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 plan out an
students will conduct will
investigation to test which wing
identify points of strengths
glider will go the furthest. They will
in the design of the air craft
plan and conduct an investigation
and refine of the short
collaboratively to produce data on
comings.
how far the glider will go and will
PS2.A: Forces and Motion
refine the glider as a result of the
The patterns of the
tests.
ring-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

LESSON PLAN 5-E Model

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

Open by engaging students with familiar concepts of Mars and outerspace to get
them excited about their mission to Mars. Have students discus with a partner what
they know about space, space travel, or Mars? May give put and collect post it
notes with answers or ask for volunteers to share.

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Have one person explaining activity in the front of the room scafolding for students. While leader explains have
other teachers assist students, and have students explore their own product.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Have student Dicuss the difference in each others product. How it flies, how it was built?
Vocabulary: Gravity, Force, Spacecraft

ELABORATE: Applications and Extensions:

How can the student improve rocket, offer new material for students to work with?
EVALUATE:
Share changes, modifications with class
Formative Monitoring (Questioning / Discussion):
What worked with our rockets? What could we do better next time?
Summative Assessment (Quiz / Project / Report):
What else do we need to do or know before we can get to Mars?
Elaborate Further / Reflect: Enrichment: What do you want to know about Mars?

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