SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Names Lisa Maddox and Courtney White Subject Physics
(Leave
Unit Name Unit Name: Egg Drop vs Dragon (Leave this this
and Driving Unit Driving Question: What forces are Week of blank for to blank
Question  acting on the Dragon capsule.  EDSC 442C) for EDSC
442C)
Anchoring Phenomenon: 
Forces acting on an object in freefall, the egg. There is more going on in the system
besides gravity, which is different than what we observed earlier. Now, we are looking
to expand our minds and look into other forces that affect objects as they fall to
Earth. 
Students will be exploring how SpaceX had to design their Dragon capsule to come
back to Earth safely. Students will be looking at the forces that are used for
astrophysicists to use in space travel. They will be exploring this phenomenon with a
more common experiment like an egg drop. 
Anchoring
Anchoring Activity: 
Phenomeno
Students are the new employees of SpaceX and are asked to design a capsule that
n or Design
would safely return to Earth. Since the program does not have unlimited money, the
Problem
experiment will be done with an egg and a shoe box. Students will be given 10 items in
(with
addition to this: 5 pipe cleaners($1,000 each), 10 popsicle sticks($1,000 each), two
Anchoring
balloons($5,000 each), 20 paper clips($100 each), a small pack of tissues($5,000 for
Activity for
the pack), 20 toothpicks($500 each), 10 rubber bands($1,000 each), roll of tape($100
the unit)
for each cm), a foot of string ($500 for each cm), a piece of foam($10,000). There will
be a maximum of $25,000 allowed to create this device. What forces will they need to
take into account when an object falls to Earth? These items simulate what could be
used in a life-size operation of the Dragon capsule coming to Earth, students will be
shown how these home items are related to the realistic experiment. 

Students will later relate their experiment to the Dragon capsule from August by a
video presentation to the class.

Analyze data to support the claim that Newton’s second law of motion describes the
NGSS mathematical relationship among the net force on a macroscopic object, its mass, and its
Performance acceleration.
Expectation  Safety concerns:  Students will be reminded of basic physics safety requirements prior to
conducting their egg drop experiment.
Provide the Standard and Element(s) that
Where in the lesson can this be found?
Students Will be Engaging In
Disciplinary PS2.A:  Forces and Motion:  Newton’s second This will be introduced to the students in the
Core Ideas law accurately predicts changes in the motion lesson intro. When students are looking at
(DCIs) of macroscopic objects. the egg drop simulation, they will have to
start relating this to Newton’s 2nd law. This
will have an affect on the egg drop
 experiment they will be designing. 

This will be accomplished by the students in

Analyzing and Interpreting Data: 
the body of the lesson as well as at the end.
Science and ●        Analyze data using tools,
As students start to conduct their own
Engineering technologies, and/or models (e.g.,
experiment, they will be analyzing the data
Practices computational mathematical) in order
(SEPs) that is produced. Some of the analysis will
to make valid and reliable scientific
come from the models the students drew in
claims or determine an optimal design
lesson 1.
solution
Epistemic Experimentation
Practice(s)
(Bundled SEPs)
The cause and effect can be seen throughout
the entire lesson. It is shown in the intro by
changing the combination of situations for
the egg to fall. As these change, the students
will be analyzing how this affects the safety
of the egg. In the body of the lesson,
Cross Cutting Cause and Effect
students will be using cause and effect to
Concepts Empirical evidence is required to differentiate
(CCCs)
design their egg drop experiment. They will
between cause and correlation and make
be gathering funds of knowledge and access
claims about specific causes and effects.
prior knowledge to decipher what situation
will let the egg land safely. This will
determine if the students will use a soft or
hard surface to have the egg land on, what
effect would this cause create?

Students will be able to explain how momentum and impulse are used for a falling object.
3D Learning  When observing the size of the object, the height at which it is dropped, and the landing
Objective surface, students can use the process of elimination to discover what is needed for the egg to
(Lesson-Level land safely. Then, students can apply this finding to the equations learned in class about
Learning momentum and impulse. There is a linear relationship with the variables in these equations
Expectation) and students will be able to rationalize why the egg is able to land safely and what variables are
affected when the conditions are changed.
Students will be using experience from the egg drop simulation to design an egg drop
Lesson-Level experiment from home. This will be used to identify the forces that are being used in
Phenomenon the process of an object falling to Earth, there is not just gravity.

Connections to CCSS.ELA-LITERACY.RST.11-12.4
other Determine the meaning of symbols, key terms, and other domain-specific
standards
(CCSS ELA, words and phrases as they are used in a specific scientific or technical
CCSS Math) context relevant to grades 11-12 texts and topics.
CCSS.ELA-LITERACY.RST.11-12.6
Analyze the author's purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
CCSS.ELA-LITERACY.RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a science or
 technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve
problems. Include equations arising from linear and quadratic functions,
and simple rational and exponential functions.
CCSS.MATH.CONTENT.HSA.CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same
reasoning as in solving equations. For example, rearrange Ohm's law V = IR
to highlight resistance R.
CCSS.MATH.CONTENT.HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of
multi-step problems; choose and interpret units consistently in formulas;
choose and interpret the scale and the origin in graphs and data displays.

Target Vocab
Force, Mass, Acceleration, Velocity, Change in time, Normal Force, Frictional Force, Air
to be
Developed
Resistance

LESSON
The 5E Model
TEACHER DOES
The teacher will start this lesson by showing
the students an egg drop simulation. The
simulation allows for the egg size, the height
from which the egg is dropped, and the landing
surface to change. As students start to trickle
in, the teacher can run a few simulations with
the students or simply ask them about their
weekend or sports. Once the class is settled,
Lesson Intro
the teacher will demonstrate the simulation
(Engage)
with student involvement. The teacher will run
through the simulation changing the make-up
TIME: 10min
of the simulation. After the simulation runs,
there is a data page that shows up on the
screen. The teacher will run through this data
page and discuss how the mass, height, and
landing surface of the egg can change the
amount of force that is acting on the egg. This
will be useful for the next step for the
students.  creates less force based on previous lessons.
Lesson Body The teacher will distribute the tools to the
(Explore, students for designing their egg drop
Explain, simulation. Before letting students start the
Elaborate) experiment, the teacher should discuss how to
write a hypothesis based on the simulation
TIME: 45 min  they observed as a class. The teacher should
break students into smaller groups of 3-4. The
students will be assigned to their groups based
on a random generator. These students will
STUDENT DOES
The students will be engaged in the activity.
As the teacher sets up the simulation,
students will be asked to give ideas for the
size of the egg, the height from which it is
dropped, and the landing surface. Initially,
students can just say whichever they want to
see, but after a few trials they will need to
defend why they want that situation.
Students should use things that were
previously discussed in other lessons, like the
amount of force and object would have.
Students should be able to relate to the data
table that is given at the end of the
simulation. There is an equation that shows
how to calculate force and what dimensions
of the egg drop that are taken into
consideration. Students should be able to
understand the concept of a lighter egg
Students will be placed into groups and
asked to work together. In their group, they
will work on a hypothesis that they all can
agree on. If there is a student who thinks
completely differently, they are allowed to
write their hypothesis down. These students
should discuss how to set-up their
experiment and give justification to why they
are deciding what they are. The students will

have to work together to create a box that will
let the egg land safely. The teacher will be
walking around the room as students are
designing their experiment to ask questions
about why the students are choosing the
designs that they are.
The teacher should be evaluating how the
students are doing with their egg drop designs.
In order for students to leave, the teacher will
ask students to complete an exit slip. This exit
slip will ask for the students to make a brief
drawing of their experiment, monitor the
money they are using, and include a Free Body
Diagram. The exit slip will be handed out to the
Lesson Closure students when they are initially put into
(Evaluate) groups. However, students must complete this
before they leave for the day. The teacher will
TIME: 5min remind the students to complete this when
there are 5 minutes left for the period. During
the class, the teacher will be walking around
and can assist in completing this exit slip so the
students understand the experiment they are
producing. This will also help students create a
conclusion and will assist in the video
production that will be due at the end of the
unit.
ASSESSMENT
need to decide what tools they will be using
out of the given tools they had. In addition,
students will be putting together a layout for
how expensive their design would be.
Students will be working to create the best
device to have the egg land safely for the
cheapest value. Students will have to show
that their value is at or under $25,000.
Students will be designing an egg drop
experiment. They will be using this
experiment as evidence for their video
submission at the end of the unit. For the exit
slip, students will draw their design. This
should include and label the pieces of
equipment they are using, such as 10cm of
tape. Then, the students will show a budget
calculation for all the pieces of equipment
they used in the experiment. Last, the
students will be drawing a FBD that shows
the forces that are acting on the egg and
what forces are being reduced because of
the shoe box. This is the type of explanation
students will be using in their video
presentation at the end of the unit. They will
get feedback on this design and be able to
perfect it for their final submission. 

FEEDBACK HOW IT INFORMS

TYPE PURPOSE IMPLEMENTATION STRATEGY TEACHING

Entry Level The entry level The implementation Feedback will be This will inform the
assessment would be of the entry level given teacher if students
talking with students assessment will be a instantaneously. As are making the
about the egg drop class activity of the students answer connections to
simulation. The participating in the with equations and physics concepts.
purpose is for the egg drop simulation. variables, the Some students may
teacher to see if their The teacher will be teacher has the be memorizing the
students are asking students for ability to equations, but not
understanding the the equations that automatically understanding how
equations we have would be taken into redirect student this relates to real
been working on for consideration and thinking if they are life. This activity will
the past few weeks. have the students on the wrong path. show the teacher
Hopefully, students explain what the In addition, the which students are
are able to variables mean. simulation will give making the
understand the Students will need to feedback that can connections and
equations past writing identify the variables verify student which students are
down variables. This is that exist in the thinking in an struggling with
an important subject equations.  experimental bridging these gaps.
that would need to be setting. Students Those students will
 will know
addressed before the immediately if they need some additional
experiment takes are on the right assistance.
place. track. 

Feedback will be
This will inform the
given in two ways.
teacher if the
First, the students
The purpose of the Students will be students have been
will be handing in an
formative assessment designing an egg drop listening and grasping
exit slip at the end
is to see if students experiment of their the concepts that are
of the day
have come full circle own. This experiment associated with the
explaining their
with their ideas. The will take engineering equations. It is
design. The teacher
teacher should be techniques by important for the
will examine these
looking for evaluating how much teacher to make
designs and note
connections students it would cost to build these evaluations
where any issues
are making with the this experiment. now before the final
equations to the Students will have to may surface. When
video that students
students begin their
PM outside world. design a shoe box, will produce. This
(Formative) write up of the lab,
Students should be using the given allows the teacher to
they will be
developing problem materials, to ensure assist students in
evaluated on how
solving techniques the egg will land making the
they use the
using the equations safely without connections before
equations. Feedback
discussed in class. breaking. Then, submitting their final
will be given in the
Students should be students will back up project. If students
lab notebooks
able to explain the their claim with are not understanding
based on how
phenomenon that is evidence, using the the material, the
students are
taking place using the experiment and teacher should spend
relating the
equations as equations discussed more time relating
equations to the
evidence.  in class.  the equations to the
experiment they are
real world. 
designing. 

Summative The purpose of the This will be done This feedback will This informs the
summative through the video be given at the end teacher if students
assessment is to bring that students will of the unit. Students have been listening
everything together create at the end of will be turning in and responding to the
that students have the unit. This video rough drafts and feedback that has
learned through the will include force samples that will been given to them
unit. The teacher diagrams, physics need to be included throughout the unit.
would like to see terminology, the egg in this video. They The teacher can also
students demonstrate drop experiment, and will have received check if the student is
their understanding an explanation for feedback on these making the proper
and mastery of the how Dragon possibly assignments and adjustments and
material that has made it to Earth. can make understanding the
been covered. The Students will have to adjustments before material better than
students will have to design a video that submitting the they were when they
use things like Claim, includes drawings, video. This unit handed in their initial
Evidence, and explanations, summative assignments. 
Reasoning (CER) to demonstrations, and assessment will
verify their findings in them talking about have feedback in
the experimentation.  the major concepts the form of a letter
we have covered.  grade in place of a
 test or exam. 

DIFFERENTIATI Students with Special Advanced

ON English Learners Striving Readers
Needs Students
English learners may Striving readers may Students with special Advanced
have difficulty in have a similar needs may have difficulties students get
understanding the difficulty as the with this assignment based the
procedure for the English learning on the level of disability. opportunity to
experiment. However, students. The striving These students will be show their
the simulation is a readers will benefit placed into groups where creative and
visual representation from the simulation the other student shows academic side
that can assist these at the beginning of compassion towards with this
students in class because it is a others and is willing to experiment.
understanding what is visual representation help. This will help show These students
happening. In of what is going on the student with special can use the
addition, these and the student does needs that there are other simulation to
students will be put not have to read text people in the class willing guide their
into groups with a to understand what is to work with them. In experiment,
student who is happening. The addition, the teacher will but they can
bilingual and can experiment does not be mindful of this student also choose to
translate any have reading to go and continue to check on take a different
unknown words. This with it, so the their progress through the approach. They
will be imperative students should excel experiment. As the can use their
when it comes to in this aspect as well. students turn in their lab problem
explaining the Although, to keep books, exit slips, and even solving skills to
equations to the real- these students in the end summative develop a plan
life situation. The mind, they will be put assessment, the teacher that would cost
strategy of finding a into groups with a should keep in mind the the least
student who speaks student who has a level of disabilities this amount but be
their language can be higher level reading student has. This could the most
beneficial to both score. This will help change the difficulty in effective of the
students. The English the striving reader if which the teacher grades entire class.
learner gets the there is a piece of this student, the student This kind of
information required information they are should be meeting the competition is
for them to complete not understanding.  requirements designed by seen as
the assignment. The their study plan. productive and
bilingual student as an incentive
explains what is for advanced
happening, furthering students. They
their scientific can use skills
understanding. they have
outside of class
and bring them
into this
experiment to
show how
creative they
can be. This
will challenge
some advanced
students since
they tend more
towards books
 than their
creative side.

Materials needed:
Egg, shoe box, pipe cleaners, popsicle sticks, balloons, paper clips, a small pack of
Materials tissues, toothpicks, rubber bands, roll of tape, a foot of string, a piece of foam
Needed and
Links to Links to Instructional Resources:
Instructional https://www.physicsclassroom.com/Physics-Interactives/Momentum-and-
Resources Collisions/Egg-Drop/Egg-Drop-Interactive 
https://www.spacex.com/vehicles/dragon/
https://www.nasa.gov/mission_pages/station/structure/elements/dragon.html#.X5
rONkeSk2w
Reflection, Reflection:  This activity is designed to engage the students and get them excited about a
Summary, concept in physics that may confuse the students. Physics is experienced in everyday activities
Rationale, and students tend not to notice what is happening or why it is happening around them. This
Implementatio
activity will engage all types of students and relate forces to an idea they have more than likely
n
encountered, an egg falling. Through this activity, we have taken into consideration the
struggles some students may endure and explained how we would change their set-up for the
experiment so these students could succeed as scientists.

Summary:   The egg drop experiment and comparison to the Dragon Capsule will solidify the
students’ mathematical understanding of Newton’s Second Law. Students will begin by
watching an egg drop simulation shown by the teacher. Then, they will be placed into semi-
randomized groups to work on an egg drop experiment for themselves. These groups are semi-
randomized to ensure students who need extra help are placed with students who would be
beneficial to their learning environment. As students put together their device for their egg to
fall in, they will use engineering design to calculate how expensive their product would be. The
goal for students is to create a contraption that will allow the egg to land safely produced with
the lowest cost possible.

Rationale: The rationale for this activity is to provide a current real-life example to students of
Newton’s Second Law. This is a law that governs anything that falls to Earth. Some students
think physics is out of their grips, like space travel. The rationale for aligning this with Dragon
returning to Earth is to show students how Newton’s Second Law is used in space travel, but is
also used in everyday life. This means students can experience Newton’s Second Law from the
comfort of their home, in sports, or out with friends. This experiment is designed to show
students that physics is: 1 in everyone’s life and 2 that physics can be fun. Designing
experiments is a unique aspect of physics that is different from most sciences at the high school
level, students can use their creativity. 

Implementation:  This Lesson would be used towards the end of the unit, but not the last
lesson before the summative assessment. The egg drop experiment is introduced after the
class has  already discussed what the equations are that govern the flight of a spaceship, or of
the egg. There is one more equation that will have to be introduced to the students before
they can fully understand all forces at play. Momentum will be introduced after this lesson
because students can use the force that was seen  from the experiment to show the change in
momentum. Force tends to be easier for students to articulate in their minds, given an
experiment, than momentum. 

Challenges:  
 1. Clean up
2. Students goofing off and not getting work done
3. Students only having fun and not understanding the physics behind the phenomenon
Solutions:
1. Have each student pick up 10 pieces of trash around their area, even if they didn’t put
it there. Let the janitors know that we are experimenting and it will be messy for the
week. Have students do a major clean up on the last day.
2. The teacher should be walking around the classroom and continue to monitor all
groups of students. The student should be having fun, but still stay on task. The
teacher can design goals that are accomplished every 15 minutes through class so the
students can check if they are on track to finish.
3. This is an experiment and students should be having fun and let out their creative side.
However, the exit slip at the end of the day will keep them on track to think about
what physics is at play during the experiment. Students will need to articulate what
equations make sense with their egg drop and why they chose the design they did.