Lesson Plan #16 - Balloon Powered Vehicles

Name: Sara Kloot Grade/Subject: Grade 4,5,6 Science Topic: Simple Machines
Date: November 28th, 2017 Length of Lesson: 45 minutes

General 4.7. Construct a mechanical device for a designated purpose, using materials and design
Learning suggestions provided.
Outcomes 4.8. Explore and evaluate variations to the design of a mechanical device, demonstrating that
control is an important element in the design and construction of that device.
Specific 4.1. Design and construct devices and vehicles that move or have moving partslinkages,
Learning wheels and axles.
Outcomes 4.2. Use simple forces to power or propel a device; e.g., direct pushes, pulls, cranking
mechanisms, moving air, moving water and downhill motion.
4.3. Design and construct devices and vehicles that employ energy-storing or energy-consuming
components that will cause motion; e.g.,elastic bands, springs, gravity, wind, moving water.

4.4 Recognize the need for control in mechanical devices, and apply control mechanisms where
necessary.
4.5 Compare two designs, identifying the relative 2. strengths and weaknesses of each.
4.6. Identify steps to be used in constructing device or vehicle, and work cooperatively with
other students to construct the device or vehicle.
Learning Students will:
Objectives 1. Design and construct a balloon powered vehicle that uses wind to propel the device.
2. Collaborate with a partner/group by following steps in constructing a flagpole.
3. Record and understand the materials and parts used in a balloon powered vehicle.
4. Reflect and implement improvements in their model.
Equipment Cardboard
Rubber Band
Balloons
Hot glue
Tape
Scissors
Bottle caps
Straw
Skewers
Differentiate - Make groups via popsicle sticks (strategically select sticks)
to optimize learning. Pair weaker with stronger.
Procedure Assessment Methods
Prep: - Place materials on separate standing desks at the front of
the classroom to induce curiosity.
- Write restrictions and limitations on the board.
Introduction - Greet students individually at the door and have them take their Observe student answers
(5 mins) seats. When all students are seated at their desks, silence them during the class
using flat tire. discussion about simple
- Go over restrictions. machines.
 You can blow up the balloon to any size, but if you pop it Write students answers
you wont get another one. Make sure you warm up/stretch on a mind map on the
out the balloon, it will make it easier to blow up later. board.
If you want your balloon powered vehicle to move fast,
would you want the balloon to release air fast or slow?
How would you want the balloon to release air if you want
it to go the furthest?
Body of - Tell students that balloons will not be given out until their -Walk around and
Lesson vehicles are built to avoid balloons flying everywhere. observe their diagrams.
(30 mins) - Start building vehicles in the classroom. Once students have their -Formatively assess their
cars constructed, they can test them out in the hall or at the front of vehicle diagram and sign
the room. off with signature if they
- Tell students they have till exactly 12:50 to finish building and are on the right path.
cleaning up their cars. If they are already done, they can adjust and -Observe students as they
improve their models. Jot down what they improve for later use. build. Make sure that
- At 12:45 tell students that they have 5 minutes left. both partners are
-Have students sit in their desks and review the expectations of contributing to the
being in the hallway. There are other classes in progress so be construction.
respectful.

Race: Distance (have tape to mark where car stops)

Draw from popsicle sticks, and one at a time have the
students see how far their vehicles can go. Ask questions if
something is to go wrong: E.G if car goes sideways: Why
did it go sideways? Is it the axle? The wheels?
Which ever one goes the furthest, fasten another balloon
and straw on it to show the students what happens when
there is more air exerted.
Have students come back to the classroom and place
vehicles at the back corner. Take pictures of the vehicles.
Closure (5 -Exit slip: Students must answer their final question and hand it in Formatively assess their
minutes) to me before they can go for gym. answer to the reflection
question.
-Must be detailed and specific. Full sentences. What would they
change? Must answer why and how. This question promotes
self-advocacy.
-If they changed their design, have them draw the new one.
-If there is left over time, have students tell me why the best vehicle
went the furthest. How did it differ from the rest?
-Dismissal

Notes/Reflection: