Derrall Garrison
Lockheed Martin
New Lesson
Language Arts/5th grade
Ken Amunrud
6/22/15
I. Standards/Skills/Objectives/Assessment
1. Focal Standard or Skill:* Required
2. Measurable Objective(s): * Required
4. Additional Standards (Optional)
1. 21st Century Skill(s):* Required (Exempt ,if you did Focal Standard/Skill 1a)
2. 21st Century Skill(s) Application:* Required (Exempt, if you did Focal Standard/Skill 1a)
3. Fellowship Description:* Required
4. Fellowship Connection to School/Classroom: * Required
1. Instructional Plan: * Required
2. Additional Instructional Context: (Optional)
Communicating and Collaborating with Water
Bottle Rockets
Students will create a water bottle rocket while working collaboratively in groups. The groups will be asked to collect and analyze data and then improve upon their design. After a further launch they will then present their findings and data in a classroom presentation.
Focal Standard or Skill:
Common Core State Standards for English Language Arts
Speaking and Listening 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Students will create a digital presentation about their water bottle that includes text, images, and graphs.
Students will incorporate graphs and other visually organized data to present a point of view or support a main idea in their presentation. Students will compare and contrast their initial rocket design on paper with their first and second physical designs. Students will share their measurements and be asked to choose one or two areas of their design that they chose to improve upon and give evidence to support their reasoning, data, and whether their planned changes improved their design or not.
Formative assessment - Students will be filling out a Google form as a formative assessment after watching a presentation on water bottle designs, data gathering, and measurement.
https://docs.google.com/forms/d/1s_JrmGwmWSBEmezSZUm7eGPqGG6AgJ7NDWa4jsCJq7c/viewform
Summative Assessment - Students will also be given the summative grading rubric to act as a guide while they work on incorporating the necessary elements in their Google presentation and for when preparing to present in front of the class.
https://docs.google.com/spreadsheets/d/1IPp_CfQQvTMafmaZ_oGgaiScLItnbpQXkGVuxCeJAfI/pubhtml
1. 21st Century Skill(s):
Collaborate with Others
· Demonstrate ability to work effectively and respectfully with diverse teams
· Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
· Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Students will work collaboratively to design and create a water bottle rocket based on their understanding of what elements make up an effective rocket design. The group will need to find common design ideas that the group would like to incorporate. The groups will need to communicate their understanding and solutions orally and in writing using designs, drawing, and data graphs. They will be communicating both to inform and persuade an audience on what makes their design particularly effective. A back channel during the presentations as well as a Twitter account will be used to provide feedback to the groups as to their effectiveness in design and communication of their thinking.
Lockheed Martin depends on the successful launch and deployment of their contracted space vehicles and satellites to ensure that businesses and the military continue to utilize the company for important and expensive projects. A key department to maintain the high success rate that I have spent my summer fellowship working in is called Mission Success. I’ve worked with a team of engineers in this department who make the processes and procedure that complex projects use to avoid failure. Specifically my project involved taking the documents that explained the department and processes more user friendly and easier to access.
I plan on discussing my experience by sharing some of the famous failures that plagued Lockheed Martin in the late nineties that caused the department to be reorganized to become what it is today. In particular I plan on focusing on the Mars lander mission in which there was a mix up between using metric and customary units of measurements which caused the mission to fail. I plan on asking students to do a quick activity in which we compare the measurement of distances between the earth and other planets and then ask them to determine where they would be if something such as yards and meters were mixed if we were flying to first Mars and then a further planet such as Neptune. This example will help to show that clear communication during collaboration is key to ensuring a successful project.
Time required to present materials (1-2 45 minute periods)
Opening Hook
(part 1)
Fellowship inspiration to share: Being involved with a department called Mission Success that oversees the building and deployment of many space projects and with the project I was working on, I was impressed with the level of collaboration involved and the millions of things that had to go right for a launch to be successful. Much of what works well now has been developed over time as the people in the department have acquired a great deal of experience and knowledge.
I hope that my students can experience a similar sense of teamwork and experience by allowing them to repeat the scientific method and revise and redesign their initial bottle rocket designs.
Model
You will model to students the importance of measurements, the scientific method, and how to record data on a Google sheet and create a graph.
1 (slide 3) After the introduction of sharing the fellowship and playing the video on the Titan IV missile failure give the background on the Mars Climate orbiter. Briefly explain what the mission was supposed to accomplish.
2. (slide 4) Let the student groups reflect briefly and then share out on what would happen if the two types of measurement systems were mixed up.
3. (slide 5) Connect up for students the Mars mission with fact that what the engineers thought the orbiter should be at was not the actual place it ended up. Explain that the mission did involve the mixing up of metric and customary units of measurements
4. (slide 6) Explain that the orbiter mission was a failure and if desired refer to the quotes on what happened.
5. (slide 7) Show the students using the website what would happen if the measurement in Km to Mars was accidently switched to miles.
6. (slide 8) If possible allow students access to the website so they can determine where a space vehicle would be using the example of how many Kms to Neptune and again where would one be if it was mixed up with miles.
7. (slide 9) Allow students to reflect on how teamwork is one way that errors such as these can be prevented and allow groups a minute to reflect and then share on this idea.
8. (slides 10 & 11) These two slides are on the scientific method and are to begin to help students understand that the space missions are organized in a structured way and when scientists are discovering or learning something new in space they must have a way to accomplish this.
9. (slide 12) This is a point to begin teaching students how to capture information in a Google sheet and then how to create graphs from it to display in a presentation. There is a Youtube video along with a visual example to use.
Guided Practice
Students are going to have their first attempt at using the scientific method to organize their thinking and use the tools that will be used for the main project involving water bottle rockets. Besides the use of the formative assessment to be used individually. This will be an opportunity to see how well the groups can collaborate on a simpler project which still involves one of the same independent variables which is flight time that they will also use later.
10. (slide 13) Introduce the mini-project on paper helicopters to help students learn how to use and present information using the scientific method. Hand out or share the slides so students get an example of what they need to do and have something to refer to later when the organize a presentation on the water bottle rockets.
11. (slide 14) Covers not only what to present but can also be used to address the expectations for how to use a presentation tool with notes and how the students should speak during the presentation.
12. Allow students time to create a presentation using the scientific method with the paper helicopters.
13. The formative assessment can be given either during this paper helicopter warm up activity or after students have presented to make sure students have all the information and resources to have a basic understanding of what they will do to present their water bottle rocket project.
Independent Practice
Students besides using the information given here can also be given many more resources and technical details on rockets depending on how much differentiation is needed.
13. (slide 16) This introduces the water bottle project in its entirety. Post the presentation when done so students can use this slide to refer to later as needed.
14. (slide 17) Initiate a discussion on patches and what they represent for a group.
15. (slide 18-24) These slides are to share with students the elements of making a water bottle rocket launch successfully that they need to be aware of.
16. (slide 25) This slide shares with students the possible independent variables that can be altered as the students move to the second set of launches and they choose what the hope to improve with their rockets.
17. Hand out the summative assessment/rubric that will be used to assess the group’s oral presentation in front of the class.
18. Students will work together in groups to complete the project and will also complete a group self-evaluation together as a group whenever they are working together at the end of a work period. Another possible tool for monitoring students and giving them feedback on whether they are on task and collaborating well could be a tool such as Classdojo.
Assessment
Assess the students after their Google presentation using the rubric.
Additional Instructional Context:
Student Supplies:
Students are expected to have access to a presentation tool such as Google or Powerpoint
Hand out for making a paper helicopter:
http://www.primaryscience.ie/media/pdfs/col/paper_helicopters.pdf
Handout for the scientific method slides for students to use as a model when working on their paper airplane presentation
Water bottle rocket supplies: 2-liter bottle, cardboard or plastic for fins, tape, nosecone
materials such as paper or plastic.
Water bottle launcher: This can be homemade or purchased if such as
Teacher Supplies
Model rocket altimeters:
http://www.amazon.com/Estes-Model-Rocket-Altimeter/dp/B00EV7WDGM
Short Youtube on how to create a chart or graph in Google Sheets
Example Google Sheet to copy and look at:
https://docs.google.com/spreadsheets/d/1hDY3IaL7HbOd67vQXMHZQOuL-JMS9RBo3Ng-p9-gszk/pubhtml
The Google presentation for the teacher slide deck can either be run from the web or use a pdf
The formative assessment
https://docs.google.com/forms/d/1qIkcK86SUtO-Do_-3qyNZyHt0b3jJq8djemohoQwX2M/viewform
The summative assessment
https://docs.google.com/spreadsheets/d/1IPp_CfQQvTMafmaZ_oGgaiScLItnbpQXkGVuxCeJAfI/pubhtml
During independent practice time to help students reflect on their participation, a group self-assessment form can be used.
"Titan IV Explosion at Cape Canaveral 8-20-98 (High Definition)." YouTube. N.p., n.d. Web. 27 July 2015. <https://youtu.be/ZFeZkrRE9wI>.
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http://www.primaryscience.ie/media/pdfs/col/paper_helicopters.pdf
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http://www.clearviewschools.org/Downloads/Scientific%20Method%20Vocabulary.pdf
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