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Engineering is Elementary ~ A Long Way Down: Designing ParachutesMigrant Lesson Plan Template-Aerospace Engineering

A Long Way Down: Designing Parachutes

Grade Level: Advanced (Grades 3-5)Title: Designing ParachutesTopic: Aerospace Engineering

Lesson: Prep Lesson~ Technology in a Bag

Focus Question:What are technologies and who designs them?

Unit Learning Targets:Engineering, Technology and the Application of ScienceEngineering Design Process

Science and Engineering PracticeP8 Obtaining, evaluating, and communicatingInformation

Cross Cutting Concepts

Time For Lesson:30-40 Minutes without Supports50-60 Minutes with Migrant Supports

Content Objectives: (Student Friendly)I can identify and speak about technology in everyday objects.I can identify engineers as people who design objects to help people.I can identify the materials used to make an object.

Language Objectives:(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)

I can identify and speak about technology in everyday objects.I can write complete sentences to share my ideas about what an object can do and what problems that the object solves.


Student Engagement: LeadershipI can work with other people in my group cooperatively by showing respect, making good decisions and solving problems.

Developing Relationships Making Choices Setting Goals Problem Solving Future Action Planning

Students discuss in groups what an object does, who created that object and what problem the object solves.(Discussion of how problems can be solved through technologies)

- Prior to Preparatory lesson, prepare students to work in cooperative teams by using the GLAD Strategy of T-Chart of Social Skills- Set up groups, define cooperation

- Utilize the strategy of Numbered Heads together- Utilize Super Scientist Awards

Key Vocabulary: Engineering- Engineer Material Problem Technology Solution

Lesson SupportsSuper Engineer AwardsT-Chart of Social SkillsNumber Spoons(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)Inquiry ChartObservation Charts Prior to the Prep Lesson-students write questions, predictions, observations while looking at the pictures.What is…

An Engineer Technology

Template Chart-With Questions

Materials:Brown Paper BagMaterials from Pg. 33Include materials from the migrant lifestyle

- Asparagus cutter- Trompo- Molcajete- Recipe card for

traditional dish- Panuelo

Other Vocabulary:List of objects in bags found on page 35. (Realia)Also include a system(something with multiple parts) (glue stick) and a process (a recipe card for example

Higher Order Questions:What is an engineer?What is technology?Do you know someone who is an engineer? What kind of work do they do?

During Lesson: Template/Chart…- Is the object natural or human-made?- What is material(s) is it made of?- What problem does it solve?- How else could you use it?- What other materials could the object be

made of?- Who do you think creates these technologies?


Social and Cultural Processes:Adding migrant related realia during the Technology in a Bag activity.

Building Background Activities Introduction on pages 34-35

Comprehensible Input and Output- Charts-T Chart of Social Skills- Charts: Inquiry Chart- Realia-Items in Bag- EL Achieve Cards during student

discussions-Specific Strategies-Share your Thinking Card

Learning Strategies: Student Activities

Student NotebooksLearning Log-at the end of the notebook (write or sketch)Charts

Practice and Application:

Discussion of realia in bagsTechnology Around Us Worksheet P-1

Student Interaction

Discussion and Discourse of objects (EL Achieve Cards-Present and Idea… I think…, I noticed that… Collaboration using “Leadership” team building using Social Skills and Number Heads. Positive Interdependence Students discuss questions from page 36 and 37 ideas are charted on chart paper. Give each group a “mystery bag” and they will select an object and discuss the questions on page 38.

Students will use sheet P-1 to draw and write about their object.

Student Reflection

Return to the Inquiry Chart What is an Engineer-What is technology) (See page 36) Realize that nearly everything we use is engineered, that we all engage in engineering… How did you work in your group? Technology is all around us

Review and Assessment A-1 and A-2 Prior to the Lesson- Place in notebook. At the end of the unit as well

Parental Support OpportunitiesHome-School Connection: Take or draw a picture, or bring in real object of a “technology” found in the child’s home. Explain how it is used in the child’s home, explain what problem it solves, who created it.

Ask your parents the following question:- What technology do you remember your parents (child’s grandparents) using?- How has the technology changed from your parents to your generation?



Grade Level: Advanced (Grades 3-5) AdaptationsTitle: Designing ParachutesTopic: Aerospace Engineering

Lesson: Lesson OnePaulo’s Parachute Mission

Focus Question: What does the word “aerospace” mean? What is an aerospace engineer and what type of work do they do?

Unit Learning Targets: (Big Ideas Built Over Time) An atmosphere is the layer of gas surrounding a body in space. Different celestial bodies may have atmospheres that are thicker or thinner than the Earth’s atmosphere. The thickness of an atmosphere affects how objects move through that atmosphere.

Science and Engineering Practice Cross Cutting Concepts

Time For Lesson:2-3 Class Periods 90- 120 Minutes without Migrant Supports3 Class Periods 120-150 Minutes with Migrant SupportsContent Objectives:I can explain what aerospace engineers do.I understand and can explain the terms atmosphere and drag. I know that engineers solve problems by designing solutions.I know the Engineering Design Process can help solve problems.

Language Objectives:I can listen to a story that has a problem that will need to be solved.I can read a story about a boy named Paulo and his familyI can explain how the main characters in the story used the Engineering Design Process

Student Engagement Developing Relationships Making Choices Setting Goals Problem Solving Future Action Planning

Continue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have you seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.“What does teamwork look like when you are having a discussion?” “What does it sound like?”


Key VocabularyAerospace EngineeringAtmosphereBetelgeuseCanopyCapuacuDragEngineerEngineering Design ProcessForceLoadParachuteSolar SystemTechnology

Other Vocabulary:(Other unfamiliar vocabulary from the story)

Lesson Supports(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)

Big Book of Engineers Observation Charts

See the Teacher tips and English Language Learner tips in the lesson for further supports.

Materials:(Science Lesson Specific) Student handouts-

Section One Basic or Advanced depending on grade level

Big Book Observation Charts

STORYBOOK ILLUSTRATIONS BEFORE READING FOR SEQUENCING AND PREDICTING CHARACTERS, THEME AND PLOT

Higher Order Questions: (See Lesson Specific Questions Embedded within Lesson)

Social and Cultural Processes:Change Pre-Reading Questions to reflect the migrant lifestyle

Discuss the location of the story-Brazil (11)

Building Background Activities Observation charts Big Book of Engineers

Time can be spent further learning about the Brazil

Comprehensible Input and Output

- Charts: Observation Charts- Charts: T-Graph of Social

Skills- EL Achieve Cards during

student discussions-Specific Strategies-Agree-Disagree Reflection Pg. 51

Learning Strategies: Student Activities1. Preview the story-Picture

cards from the book-sorting, sequencing, predictions and discuss with students the pre-reading questions on page 46.

During Reading Discussion Questions on page 49

Practice and Application:

What a Drag (1-2) Vocabulary: (1-3) Engineering Design

Process (1-5)

Advanced or Basic depending on the grade level


Student Interaction In chapter 3, discuss how Paulo describes some of his parents’ aerospace engineering work to Lucas.

o Are you surprised that aerospace engineers are not astronauts? Why or why not?o How does Paulo describe his parents’ work?o Paulo says his parents often have to work with astronauts and other engineers. Why do you

think it is important for aerospace engineers to work with others? At the end of chapter 5 discuss how Lucas and Paulo agree on a plan to help get the capuacu down

from the tree.o Do you think Lucas and Paulo’s idea for how to get the capuaca down from the tree is a good

one? Why or why not? In chapters five and 6 begin to discuss the vocabulary drag and atmosphere.

o How would you explain atmosphere to a friend that hasn’t read this story?o How would you describe drag?

After reading page 28, discuss the parts of a parachute (SEE TEACHER TIP)o What are the parts of a parachute?o How would you explain how a parachute works?

Discuss the idea of using models to help test things here on Earth that will be used on other planets.o Aerospace engineers often design things on Earth that will be used on other planets. Do you

think that is easy or difficult? Why? Review vocabulary from the story (1-3)

Student Reflection pg. 51 Review the chart paper with students’ ideas about what aerospace engineers do.

o Are there things on the list that you think we should cross off?o Are there any things you would like to change or add to the list?

Students complete (1-2) “What is Drag” Allow students to share their background experiences with drag.

o Why were you or the object affected by drag in this situation? Discuss the engineering design process using the page (1-5)

Review and Assessment Post Reading Questions from pg. 53

Lesson 1 Rubric for student assessment (1-7)

Parental Support Opportunities

Home School Connection: Share with your family, what you know about the atmosphere and drag. Talk with your family about a time that they felt or watched an object experience drag.

Write, draw, or sketch your ideas.


A Long Way Down: Designing ParachutesGrade Level: Advanced (Grades 3-5) AdaptationsTitle: Designing ParachutesTopic: Aerospace Engineering

Lesson 2: Think Like an Aerospace Engineer

Focus Question:- What do aerospace engineers

think about to make sure their spacecraft designs are suited to their destination?

Unit Learning Targets: (Big Ideas Built Over Time)Each celestial body in our Solar System has unique featuresThe unique features of celestial bodies influence the spacecraft designsThe Earth is one of eight planets in our Solar System, all of which orbit around the sun.“Ask” and “Imagine” are critical steps in the Engineering Design ProcessAerospace engineers must address constraints and criteria as they design real spacecraft.Science and Engineering Practice Cross Cutting Concepts

The crosscutting concept of energy and matter (how energy is transferred (and transformed) within electrical technologies) appears throughout this unit, but is not explicitly called out within the body of each lesson.

Cause and EffectTime For Lesson:Prep 5-10 MinutesLesson 50-60 minutes without enhancementsLesson 2 days 40 minutes with enhancements

Content Objectives:(Student Friendly)- I can identify some general features of celestial bodies

and explain how these features might affect spacecraft design.

- I can brainstorm an imaginary spacecraft for a mission to a destination in our Solar System.

Language Objectives:

- I can work with my group to think like an aerospace engineer to “Imagine” a design for a spacecraft

- I can discuss and record information from the solar system cards to design a spacecraft.

- I can record features of my spacecraft using sheet (2-11)


Developing Relationships: Continue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have you seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.“What does teamwork look like when you are having a discussion?” “What does it sound like?”Problem Solving: Students work in pairs. As students work in pairs think about how to solve a problem using different materials?


Key Vocabulary:Vocabulary Specifically Taught before, during or reinforced after instruction

Aerospace Engineer Atmosphere Celestial Body Constraint Criteria Engineering Design Process Feature Gaseous Spacecraft

Lesson Supports(Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia)

Videos and visuals of planets and their sizes.

Record Sheets 2-1 through 2-10 2-11 2-13 and 2-14 4-1 and 4-2 (Engineering

Design Process

Materials: (Realia) Chart paper titled

“Celestial Body Features and Spacecraft Design”

Crayons/markers Internet (additional

learning on the solar system) see additional resources on page 58

Record Sheets listedOther Vocabulary:

Higher Order Questions: (Introduction) Review lesson 1 and what aerospace engineers do by asking:

o What sort of projects did Paulo’s parents work on in the story?o What do you remember about the definition of aerospace engineering from the story?

Introduce the guiding question Ask: What do we know about the Solar System (record on chart paper) If students have limited

understanding of the Solar System, some additional time should be spent on the Solar System Questions for students include: pg. 61

o What is the center of the Solar System?o What are the names of the planets in our Solar System?o Are all the planets the same size?o Are the planets in a straight line in space?o Can you think of anything else that is in our Solar System?

Social and Cultural Processes:

Building Background Activities

Remind students that their goal in the lesson is to think like aerospace engineers and “Imagine” a design for a spacecraft that will visit another celestial body in our Solar System.

Discuss the term “spacecraft” with students pg. 57(possibly using a CCD (Project GLAD)



- Charts: Observation Charts- Charts: T-Graph of Social

Skills- Chants- EL Achieve Cards during

student discussions-Specific Strategies- Cite Evidence (Change to reflect grade level)

Learning Strategies: Student ActivitiesHave students predict:

As aerospace engineers, what do we need to know to design a spacecraft to explore part of our Solar System?

What do you think we need to know about our destination?

Allow student groups to look at the Solar System Cards 2-1 – 2-10. Discuss the categories and general features

Practice and Application:Have students think about how the features might affect the design of a spacecraft. (Pg 64 bold questions)

Size of the celestial body Location The surface of the celestial

body Atmosphere of the

celestial body Temperature of the

celestial bodyTo assist students it would be good to model the process by discussing these questions with students whole class using the Moon card

Student Interaction1. Distribute or let groups self-select one Solar System Card (2-1 – 2-10) for each group to use.2. Students should “Ask” questions and “Imagine” a spacecraft design that would be suited for

exploring their specific destination.3. Students should feel confident after they discussed the Moon card as a group4. Ask: What might be some things you would like to accomplish on your mission?5. Allow time for each student to complete the “spacecraft design” sheet 2-116. Allow students to present their designs to their group and then possibly the class.

Student Reflection Show the spacecraft images 2-13 and 2-14 and discuss the questions on page 67 Review the engineering design process. Today you acted like an aerospace engineer. Which steps of

the engineering design process were you working on? How do you know? (Ask, Imagine) Emphasize the importance of the “Imagine” step Refer back to the Focus Question and discuss it.

Review and Assessment EiE Assessments- Lesson 2 Rubric FOR EXTENSIONS AND REINFORCEMENTS SEE PAGE 69

Parental Support Opportunities: Home School Connections

Discuss with your parents/family the celestial body and the design of your spacecraft. Explain to your family why you chose the features you did for your spacecraft.



Grade Level: Advanced (Grades 3-5) AdaptationsTitle: Designing ParachutesTopic: Aerospace Engineering

Lesson 3: Slow and Steady Wins the Race

Focus Question:How do the thickness of an atmosphere and the design of a parachute affect the speed of a falling parachute?

Unit Learning Targets: (Big Ideas Built Over Time)A thicker atmosphere will create more drag and slow a falling object more than a thinner atmosphere doesMultiple factors affect the speed of a falling parachuteParachutes with larger canopies, longer suspension lines, and thin, non-porous canopy materials create the most drag and fall the most slowly.Science and Engineering PracticeP1 Asking questions and defining problemsP2 Developing and using a modelP3 Planning and carrying out investigationsP4 Analyzing and interpreting dataP8 Obtaining, evaluating and communicating information

Cross Cutting ConceptsCCC 2 Cause and effectCCC 6 Structure and function

Time For Lesson:Part 1: Prep 10-15 minutes- Lesson 40-50 minutes w/o enhancements 70-90 minutes w/ enhancementsPart 2: Prep 25-35 minutes- Lesson 60-75 minutes w/o enhancements 2 days w/ enhancements

Content Objectives:1. Understand how the thickness of an atmosphere

affects the speed at which objects fall through that atmosphere.

2. Make predictions about the effectiveness of a parachute based on canopy size, canopy material, and suspension line length.

3. I can conduct a controlled experiment with isolated variables.

Language Objectives:1. I can observe and discuss differences between a

thick and thin atmosphere by using a model.2. I can discuss and record my results of the order

the parachutes landed for the variable that I tested.



Key Vocabulary:Air ResistanceAtmosphereCanopyDiameterDragLoadMaterialModelParachutePropertySuspension LineVariable

Lesson SupportsGLAD supportParachute Pictorial-Review the parts of a parachute (Teacher Tip pg. 77)1. What are some things you

could change about the design of a parachute?

2. What parts of the parachute do you predict affect how slowly the parachute falls?

3. What are some celestial body features you might need to think about for your parachute design?

Materials:See materials list on page 75

4 golf balls2 Clear jarsFood coloringwaterSolar system cards from lesson 2

Preparation1. Students work in groups of

three2. Prepare the jars and have golf

balls available pg. 76

Other Vocabulary:Thin atmosphereThick atmosphere

Higher Order Questions/Introduction- What information might you need to make the most effective parachute for your mission? (students

brainstorm and record ideas on chart paper) This is the “ASK” step of the engineering design process- Discuss and post the focus question on chart paper- Discuss the 4 variables we will focus on: thickness of the atmosphere at the drop site, canopy size,

canopy material, suspension line length.- Review the storybook pg. 25 and 29-31 with students to answer the questions on page 78-79 of the

teacher’s guide- Discuss models

o Why do you think models are important to use in science and engineering?o Do you think models are specifically useful for aerospace engineers? Why?

- Do you remember what Mae said would happen to a parachute dropped through the thin atmosphere of Mars?

- Show the class the two jars and introduce the activity and make predictions using the questions on pg. 80 of the teacher’s guide


Building Background Activities (Part 1) Have the jars and golf balls prepared and ready for the demonstration

Drop the golf balls at the same time and ask: What did you observe? Which jar do you think has a thicker atmosphere? Why does an object fall more slowly in a thicker atmosphere? Which celestial bodies could this model of a thicker atmosphere illustrate? Which jar do you think models a thinner atmosphere? Why does an object fall more quickly in a thinner atmosphere? Which celestial bodies could this model of a thinner atmosphere illustrate?

Discuss the Solar System cards and the atmosphere of each and compare them to each jar (Teacher tip pg. 82)


Drop the golf ball again in the thicker atmosphere but this time have food color added to the water. Discuss the questions

Review the Focus question using the chart below


How do the thickness of an atmosphere and the design of a parachute affect the speed of a falling parachute?Parachutes fall more slowly:

Parachutes fall more quickly:

Learning Strategies:

As a lesson support a “Properties of materials chart could be used to help students SEE THE TEACHER TIP

Practice and Application:Part 1 Reflection

See the part 1 Extension and Reinforcement on pages 84-85

Read and Preview Part 2-3-1, 3-2, 3-3, 3-5, 3-7, 3-9 in a packet for students

Different groups are testing 1 of the remaining 3 variables. SEE PAGE 88

Student Interaction (Part 2)1. INTRODUCTION (Review the GOAL OF THE DESIGN CHALLENGE)

a. What is the mission that your parachute will be used for? Review the focus/guiding question for the lesson

b. Review the questions concerning parachute design from part 1-Of the parachute design variables we talked about, do you remember the three that we will experiment with?

2. Distribute the packets and show the sample parachute you made and discuss3. Make predictions on chart paper

a. Do you predict the parachute will fall faster or slower as we increase the size of the canopy? Why?

b. Do you predict the parachute will fall faster or slower as we increase the length of the suspension lines? Why?

c. Do you have any predictions about what kinds of materials might make good parachute canopies?

4. Explain that the class will test three different canopy materials and make predictions for questions on page 91

5. ACTIVITY-Students have their packets and can begin working in their group to examine the effect of 1 of the three variables. Each group will create and test three different parachutes for their specific variable. PAGE 92-93


Student Reflection Share results from the tests with the class

o Which canopy size fell the fastest? Slowest? Why do you think that happened? Are there any observations you would like to share? Students record this information on sheet 3-9 and record on the chart with the focus/guiding question from part 1

o Which canopy material fell the fastest? Slowest? Why do you think that happened? Are there any other observations you would like to share? Students record this information on sheet 3-9 and record on the chart with the focus/guiding question from part 1

o Finally, using the same procedure, students share out about suspension line length How do the class results compare with the predictions we made earlier? If we were to conduct the same parachute experiments in a thinner atmosphere, how would the

results have been affected? What about a thicker atmosphere? If you were working as an aerospace engineer, why wouldn’t you always just design a huge

parachute with long suspension lines and a material without holes? Explain that in the next lesson, students will be designing their own parachutes

Review and Assessment Lesson 3 Rubric

SEE THE PART 2 EXTENSION AND REINFORCEMENT PAGES FOR DEVELOPING THE CONCEPT OF GRAVITY. PAGES 99-101

Parental Support Opportunities: Home School Connections



Grade Level Advanced (Grades 3-5)Title: Designing ParachutesTopic: Aerospace Engineering

Lesson 4-Designing a ParachutePart One: Ask/ImaginePart Two: Imagine/PlanPart Three: Create and Improve

Focus Question:How can we use our knowledge of parachutes, atmospheres, and the Engineering Design Process to design a parachute that meets specific criteria for drop speed and parachute size?

Unit Learning Targets: (Big Ideas Built Over Time)Engineers use a series of steps, called the Engineering Design Process, to design solutions to problemsParachutes can be used to slow a falling objectUsing science and engineering knowledge, and their creativity, aerospace engineers design technologies on Earth that can be used to explore other celestial bodies.

Science and Engineering PracticeP1 Asking questions and defining problemsP2 Developing and using a modelP3 Planning and carrying out investigationsP4 Analyzing and interpreting dataP6 Constructing explanations and designing solutionsP7 Engaging in argument from evidenceP8 Obtaining, evaluating and communicating information

Cross Cutting ConceptsCCC 2 Cause and effectCCC 4 Systems and system modelsCCC 6 Structure and function

Time For Lesson:Part One: Prep 10 minutes lesson 60-90 minutesPart Two: Preparation 15-20 minutes Lesson 120 minutes

Content Objectives:

I can use the engineering design process to solve a problem.I can design and create a parachute that carries a load within a specific range of speedI can evaluate a parachute design using established criteria

Language Objectives:

I can use the Engineering Design Process to discuss and record the steps and materials needed to create and improve a parachute.

I can discuss and record my parachute designs and results.(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)



Key Vocabulary:Aerospace engineerAir resistanceAtmosphereAverageConstraintCriteriaDesignDiameterDragEngineering Design ProcessGoalProblemPropertyRadiusRedesignSolutionSpeedSuspension lineTeamworkTestvariable

Lesson SupportsSentence Frames or Observational Organizer in science notebooksI noticed…I observed…When the….

ELL Supports for part 2 Index cards can be used to

label the materials on the materials table.

Materials:Part 1 Materials- Page 108Class

4-1 & 4-3Each Student

4-1, 4-3, 4-5, 4-6, 4-8, 4-10, 4-12

Part 2 Materials Page 116

Other Vocabulary:

Higher Order Questions: (See Lesson Specific Questions Embedded within Lesson) Introduction Part 1

1. Review Paulo and Lucas’s journey through the Engineering design process in the storybook2. Refer back to the chart paper with the focus question from lesson 3 and ask the bold questions from

page 1113. Explain the two criteria to consider when designing their parachutes

a. The parachutes will need to slow the load to a drop speed of 5 feet per second or slowerb. Students need to minimize the size of their parachutes. Most missions to space have a limited

carrying capacity. The parachutes must fit in the space allotted.4. Review the testing procedure with students and distribute student packets. Pg. 112 teachers guide5. Review the drop speed criterion of 5 feet per second

a. How can we determine the drop speed of our parachutes?b. If our parachute falls at 5 feet per second in the Earth’s atmosphere, how quickly do you think it

will fall on our destination planet? (thinner atmosphere)6. Review sheet 4-8 with students and complete the “Ask” step together as a class. Sheet 4-3



Building Background Activities

Comprehensible Input and Output :

Use student sheets to create booklet for students using the design process- Student sheets for ask, imagine, plan, create and improve

Learning Strategies:Part 1 Intro:

Practice and Application:Part 1: Activity

1. Discuss the samples of the available materials2. Remind students that the parachutes must be round

and have 4 suspension lines.3. Students complete sheet 4-5 individually and then

will be continuing to work in their teams4. Groups decide on one parachute design that they will

plan and test. They can combine ideas from all group members.

5. Students complete sheet 4-6 PLAN and mark the sheet as design 1.

6. Calculate their Parachute Packing Score 4-8 and record it on the bottom of the sheet 4-6

7. If groups score is either “mission ready” or “bonus space” groups can begin the “Create” step.

Part 2 PREPARATION Organize materials on a materials table Materials needed on pg. 116 Use the same drop zone that was used in Lesson 3 Decide how students will create their canopies; drawing circles on materials using string and pen or

you can create circle templates for students using cardboard and a compassPart 2 Introduction

Review the goal of the design challengeo What is the atmosphere like on the celestial body your parachute will travel to? (thinner than

Earth’s)o What are two criteria that your design must consider ( drop speed 5 feet per second and must

have a parachute packing score of 170 or less) Students must follow their plan precisely. Remind students that suspension lines should be 3” longer than planned to accommodate for taping

and tyingPart 2 Activity:

Student teams collect materials based on their plan sheet 4-6 When groups have built their parachutes and ready to test, they should write a 1 on sheet 4-10 in the

upper left corner Review how to test their designs with students on pg. 119 teachers guide Students should record the drop height on sheet 4-10 Each group should drop their parachute 3 times and record their data on sheet 4-10 Students will need time to calculate the average drop speed (using a calculator if necessary) After groups have tested and created sheet 4-10 ask and discuss the questions on page 120-121 Students now will work on the “Improve” step of the Engineering Design Process” using sheet 4-12 and

a new plan (sheet 4-6) and will record that this is design #2


Students will also complete a new sheet 4-10 for the “Create” step. Discuss questions after the “Improve” step with students from page 122 teacher’s guide.

Student ReflectionLook at and discuss the reflection questions from page 123-124 teachers guide

Review and Assessment Students could respond to the focus/guiding question Lesson 4 Assessment Rubric Administer the Pre-Post Test within the Engineering is Elementary Unit in the Assessment Tab Alternate Assessments on the EIE website

Parental Support Opportunities: Home School ConnectionTalk with your family and explain the work of aerospace engineers. Explain how you used the Engineering Design Process to think and work like an aerospace engineer

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