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WV State Standards:
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Technology:
21.C.S.9-12.1, 21.C.S.9-12.2, 21C.S.9-12.3 |
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National Standards: |
Math:
1 |
Technology:
2 |
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Blooms Taxonomy:
Comprehension, Synthesis |
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21st Century Skills:
Collaboration, Visual
Literacy,
Problem Solving,
Project Planning and Development, Creative and Intellectual
Curiosity |
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Overview:
In this lesson
students will be placed in groups of two to three. The problem will
be discussed and rubric explained. The students will then research a
design for their gliders. The students will need to start their log/blog
at this time.
Objective(s):
The student will access, analyze,
manage, integrate, evaluate and create information in a variety of
forms using appropriate technology skills and communicate that
information in an appropriate oral, written, or multimedia format. The student will demonstrate the
ability to explore and develop new ideas, to intentionally apply
sound reasoning, processes, and to frame, analyze and solve complex
problems using appropriate technology tools. The student will exhibit leadership,
ethical behavior, respect for others; accept responsibility for
personal actions considering the impact on others; take the
initiative to plan and execute tasks; and interact productively as a
member of a group.
Time Required:
One 90 minute block
or two 45 minute class periods
Pre-Requisite
Skills:
Basic internet
knowledge
collaboration skills
basic understanding of blogging
21st Century Tools:
A computer for each pair
with internet access
Instructional Materials:
Design memo
Lesson 1 Rubric
Procedure:
- The teacher will first set up a blog for this project (students' email
addresses may make this easier to manage, an example can be found at
www.starchermath.blogspot.com) and set up a wiki with website addresses and links
relevant to the project (an example can be found at
http://liteflite.wetpaint.com).
- Print the design
memo
and
rubric
for this lesson
and schedule time in a computer lab for students to research designs on-line. If computers are not available, a writing prompt
with questions relevant to this activity should be given to each
student such as: Explain which website you found most useful and
why. Compare and contrast your initial sketch with your final product.
Apply the concept of slope to describe the flight of your team's glider.
List the materials you used in your glider design, and explain why you
chose these materials. Describe the process your design team used to
select their design.
Differentiated Instruction:
The learning activities/strategies in this lesson vary so that each learning style and intelligence area is addressed. Students will be reading, writing, listening, speaking (verbal/linguistic); problem solving, reasoning, working with the abstract (math/logic); designing, drawing, creating, visualizing (spatial); crafting a model, using tools (kinesthetic); organizing, cooperating, communicating (interpersonal); setting goals, completing self-paced projects, reflecting (intrapersonal); and understanding/exploring nature (naturalist). Group students according to ability or intelligence style so that all students have the opportunity to participate and succeed in developing a
glider for Lite-Flite Gliders. Due to the cooperative component of this lesson, special accommodations are not necessary.
Author's Notes:
As an extension, have students
research engineering careers online and using an Occupational Outlook Handbook.
Teacher may want to give approval to student design ideas while
students research, keeping in mind size and materials available for
construction.
21st Century Assessment:
This lesson will be evaluated using Lesson 1 Rubric
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