdiagonally.Nextmakeainchfoldalongthesmoothside.Afterfoldingthefirstinch,
goandmakeasecondfoldontopofthefirst.
Curltheendspfthepapertomakearingandtuckoneendintothefoldoftheother
gotosideoftheroomtobegintheactivity;gentlygrasptheVshapewithyourthumbandindexfinger.
Lightlytossthegliderforward


EXPLAIN:ConceptsExplainedandVocabularyDefined:

whathappenedwhenyouletgooftheglide?Whydotheglidesfly?
Vocabulary:

gravity:theforcethatkeepsyoudown

ELABORATE:ApplicationsandExtensions:

Studentswouldengageinaclassdiscussionaboutthesuccessoftheirgliders.Theteacherwouldaskstudents:
Whatworkedwellaboutyourgliderandwhatdidnotworksowell?
Theteacherwouldthenaskstuedentstothinkpairshareabouttheiranswertothequestion:
Howmightyouchangeyourglidertomakeitgofarther?
Afterthethinkpairshare,somestudentswouldbeaskedtosharetheirideaswiththewholeclass.
Studentswouldthenbeinstructedtomakeanimprovementtotheirgliderandtestitout.

EVALUATE:

Walkaroundtoseeifthekidsarethrowingtheringwingglidercorrectly.Givetipsonhowtohelpadjusttheglides

movement.

FormativeMonitoring(Questioning/Discussion):
Askquestionstoseeifthecomprehendthereasonforbuildingtheringwing

glider.
WhatotherinformationdoweneedtoknowoncewegettoMars?

SummativeAssessment(Quiz/Project/Report):

Havestickersforstudentswhoparticipate.
ElaborateFurther/Reflect:Enrichment:
OncewelandonMars,whatdoyouthinkitwilllooklike?

MaterialsRequiredforThisLesson/Activity
Quantity
1

Description
PieceofPaper

PotentialSupplier(item#)

EstimatedPrice