Making a Jet Engine!

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3rd Grade

01/27/2024

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Subject Area(s)

*Highlight all that are included (need to have at least 2)

Arizona Standards

*Highlight all that are included (need to have at least 2)

Lesson Objectives

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• Students will watch video on Newton's Third Law of Motion and practice by using a balloon, they will be asking questions and answering questions.
• Students will be able to design and build a Jet Engine using a balloon, 3 strips of paper, a straw, and tape; to plan and carry out their investigations.
• Students will illustrate their creation and write what force is making the balloon prepel.
• Students will be able to present their engine to the class and explain the force that is making it move.
• Students will use a measuring tape to measure the distance it moves.
• Students will write an imaginative story about their Jet-Engine.

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Evidence of Mastery

(How will all students demonstrate mastery of the lesson objective?)

• Students will show evidence of master through class discussions as students are asking and answering questions insisted be teacher or peers.

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• Students will have the opportunity to plan and carry out their investigation on force showing evidence of understanding that every action there is an equal and opposite reaction.

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• Students will able to explain the third law of motion using balloon and air when demonstrating their Jet-engine to the class and on how it works.

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• Students will be measuring the distance their jet-engine repels using a measuring tape.
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• Students will be writing a imaginative story using their jet-engine showing writing skills.

Safety

(Safety rules and procedures that need to be addressed)

Students will be inflating balloons and letting them go, to measure distance and identify forces.

Decide what area students will be allowed to inflate and let go of their balloons for testing. You should tie one end of a string to an area across the room, this is the area where students will be testing their jet engines by threading string through their straw and releasing the balloon. Consider going over the rules on when inflating balloons and letting go.

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Materials & Resources

Please include all materials & resources needed to complete this activity and quantities (ppts, handouts, quizzes, websites, etc.).

Materials:

Sheet of Directions:

1 balloon

1 drinking straw

3 strips of light cardboard paper

(If balloon is big you might need more strips of paper to go around the balloon.)

Scotch tape

string

Extra paper for students to create their own wings.

Crayons, color pencils, markers

Writing Handouts:

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Real-world

Teacher will…

This lesson will take 45 min. It will take place in the classroom.

• Teacher will inflate and release a balloon in the classroom to engage and activate prior knowledge on the force being used.
• Teacher will ask students to turn to their partner and explain why is the balloon going forward.
• Teacher will select to play one of the video on Newton Third Law of Motion.

Newton's 3rd Law of Motion video

Forces and Motion Video

Newton's 3 Laws of Motion video

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Students will…

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• Students will turn to their partner and answer questions.

What made the balloon push forward?

What way was the air going?

After watching the video students will watch the balloon repel again.

• Students will plan and draw what will they need to do to have their jet engine balloon repel without spinning.

• How is the problem introduced to hook their attention?
• How will prior knowledge be activated?
• What is the setting or context?
• What Professional skills are being introduced or reinforced (Communication, collaboration. thinking and innovation, professionalism, etc.)?

Problem-solving

Teacher will…

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Many of you have seen a balloon take off as soon as you release it’s air.

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Teacher will release a balloon in the classroom and ask the questions?

What made the balloon push forward?

What way was the air going?

Teacher walks around listening to students to support their understanding of what is happening to the force.

Teacher will ask students to share answers.

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Students will…

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• Turn to your partner and discuss this questions:

What made the balloon push forward?

What way was the air going?

• Students report their answers to class.

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• What are the students trying to solve?
• Who are the people impacted by this problem?
• What structures are in place to promote and facilitate problem solving?
• What questions and prompts are utilized during this portion of the learning?

Problem-solving

Teacher will…

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• Provide student with Criterion and Constraints.

Today students will be creating their own jet engine using a balloon and light cardboard strips using Newton's Third Law of Force that every force has an equal but opposite reaction. Students will demonstrate this as the air rushes out of the back of the balloon in one direction, the balloon itself is pushed forward in the opposite direction. This is the principle of which all jet engines work.

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Students will…

• •Work with a partner to support each other on creating and release the balloon Jet Engine that will propel along a string without it spinning.
• •The criterion for this project is that the Jet Engine must be able to propelled straight along the string without spinning as you release the air from the balloon. The constraints are that you only have 30 minutes to construct your Jet Engine and you can only use the materials in the bag, plus scissors, tape, and index cards.
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• What are the students trying to solve?
• Who are the people impacted by this problem?
• What structures are in place to promote and facilitate problem solving?
• What questions and prompts are utilized during this portion of the learning?

Rigorous

Teacher will…

• Teacher will make small groups to support cooperative learning .
• Teacher passes out 3 strips of light cardboard strips. Students will be following steps 1,2,3,4 to create their jet-engine. Student’s challenge will be to figure out where in their jet will they add wings to make the jet repel without spinning.

Students will…

1. Tape one of the strips into a circle, this strip will be the one that fits around the balloon. Attach a drinking straw.
2. Tape together all of the shapes to make up the outline of a rocket like the one illustration below.
3. Place the balloon in the cardboard. Slowly inflate it until it is a tight fit inside the rocket outline. Deep holding the neck of the balloon.
4. Thread string through the straw. Fasten the ends of the string across the room release the balloon to be jet- propelled along the string.

Students challenge is to add wings to the jet to make it repel without spinning. Students will be sketching and writing a explanation on what forces are being used and how are the wings supporting the balloon from spinning.

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• How will this lesson inspire & challenge students?
• How will students use higher order thinking at this stage?
• How will all students articulate how their understanding has changed or been solidified?

Integrated

Teacher will…

• Listening and Speaking:

Students will listen and follow direction, then they will present their engine to class, explaining force being used.

• Math: Students will have the opportunity to measure the distance using a measuring tape.
• Writing: Students will be writing on an index card the forces that are being used to make the engine repel.
• Creative writing: students will have the opportunity to use their imagination by using their jet-engine going to amazing places.
• Science: Students will be using balloon to investigate force of movement. Changing the movement of an object requires a net force to be acting on it.

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Students will…

• Students will have an opportunity to create their own jet engine using a balloon.
• Students will be drawing their jet engine and writing what force was used and how did this force make their engine repel.
• Students will have an opportunity to present the engine to the class.
• Students will be able to measure how far their engine goes by using measuring tape.
• Students will be writing a creative story: Using their Jet Engine students will write ( When I let my jet engine go, it went to….) Students need to write what happens, where did it go, how will it come back, and how does the engine look.

• What other disciplines/concepts are introduced or reinforced in the lesson?
• How will all students have an opportunity to share what they discovered/created/learned?
• How will you connect student discoveries to correct content terms/explanations?

Differentiation Strategies

• Accommodations and modifications to support SPED, ELL, and gifted during the lesson.

Create a safe learning environment where students can feel safe to make mistakes. This environment will support the success of all students in meeting curriculum expectations.

Use small groups to promote a safe environment and scaffold learning, gradually reducing the scaffolding so students can progress to whole-class activities with comfort.

• Explicit Instruction (Strategy)

Teacher will do face-to-face teaching that is highly structured, focused on specific learning outcomes. This will allow teacher to address any student struggles or if need to also make changes to challenge other students.

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• What best practices will you incorporate?
• What accommodations/modifications will you provide for specific students (SPED, ELL, gifted, etc.)?
• How will you anticipate students that need an additional challenge?

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