Cross

Indiana Wesleyan University

Elementary Education Lesson Plan Science

LESSON RATIONALE
This lesson will have students collaborate to solve a problem in a design. They will
test what they know about drift and drag to come up with a better model
collaboratively.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: The goal of this lesson is to have students identify a problem with a
design and create an improved model that improves the problem.
B. Objective: Students will collaborate with peers to solve a variety of
construction problems. Students will identify multiple ways to improve their
design to best answer a stated question.
C. Standards
a. 3-5.E.1: Identify a simple problem with the design of an object that
reflects a need or a want.
II. Materials Needed: Paper, Hula Hoop, Paper Clips,
III. Management:
• Anticipatory Set: 5 Minutes
• Mini-Lesson: 15 Minutes
• Brainstorm/Budget: 5 Minutes
• Building: 25 Minutes
• Closure: 10 Minutes

IV. Anticipatory Set: Paper Airplane Test

• “I have on this table three different types of paper airplanes. Each one
has a different design. We are going to test how far these airplanes
can go, but first we need to make a claim or hypothesis over what we
think is going to happen. With your tables I want you to discuss which
paper airplane is going to go the farthest and why you think so. “
• Allow students time to discuss. After discussion have one student
through all three airplanes.

V. Purpose: “ We are going to be creating a paper model of a helicopter.

We are going to investigate which element will make the helicopter the
most accurate and fast.”

PLAN FOR INSTRUCTION

VI. Adaptation to Individual Differences and Diverse Learners

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 a) Groups have been divided based on who works well with each other. Each
group has students of a variety of levels. The goal is to have the students support
and help each other in each station.
b) I will explain the activity verbally before having students work on it themselves.
c) This lesson incorporates multiple learning styles. This change should keep students
engaged and focused.
d) I have two aids in the classroom for twenty minutes. I will have them help groups
who are struggling. Sophie and Miss. Young will also be in the classroom to assist
with one-on-one needs.
e) I will be walking around to each group assessing knowledge and assisting where I
see a need.

VII. Lesson Presentation (Input/Output)

• Anticipatory Set: Paper Airplane Race

• Mini Lesson: “We are going to look at how we can create the most
effective helicopter design. How many of you guys have ever saw a
helicopter in person? (allow students to answer) I have not experienced
any helicopters before, and if I am being honest they scare me a little. r.
Engineers have been trying to create new models to keep people safe,
but sometimes designs fail. Today we are going to create the perfect
paper helicopter. I am going to show you some pictures of what read
helicopters look like( Show different pictures) Today we are going to
design our own, however you won’t be working alone. I have split the
class into four different groups. Each group member will have a different
job that they will have to complete to help the group run smoothly.
o Scribe: The scribes with be writing down your groups plan and
hypothesis before and after the experiment. They will fill out the
planning sheet and do all the writing.
o Data Collector: You will deal with tracking how far the helicopter is
from the center of the hula hoop.
o Presenter: You are in charge of explaining your design at the final
showing. Take time to plan out what you are going to say about
your design.
o Tester: You will drop your helicopter from the top of the play
ground. A big task for you is to make it as consistant as possible to
get accurate results.
• Your group will be building three different helicopters. One helicopter is
going to have the same design across every group. The rest your group
will decide what they want to add to make their helicopter the best.

• Brainstorming/Budgeting: Split class up into different groups based on

the board. “I am going to give you guys a few minutes to plan what you
want to design and build. Once you have your plan ready I want you to

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 write down your hypothesis or claim on what your group thinks will
happen during the simulation. Remember a claim is something that can
be argued. While the scribe is writing down your group hypothesis.
• Building: “You guys should be wrapping up your planning time once you
have your materials and hypothesis completed you can start building.
Whenever you think your helicopter is ready raise your hand and I will let
your tester come to the front to test your helicopter. You will test each
helicopter out 5 times. Once you have enough data you can you’re
your final conclusion. At the end we will test them in from of the class.”

• Closure: “We are going to test each other’s helicopters to see what we
found. (Have students test their helicopters) “What did you guys think
was the reason your helecopter did so well? (Allow time for students to
discuss) “What was some improvements you made from your original
designg?”

VIII. Check for understanding.

a. While students are working with their group, I will have a clipboard
assessing their work with the group. I will check for the skills used during
each of the stations. If a student does not show the use of the skill, I will
prompt them in the correct direction. I will also use their planning guide to
help me see where students are struggling.

PLAN FOR ASSESSMENT

A. Formative: As students are working I will walk around and observe their behaviors
and conversations. I will mark on my assessment sheet the skills they are using
and the proficiencies in each skill. Their completed scientific method packet will
also serve as a tool and assessment for objective completion.
B. Summative: The end of unit test will serve as the summative assessment for this
science standard.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not,
why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did the station keep each student engaged?
8. Were there any behavioral issues with in the groups?
9. What adjustments would I make to the materials