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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:

Connectingtotheworld:
TheWrightBrothers(aircraft)
Themovie/book"TheMartian"
Marsvs.Earthlife
Travel(wheretheywentandhowtheygotthere)
Enginneringordesinging
Technonlgy
Questions:
Wouldtheyfeelsafein/onthisaircraft,insapce,oronMars?
WhatdotheyknowaboutMars,Space,andaircrafts?
Steps/Guildlines:
1 FirststartoffbyaskingstudentsiftheyknowanythingaboutSpace,spacetravel,orofthe
planets.

2 GivebackgroundinformationonMarsandtheaircraft.Wecandothisbyshowingvideosor
camparingMarstootherplanets.
3 Explainhowtomaketheaircraftandtellthestudentsthatitisokiftheirwinglooksdifferent
thenothers.
Suggestions:
BringinamodelofspaceorspecifcallyMars.
Bringinamodelordioramaoftheaircraf.t
HavepicturesofMarsortheaircraftplayinginthebackground.
EXPLORE:LessonDescriptionWhatshouldtheteachersaskanddo?Whatwillthestudentsdo?
TeachthestudentswhatyouhavelearnedaboutMarsandmakeaplanwiththemonhowtogetthere.Groupkidstogetheringroupsof
threeorfourandhavethemanswerquestionssuchas,howwouldyougettoMars,whatsuppileswouldyouneed,isitsafethere?.Once
thequestionsareansweredhavethemstartbuildingtheirwingglider.Whentheybengintoflythemrecordthedataaslongestdistance,
flightpattern,launchmechanizem,etc.
EXPLAIN:ConceptsExplainedandVocabularyDefined:
Explaintothestudentshowdistanceandshapecorrelatetoensurethelongestandfarthestflightforyourplane.
Vocabulary:
Dependingontheagegroup,thevocabcouldbealteredindepthormessurments:
Distance
Measurement(inches,feet,etc)
Size(sizeofcraft)
Shape(shapeofthecircleofcraft)
ELABORATE:ApplicationsandExtensions:

EVALUATE:

FormativeMonitoring(Questioning/Discussion):

SummativeAssessment(Quiz/Project/Report):

ElaborateFurther/Reflect:Enrichment:

MaterialsRequiredforThisLesson/Activity
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