Science Trade Book Lesson

Name: Lisa Story Date: December 2019

Grade Science
3 Subject:
Level:
Asking Questions and
Defining Problems
Asking questions and
defining problems in 3–5
3-5-ETS1-3 Engineering Design
builds on grades K–2
experiences and Plan and carry out fair tests in which
progresses to specifying
qualitative relationships. variables are controlled and failure points
• Define a simple
Science and
design problem that are considered to identify aspects of a
Engineering NGSS(s):
Practices:
can be solved through
the development of an model or prototype that can be improved.
object, tool, process,
or system and
includes several
criteria for success
and constraints on
materials, time, or
cost.

Lesson Title: Model Airplane

Central Focus: Students will determine a variable to manipulate and collect data to inform improvements on a
model airplane.

Objective(s):
1. Students will be able to design and build their airplanes, conduct test flights, collect data, and make
improvements.

Prerequisite Understanding: Students will need exposure to data collection prior to the lesson. Students will
use this understanding to run test flights and make improvements on their designs based on what the data
shows.
Lesson Assessment(s): Students understanding will be assessed based on their lab notes, labeled drawing, and
analysis of the data, which will be in the form of a worksheet. Students will complete their own self-evaluation
on the process that they followed and their outcomes. Students will be graded on the following rubric; they
will use the rubric to grade themselves first.
Category 1 2 3
Data Collection Student did not collect Student collected data Student collected data a
or record data. but missing recorded all necessary
information information.
Drawing Student did not draw Student drew airplane Student drew airplane
or label project. but did not include and included all
labels. necessary labels.
Analysis Student did not write Student wrote an Student wrote a
an analysis. incomplete analysis. comprehensive
analysis.
Modifications & Differentiation
Emerging: Students emerging in the idea of engineering will be able to work in groups to create connections
in their understanding. The graphic organizer for their data collection and sentence frames for their analysis
will provide academic language and procedure what they are in need of a direction.
Advanced Extensions: Students who are ready for a deeper understanding will move from airplanes to rocket.
Student will begin a project of designing their own spaceship. As time allows, they will draw and label all of
the components and begin to create the frame.

Special Needs (IEP, 504, ESOL, etc.): Students with needs that require differentiation modification can be
given that allows the product to shift to fit the need. Talk to text can be used for students who need help
getting their ideas into writing. Students may also be allowed to participate in less data collection and fewer
improvements.

Four days
45 minutes each day

Wood airplanes that

need to be assembled
Length of
Materials:
Labeled anchor chart Lesson:
of an airplane

Model magic

Experiment packet
(complete with blank
data charts, drawing
section with key terms
included, sentence
frames for analysis)
Timing Procedures/Activities Teacher Actions/Notes
(What Teacher will do & Student will
do)
Opening/Set:
Effective Questions:
Day 1 How are planes designed to fly?
15 minutes Interactive read aloud: Students will be told
that this book is going to be used to learn
What is some vocabulary that we heard in the book to
vocabulary that is going to help their air help us think about our designs?
craft fly. We will read it two times. When How might you make improvements on the design?
we read students will be given some model
magic to make some of the shapes they see
in the book.
Students’ Anticipated Struggles & Approaches:
25 minutes Building their airplane: Students will partner Students might have trouble getting the model magic to
up and be given a packet that includes their stick to the plane.
airplane parts. The students will build their Students might have a hard time working with their
first airplane model and then take it to the partner. (This would need focused conversation for
test fight area to record their first flight data.
They will observe if it went up, down, conflict resolution).
straight, etc.
 Students will work independently with their
partners to make adjustments that they think
will improve the design of the airplane by
adding model magic onto the model.

5 minutes Closure for Day 1: Students will have time

to look over their data sheets and make any
necessary additions before the lab is left for
the next session.

5 minutes Day 2
Interactive read aloud: Students will help the
teacher read the story. This time through
reading the teacher will put the book on the
document camera and have students raise
their hand to say the vocabulary word on
each page.

35 minutes Students will then continue to make

improvements and test flights.
5 minutes Closure for Day 2: Students will have time
to look over their data sheets and make any
necessary additions before the lab is left for
the next session.

Day 3

Students will draw their final model of their

45 minutes airplane development.

Students will use provided labels to

demonstrate what was included in their
prototype.

Students will begin to write their analysis

independently and not with their partner. If
students need help, they can ask their
partner, and if they need further assistance,
they can ask the teacher. Students will
follow to outlined analysis section for a
guided reflection.

Day 4
30 minutes Students will be given the entire time to
complete their experiment packet. They will
be supported in completion of the packet.
Those struggling will form a small group to
take part in a focused completion session.

Closure:
15 minutes Students will take part in a whole group
discussion about the process and the results
of their analysis.

Post Lesson Self-reflection: