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 achoring 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 variables are controlled and failure points 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 wing ring-glider and test the effectsof 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 ompatible, 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
protogype of this one-person commuter concept spacecraft that has the longest test run. You will test your design against
others and determine with your engineer 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:
Disciplinary Core Ideas:
Planning and Carrying out
ETS1.B: Developing Possible Solutions
The test the students will
investigations
Students will plan out an investigation to
conduct will identify points of
test which wing glider will go the
strengths in the design of the
furthest. They will plan and conduct an
air craft and refine of the short
investigation collaboratively to produce
comings.
data on how far the glider will go and
PS2.A: Forces and Motion
The patters of the ring-wing
will refine the glider as a result of the
tests.
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.

Crosscutting Concepts:
Patterns of change can be used to make
predictions.

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 idea is that students need to understand that the best design create a sitation where the
forces acting in opposite motion are smaller than the forces acting in the same direction as the flight of the glider. (Gunstone,
R. watts, M. (1985). Force and motion. In Diver, R. (Ed.), Childrens ideas in science (pp. 85-104).

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions: land
show class pictures of mars, describe it. Explain that no one has ever been there.
Who wants to go to Mars? Well before you pack your bags, the first sep we need to take is to design our way there! Today we
will be making a paper model of a possible rocket that we will use to fly up to the red planet.
Ask for suggestions on how they think they can get to Mars.
Involve them
-

EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Now that we have gained knowldge about where and how we get there, its time to build our model and test it. Spread
yourselves out along the room and test your model. Test it multiple times and observe what it does.
Guide students on how to build
Model how to fly it
Observe studemts and take notes
EXPLAIN: Concepts Explained and Vocabulary Defined: After creating/testing the glider discuss how the glider worked out
& what can be done to improve the glider to fly better. How did it work better, & why do you think so? (Discuss with
partners then as group).

Vocabulary:

ELABORATE: Applications and Extensions:

students.
EVALUATE: - Ask what they learned
compare and contrast their first glider and the glider with improvements
Formative Monitoring (Questioning / Discussion): What do you think made the glider fly? -circle, wings, pointy wing?
Summative Assessment (Quiz / Project / Report):
Elaborate Further / Reflect: Enrichment: