Science Lesson: Parachutes (2-part)

adapted from FOSS Air and Weather Investigations

Allison Dotts Grade 1

I. Content and standards: air resistance (Phila SD scope & sequence - air & weather)
3.1.4.A.1. Identify and describe what parts make up a system.
3.2.4.C. Recognize and use the elements of scientific inquiry to solve problems (planning
and carrying out investigations, analyzing and interpreting data, constructing
explanations)
II. Prerequisites: understand the parts of a parachute & will have built one in another lesson
using similar materials
III. Essential Question: How does a parachute interact with air? How can we use what we
know to solve a problem?
IV. Instructional objective: Given an airdrop engineering challenge, students will design,
build, and test a parachute. They will be able to analyze and redesign the parachute to
solve the given problem, as evident in observation, discussion, and notebook entries.
Students will actively, independently participate in a scientific investigation and
discussion.
V. Instructional procedures
Part I: Introduce engineering challenge and plan your design (already completed) read
text; discuss parachutes we made previously. Introduce scenario: parachutes are
sometimes used to get people safely to the ground. We can also use them to drop
emergency supplies. Lets imagine these beans are our supplies...how can we get them
down safely without spilling them?
Students will work with a partner to plan a parachute design: no lids allowed. Teacher
will facilitate discussion
Part II: Design and test parachutes S tudents will work with their partners, using their
plans to build parachutes. First, remind students of the challenge and have them go over
their plans with their partner. Tell them they may have to think about problems they will
encounter, and how theyll try to solve them first (I heard people discussing this
yesterday!). Circulate to ensure students are on the same page as their partner; then,
hand out materials. Ask how theyll address issues they may have. Wrap up the first
design (outside if possibleif not, have students move to back rug). Test drop one at a
time, (applaud each time!) discuss together some of the issues that happened. Send
students back to desks and talk over a potential re-design with their partner. Have
students record in their notebooks. Students may work on a redesign and re-test, but be
sure students record responses (and use checklist to check verbally).
VI. Materials and Equipment: Smartboard. Science notebooks. Per team: 4, 22 lengths of
string, napkins, adhesive dots, paper cups, paper clips,
VII. Assessment/Evaluation: Record plans, redesign, and reflections in notebook entries. In
the notebook entries:
A. Students indicate the problem, construct and design new parachutes, and
develop ideas to test and redesign their parachute
Formative (checklist): Students will work in a team and design a parachute using
problem-solving skills. Teacher(s) will circulate, observing student work. Ask students:
-Whats the problem youre trying to solve?
-How did you test it?
-Did it work how you thought it would? If not, what will you do next?
VIII. Differentiation: Open-ended exploration; given the vocabulary, most students should
be able to discuss and recount their observations without assistance. Vocabulary and
visual representations are provided for ELLs/students with below grade level literacy
skills. Students can also draw and verbally explain notebook entries. All students will
work with a partner; they will be able to discuss with other students as they work to
share ideas and observations. Teacher will re-model concepts and record observations.
Teacher will also clarify and facilitate pairs.
IX. Technology: SMARTboard, maybe. Interactive, hands-on science activity with materials.
X. Self-assessment: I think it was a good idea to break this into multiple parts, and add the
writing/planning stage (rather than following the textbook plan exactly). This reinforced
analysis and other higher-order thinking skills (utilizing prior knowledge and skills,
applying it to new ideas, testing it out, adjusting as necessary). Real life skills reinforced.
Too: working in teams (noted this with students, as theyll have to work with other
people for the rest of their lives, especially if theyre an engineer!). Also, planning instead
of just jumping in often has its rewards. Taking a little bit of a risk and trusting the
students to actually explore the materials on their own take note of whether this works
out!