Web-based Activity Design Zach Welsh

October 2020 EDUC-5105 CBU

Lesson: 3D Modelling and Printing Gliders

1. Subject : Science Grade 6
2. Unit of Study : Unit 2: Flight
3. Grade Level : Grade 6
4. General Curriculum Outcomes (GCO) :

GCO 1 (STSE): Students will develop an understanding of the nature of science and
technology, of the relationships between science and technology, and of the social and
environmental contexts of science and technology.

GCO 2 (Skills): Students will develop the skills required for scientific and technological
inquiry, for solving problems, for communicating scientific ideas and results, for working
collaboratively, and for making informed decisions.

GCO 3 (Knowledge): Students will construct knowledge and understandings of concepts

in life science, physical science, and Earth and space science, and apply these
understandings to interpret, integrate, and extend their knowledge.

5. Specific Curriculum Outcomes (SCO):

14.0 identify and use a variety of sources and technologies to gather relevant information

22.0 suggest improvements to a design or constructed object

28.0 demonstrate that specific terminology is used in science and technology contexts

42.0 identify and describe the forces affecting flight

44.0 describe and demonstrate how lift is affected by the shape of a surface

45.0 identify situations that involve Bernoulli’s principle

46.0 describe and demonstrate methods for altering drag in flying devices

51.0 compare past and current needs, and describe some ways in which science and
technology have changed the way people work, live, and interact with the environment

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Project Details

Who are the students?

The students for whom this lesson is intended are grade six students in St. John’s,
Newfoundland. They are a hard working group with experience working with technology and
using different online platforms. While there are some minor needs in the group, all are able and
eager to work using technology.

Lesson Context

This lesson is designed to evaluate students at the end of the Flight unit. I was inspired by the
idea of constructing paper airplanes when I was in school, and learning about how and why we
chose the designs that we did. The design of a glider, combined with it being printed and tested
and then analyzed through a questionnaire, allows students to learn in a variety of ways, to see
and hold something they created and realized while also reflecting on their design choices.

Learning Outcomes

The targeted learning outcomes are listed above, in accordance with the Newfoundland and
Labrador provincial curriculum guide. This activity targets many of the SCOs listed in the guide,
as it requires understanding of Flight concepts and Bernouli’s principle to complete the
objectives. It also allows for other, more general outcomes to be met that can be applied to a
broader range of activities.

Instructional Strategies

During this lesson, a variety of teaching strategies will be employed. Basic instruction will be the
base of the unit, taking notes and learning about the principles of flight. Before embarking on the
project, we will do science experiments addressing each of the four forces of flight, working both
alone as well as in groups, and practicing the scientific process. Instruction of the online
platforms to be used will also be important, typically done in a guided way and through mini
challenges to get the students used to how the softwares work.

Technology Required

This lesson will require the following technologies:

- Computer with internet access (Macbook/chromebook)

- 3D Printer (Creality Ender-3)
- Access to Google Suite
- Access to TinkerCAD (Free 3D modeling software - web-based)

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 - Access to CURA 3D slicing software

Challenges to Consider

When using any kind of technology, there can be issues of lack of equipment or access to it.
Internet access is also required for this activity. Prior knowledge is both required and being
evaluated in this project as the principles of flight need to be applied to the glider's design. Prior
knowledge and experience using TInkerCAD would be ideal, but if cannot be achieved, some
short lessons or tutorials would be beneficial for the students before asking them to design a
glider. A challenge in my context is that I teach at a Francophone school and am required to
teach in French. All of the software and technology for this lesson is available in both French and
English.

Lesson Plan and Rollout

a. Paper airplane and sketch of glider design

1-2 Classes: During this time, students will learn about gliders and make their own, in the
form of a paper airplane. Students will try to create the plane, using their own folding
technique, that flies the farthest, applying rules and concepts learned in the unit. Once all
are flown, students will be presented with more complex, but efficient folding methods
that they may try. Next, students will take time to sketch a plan of what their glider might
look like, labelling the components of their glider before beginning their 3D designs.
Students will have to explain and justify their design to the teacher before proceeding to
TInkerCAD.

b. 3D Design in TinkerCAD, print and test flight

2-3 Classes: The amount of time may vary for this section, and can be adjusted at the
teacher's discretion to meet the needs of the students. Using TinkerCAD, students must
design a glider that will be 3D printed and tested against others. There are some
parameters set(See appendix), but they are mainly free to explore and attempt any
method they feel will be effective. They should consider all flight principles in their design
and designing process. Note: As a teacher, you can create classes in TinkerCAD, signing
a waiver indicating you accept responsibility for your students. This is quick, easy and
allows for easy access for the students.

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 Prior knowledge of how to build in this CAD software, how to measure lengths and build
to scale, are important. If the students haven’t delved too much into the software, I have
used smaller projects to allow the students to explore and learn how to design, such as
key chains or small tokens. This is fun on it’s own and allows for a level of mastery so that
the students can build better gliders. Once the gliders are finished, they can send the file
to the teacher so that it may be sliced and printed. Once all gliders are printed, they will
be flown, using a control set-up, a homemade launcher set a consistent height to keep
the force of thrust as close to the same as possible for each test flight.

c. Reflection write-up and peer evaluation

1-2 classes: While the design and printing of the gliders make up the bulk of the project,
students will also answer basic questions, evaluating their knowledge of flight principles,
and applying them to their project, from plan to print. This will be completed as a Google
Doc in Google Classroom. This allows for easy and prompt feedback and grading, while
also easing the burden of copying paper. This could also be done in a Google Form as
well. They will also complete a peer evaluation, identifying what they liked, what they
might have changed and if they think their classmate properly applied the principles of
flight to their design.

Evaluation

Evaluation throughout this activity will be multifaceted. Informal observations will be key and
allow the teacher to make adjustments as they see fit. This project allows for the evaluation of
skills, knowledge as well critical thinking and reflection. The rubric for the glider design provides
a framework for the students to reference and consider when designing their gliders. The write
up will allow the students to explain themselves and to further demonstrate their understanding
of how flight works, particularly in reference to their own glider. They can then compare what
they did to the work of another student, and provide constructive feedback to their classmate

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Appendices
A. Guide/Rubric for the gilder design

3D Glider Design Rubric

4 - Great 3- Good 2- Passable 1- Poor

Creative Glider My glider is an My glider is an My glider is My glider is not

design original and original design inspired by designed
different design that applies others, but still properly and will
that applies Bernouli’s effective. probably not fly,
Bernouli’s
Principle Bernouli’s according to
Principle in a
well thought out
properly. principle may not Bernouli’s
way. have been Principle of flight.
considered.

Application of All four Most principles Some principles My glider will not
principles of principles of of flight have of flight have fly as at least one
flight flight have been considered been of the forces of
been and I can explain considered, but flight is holding it
considered and my design not all. Flight of back.
I can explain choices. my glider could
my design be improved.
choices.

Communication I am able to I am able to I am able to I have difficulty

of Ideas clearly explain explain my communicate the explaining my
my thought thought process, basics of my design choices
process, explaining my process, making and do not have
detailing my design choices in reference to how a solid
design using relative terms, a glider is comprehension
the terms using some supposed to fly. of the language
learned in this terminology learned in this
unit. learned in class. unit.

Effective and My diagrams My diagrams are My diagrams are My diagrams are

Readable are clean, readable and labelled, but not organized or
Diagrams easily readable labeled properly, could be more labelled, and
and properly reflecting on the clean or understanding of
labelled, principles of organized. They the principles of
reflecting the flight. reflect the flight is not
principles of principles of apparent.

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 flight. flight.

B. Write-up Doc
Science 6

Flight: The Sky’s the Limit

Designing and 3D Printing a Glider: Write Up

Please fill in the answers in your copy and when finished,

share with your classroom teacher.

1. Define the following terms.

Weight:

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Mass:

Lift:

Drag:

Thrust:

2. Explain your glider design. Why did you choose the shapes you
did for the body, the wings and all other parts?

3. Describe how your design was influenced by the four forces of flight (lift, drag,

thrust, weight)? Did the material we’re using for printing affect your choices? Which

principles played a role in your design and which principle was a non-factor?

4. How does a wing work? Explain referring to Bernoulli’s principle.

5. How do gliders work? What parts of a plane or glider help keep it in the air?

BONUS: What did you like or not like about this project? Feel free to let me know so

that I can improve it for next time.

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 C. Peer assessment rubric

Peer Assessment Tool - Glider Design

Answer the following questions about your partner’s glider. In ranking, 1 is lowest and 10 is
highest.

Name:___________ Partner’s name:___________

1. Rate the design of your partner’s glider, in terms of style and look.

1 2 3 4 5 6 7 8 9 10

2. Rate the design of your partner’s glider, considering principles of flight.

1 2 3 4 5 6 7 8 9 10

3. Rate how well your partner explained their design choice to you, considering the
principles of flight.

1 2 3 4 5 6 7 8 9 10

4. What is something you enjoyed most about your partner’s glider?

_____________________________________________________________________
_____________________________________________________________________
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5. What is something you think your partner could improve on?

_____________________________________________________________________
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