NGSS Lesson Planning Template
Grade/ Grade Band: 3-5th grade
Topic: ring wing glider
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
Practices:
Planning and Carrying out
investigations
Students will plan out an
investigation to test which wing
glider will go the furthest. They will
plan and conduct an investigation
collaboratively to produce data on
how far the glider will go and will
refine the glider as a result of the
tests.
Disciplinary Core Ideas:
Crosscutting Concepts:
ETS1.B: Developing Possible
Patterns of change can be used to
Solutions
make predictions.
The test the students will
conduct will identify points
of strengths in the design
of the air craft and refine
of the short comings.
PS2.A: Forces and Motion
The patterns of the ringwing 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).
LESSON PLAN 5-E Model
ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
Show visuals of different planets. Ask students what they know about the Red Planet.
How do we get to Mars? How do we start on our mission?
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Explain to Students there are different ways to go to Mars. There is different type of models to fly and explore.
Show video how the wing body plan works.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Have step-by-step instructions on making the Wing Body. Test the Model. Have students explain to each other
why the Model went left or right. Students are able to change the model until it goes in a different direction.
ELABORATE: Applications and Extensions: Why did it go left or right? What is one change that students do
to change the direction of the Ring Body?
EVALUATE:
Is there more than one way to fly? Is there always room for improvement? There is. There is always a way to fix
and do improvements. Ask students what they did to change their model and conclusions.
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):
Elaborate Further / Reflect: Enrichment:
Materials Required for This Lesson/Activity
Quantity
Description
Paper
Potential Supplier (item #)
Estimated
Price
