NGSS Lesson Planning

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

Students will plan out an
conduct will identify points
investigation to test which wing
of strengths in the design of
glider will go the furthest. They will
the air craft and refine of
plan and conduct an investigation
the short comings.
collaboratively to produce data on
PS2.A: Forces and Motion
how far the glider will go and will

The patterns of the ringrefine the glider as a result of the

wing gliders motion due to
tests.
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:

Does everyone like field trips? Well, today we will be taking a trip to Mars. But, first
lets learn more about Mars.
So What is Mars? How can we get to Mars? How long will it take to get there? Is Mars
like Earth or, will Earth be like Mars in the future?
Did you know, that the Ring Wing Glider can carry 300 passengers over 7,000 miles
at a speed of 506 miles per hour?

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Lets use our imagination to fly to Mars (Make paper model of the Ring Wing Glider). Have students scattered
across the classroom so, the gliders can be tested by tossing them around. Advise the students, NASA is
developing a safe, compatible means of transportation to get to Mars (The Ring Wing Glider). The Ring Wing will
be used because the atmosphere will let us glide faster through Mars.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Step by step instruction in building the Ring Wing body. Test the model (What direction did it go and why?). Have
students compare their models with others whos models are not having the same issue. See if you can spot any
differences in the two models then, make one change to make it go in a different direction.

ELABORATE: Applications and Extensions:

Make a model and test it (Throw the glider). If flight issues are discovered, compare models with another not
having the same issue. Make (ONE) adjustment you feel would improve flight and perform another test flight.
Report if flight improvement has been made (Did the flight go straighter).
EVALUATE: Make a model that costs less. Now that we have planetary transportation, how will we
get there? What will we need for survival and sustainment?
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment:

Materials Required for This Lesson/Activity

Quantit
y
30

Description
Standard size paper

Potential Supplier (item #)

Estimated
Price