Science and Innovation A Boeing/Teaching Channel Partnership

Unit 4: Spy Gliders

Science and Innovation Unit 4: Spy Gliders Lessons 6 and 7: Glider Construction

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Unit 4: Spy Gliders Lessons 6 and 7: Glider Construction

Grade Level 7th-8th Grade Lesson Length Two 50-minute sessions

Learning Goals 1. Students work collaboratively to create a detailed blueprint for their glider.1. Students work collaboratively to share their ideas and reasoning with the class.2. Students follow their blueprint to construct their glider.

Lesson Overview

On these planning and building days, students bring together what they learned about glider shape, payload, and construction materials as they work in groups to create their gliders. The groups start by creating labeled diagrams of their planned glider. The diagram should note what features they think will help their glider meet the challenge’s criteria and constraints. Once each group has presented their plan to the teacher and the class, the group can then begin to build. Students should have at least two days to build their gliders and allow for glue to dry.

Prior Knowledge

(Foundational science, engineering, and math knowledge students should have)

In these lessons, students work in collaborative settings. It is helpful if class members have had many opportunities to do collaborative work in prior units.

Key Terms

There are no new key terms for these lessons.

Science and Innovation Unit 4: Spy Gliders Lessons 6 and 7: Glider Construction

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Lesson 6 and 7 Introduction (cont.)

Basic Teacher Preparation

Coach students in how to give constructive feedback after each presentation. Also, make sure that all construction materials are laid out in an organized fashion. Make sure students know the safety precautions that should be taken while working with scissors and/or utility knives to cut the materials.

Required Preparation Links/Additional Information Gather and set out all necessary materials Refer to the Materials List below

Materials List

Item Description/Additional

Information Quantity Where to Locate/Buy

Spy Gliders Engineering Design Notebook

Download and print. 1 per student Already provided to students in Lesson 1

Standard 12-inch ruler 1 per student Already used in Lesson 2

Foam gliders The longer the wing span, the better.

1 per group Already used in Lesson 3

Paper clips These can be used as fasteners or weights if you should use smaller gliders.

1 box per class Already used in Lesson 3

Duct tape 1 roll per class Already used in Lesson 3

Hot glue gun 1 for every 2 groups

Already used in Lessons 4 and 5

Balsa wood 1 per group Already used in Lessons 4 and 5

Foam board 1 per group Already used in Lessons 4 and 5

Scrap cardboard 1 large box per group

Already used in Lessons 4 and 5

Very fine sanding blocks

1 per group Already used in Lessons 4 and 5

Scissors 1 per group Available in schools or office supply stores

Utility knives [optional] 1 per group Available at hardware stores

Copy paper 1 ream Available in schools or office supply stores

Science and Innovation Unit 4: Spy Gliders Lessons 6 and 7: Glider Construction

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Lesson 6

Warm Up (10 minutes)

As a class, review the criteria and constraints previously established for the design challenge. Then have students refer to page 18 in the Engineering Design Notebook as they individually draw and label a detailed diagram of their final glider design. Be sure they include “camera” placement.

Conceptual Model (15 minutes)

Instruct each individual to share their design with other members of their group. Then have them refer to page 19 in the Engineering Design Notebook as they work together to develop a detailed team model to present to the class.

Presentation and Class Discussion (20 minutes)

Have students refer to page 19 in the Engineering Design Notebook. Invite each team to present their idea, and elicit constructive feedback from the class. Have each team consider which suggestions and recommendations they want to incorporate into their final glider design.

Debrief (5 minutes)

Have students complete the reflection activities on pages 19 and 20 of the Engineering Design Notebook. As time allows, discuss as a class.

Science and Innovation Unit 4: Spy Gliders Lessons 6 and 7: Glider Construction

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Lesson 7

Retool Team Glider Design (10 minutes)

Instruct teams to use the feedback received after their presentations in the previous lesson to update their glider designs. The teacher should review and sign off on each team’s updated design blueprint.

Glider Construction (40 minutes)

Working in teams, have students use the provided supplies to construct their gliders and conduct preliminary, undocumented flight tests. During these initial tests, students should focus on air worthiness and throwing methods.

Assessment

What evidence will show that students have acquired the enduring understanding of STEM and the Engineering Design Process for this unit?

Type Description Formative Summative

Performance Task Projects

Completion of redesign, construction, and authentic flight tests are performance tasks that can be observed

Quizzes, Tests, Academic Prompts

Other Evidence (observations, work samples, student artifacts, etc.)

Completed data charts and notes in the Engineering Design Notebook provide other assessment info the teacher can monitor.

Student Self-Assessment