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STEM Extended Learning Lesson Plan21st Century/JOM POUNCE Academic Standards33293051478915G5.3S.C2.PO1 - I can describe how science and technology are related.G5.1S.C1.PO1 (Teacher Assessed) - I can develop a relevant question through observations that can be tested by an investigation.G5.1S.C1.PO2 (Teacher Assessed) - I can develop predictions based on observed cause and effect relationships.G3.2S.C2.PO1 - I can tell how a system works (how components influence one another).Navajo Culture Connection: Compare and Contrast between a shed house and canvas structure. VocabularyPressure (n): The force exerted by the weight of the atmosphere.Fuselage (n.): The main structural body of an aircraft to which the wings, tail unit, etc, are attached.Track (n): The course along which something moves or progresses. Student Friendly Objective Students will observe how unequal pressure creates power.Students will explain that air power can help airplanes fly.Students will construct a working model of an air engine. STEM Career Connection (Anticipatory Set – emphasize how you will make this career a relevant possibility for students. How will you inspire them through this part of the lesson?):NASA: Aerospace Engineer $ 58k-$135k annum. (60% of NASA’s positions) include: Design, construct, and test air craft, missiles, and spacecraft.Meet the demands of the consumer and engineering principles. Must have excellent math, critical thinking, business, and analytical skills.Must have a Bachelors degree in Aerospace Engineering or related field. Activity Description:Students Do:Teacher Does:I DoStudents will answer the question, “What do you think a plane needs in order for it to fly?”Teacher will write their answers on the whiteboard, or a big post-it sheet. (Ask students if they have ever been on a plane before.) We DoStudents will watch a video on youtube titled, “Big Aircraft Engines,” (42 min.)(Video can be separated into two sessions.)Teacher will pause and probe questions throughout the video to ensure attention and comprehension from the students. You DoAfter the completion of video:Students will mark their balloon (if the balloons are the same color). After being instructed the students will inflate their balloon and observe what happens after they let it go. (short discussion)Students assemble their model using the balloon they inflated, a drinking straw, strip of tape, and a fishing line (6 ft/2 yrds. in length). The fishing line goes through the straw. Two students are at each end of the line (flight captains) while another student inflates the balloon and attaches the (engineer) balloon to the straw with a strip of tape. The last student (reporter/recorder) will observe and record what happens when the balloon is released.Students will compare the difference between the first from the second flight.“Students will identify the different parts of the air engine model: Straw (fuselage), balloon (air engine), fishing line (track).” (Aeronautics: An Educator’s Guide with Activities in Science, Mathematics, and Technology Education, p18. Sept. 1998.) Teacher will group students into teams of four. (2) Flight Captains(1) Engineer(1) Recorder/ReporterTeacher will pass out balloons to each group. Teacher will probe the question, “What happened after you let your balloon go?”“Is that how planes fly?”“What do planes also need in order to know where they are going?”Teacher will probe the question: “Compared to the first flight, how different was the second flight? Why?”The teacher will explain; “The balloon moves in the opposite direction of the flow of the released air because every action has an opposite and equal reaction. Since the air is released from one small hole, the release of the air is focused in one direction. Because it is focused in one direction, the balloon and straw are forced to move down the string in the opposite direction.” (Aeronautics: An Educator’s Guide with Activities in Science, Mathematics, and Technology Education, p16. Sept. 1998.)AssessmentHave students make a drawing of their air engines, label the parts of an air engine, and explain how their model works. Students may write about how air power (air engines) helps planes fly. ClosureDiscussion:Students will discuss with a partner, “Why did the straw move along the string?”Students will discuss the cause of the balloon speed on the track. Students will verbally answer, “How can the speed and distance be changed? What are some possibilities?”Field Trip Opportunity (include potential student competitions): Field Trip to: National Museum of Nuclear Science and History, Albuquerque, NM. Trip to: Explora! Albuquerque, NM. : Which team’s air engine can fly the longest? (vertical)Which team’s air engine can fly the highest? (horizontal)Partners: N/ATimeframe: 90 minutes (or two STEM sessions)Resources Needed:Big Aircraft Engines (Full Documentary) a Jet Engine Works (Full Documentary) (minimum 1 package)Drinking Straws (minimum 1 package)Fishing Line (minimum 1 roll)TapeLesson retrieved from: Aeronautics: An Educator’s Guide with Activities in Science, Mathematics, and Technology Education (pgs. 15-19) Sept. 1998. ................
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