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
airliners.
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:
Practices:
ETS1.B: Developing Possible
Patterns of change can be used to
Planning and Carrying out
Solutions
make predictions.
investigations

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 aircraft and refine of
plan and conduct an investigation
the shortcomings.
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
tests.
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

LESSON PLAN 5-E Model

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

Access prior knowledge by asking questions about aircrafts (airplanes, jets, spaceships, etc.)

Make connections from previous knowledge to NASA aircrafts

Introduce new vocabulary and show pictures and videos about what NASA aircrafts look like now and
what they can possibly look like in the near future. Also explain why/ how improvements can be
beneficial (reduce fuel consumption, noise levels, operation cost, etc.)

Explain that the process for testing such aircrafts begins with models made out of paper.

Introduce and explain the activity to our little engineers.

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
*Safety Issues: paper cuts

Ideally there the teacher will be working with a group of 5 students.

Teacher will pass out the materials and work with the group going over the process step by step,
constantly monitoring student work and waiting until everyone has completed the first step before
moving onto the next.

Once the aircrafts are done the teacher will demonstrate how to properly flick the craft for optimal
results.

While the students are testing their aircrafts the teacher will be walking around observing and offering
assistance when needed.

After a few trials the teacher will then ask the students about their observation and results. Teacher will
suggest that the students make a modification to their aircraft and think about what this change might
do. (Make it fly straight, make it fly longer or higher)

After more test trials the teacher can hold a competition between students.
EXPLAIN: Concepts Explained and Vocabulary Defined:

Students will be asked to make observation construct explanation as to why an aircraft was more
successful than another; students will also be encouraged to use vocabulary terms that were introduced
during the lesson.

Teacher will help guide the students and provide further explanations when necessary.
Vocabulary:
ELABORATE: Applications and Extensions:

Teacher will ask the students about how this experiment might relate to aircraft engineers.

Things to think about: weight and balance of the aircraft, cost of building the aircraft
EVALUATE:
Formative Monitoring (Questioning / Discussion):

Teacher was constantly monitoring student discussion and work throughout the lesson.

Final thoughts from students.

Introduce the next lesson to get the students thinking about it. Next lesson: surface of mars (figuring out
where to land and mapping out a volcano).
Summative Assessment (Quiz / Project / Report):

Teachers can create quiz and have students label parts of a ring wing glider, students can also be asked
to record their data and present it on a graph, or they can be assigned a research paper/ report.
Elaborate Further / Reflect: Enrichment:
For the teacher:
1. Were the students engaged and participating?
2. What can be done differently?

Materials Required for This Lesson/Activity

Quantity
1-2 per
student

Description
8.5 x 11 inch paper

Potential Supplier (item #)

Estimated
Price