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Mathematics Lesson Study Plan Math Journeys – Mann Magnet Middle School - June 29, 2011
5th Grade – Playing with Parachutes
Lesson Facilitator: Kristy Davis & Lauren Griffin
Lesson Study Team: Jim Gonzalez, Monica Graham, Ronisha Johnson, Cheryl Wilson,
Myrna Thomas, Keitha Savage, and Christy Strong
Lesson Objective: The goal of this lesson is for students to develop a parachute that
can carry a metal washer with the slowest rate of descent. To design parachutes out of
everyday materials and then test their designs. Students then evaluate the
effectiveness of their parachutes and those of other teams, and present their findings
to the class.
Long Term Goals:
Students will be able to express themselves verbally and in writing.
Students will develop resilience and perseverance to better face difficult tasks.
Students will be intrinsically motivated to discover and explore new ideas.
Students will have confidence in themselves and their abilities.
Students will incorporate vocabulary such as area, mean, average, air resistance,
force, and gravity to brainstorm and evaluate their parachute.
Students will understand the engineering process and be able to relate it to
mathematical problem solving.
Mathematical Practice Standard focus:
Standard 1: Make sense of problems and persevere in solving them.
Standard 5: Use appropriate tools strategically.
Common Core focus:
National Science Education Standards:
Content Standard A: Science as Inquiry
Content Standard F: Science in Personal and Social Perspectives
Principles and Standards for School Mathematics:
Measurement Standard: Apply appropriate techniques, tools, and
formulas to determine measurements.
Materials needed: Student Resource Sheets
Student Worksheets
Meter stick
2
Small ladder (for teacher use only)
one set of materials for each group of students:
o roll of string
o plastic trash bag
o plastic shopping bag
o several sheets of copy paper (4)
o coffee filters (5)
o newspaper (2 sheets)
o aluminum foil (2 ft.)
o scissors
o masking tape
o metal washer (3cm diameter)
o ruler
sample diagram Calculators
Lesson Process: Teacher’s statements, directions, and questions
Expected Student
Responses
Notes
Opening: (7 minutes).
Teacher: “We have a new design challenge for
you today, but first I want you to watch a quick
video.” (Show 1 minute video of people with parachutes
crashing.)
Teacher: “Why were there so many crashes in the
video? What do you think the design challenge will
be for today?
Teacher: Now you are going to have a similar
design challenge to work on today.
Teachers: Hands out problem
Students: Read and discuss Problem with your
partner (1 minute) Teachers: (Using the design process anchor
chart) Who can tell me what they have read and
discussed? Who can restate what was just said?
What questions do we have?
“Before we begin working on this design challenge,
let’s think back and be reminded of what we already
know about landings from our previous design
challenges.
Problems: Going
too fast to stop,
wind blowing too
hard, couldn’t
start
We have to build a
parachute. What
does descent
mean?
It has to land
slowly.
They need padding
or weight. It
needs to float or
needs to be
balanced. If it
lands too hard it
might pop back
3
out.
Teacher’s statements, directions, and questions
Expected Student
Responses
Notes
Work Time: (20-25 minutes)
Teacher: “Next in our design process is
brainstorming (using the design process
anchor chart).
“Brainstorm Design with Partner (5 min.)
Teacher: Here are your materials you can look at
them to brainstorm your design but do not take
them out of the bag until it is time to build. (1
minute)
Show a sample diagram from the moon lander
challenge. Then, have students create a diagram
of their design. (3 minutes.) Does anyone know
what a diagram is?
Teacher: “You have 25 minutes to design, build,
and test your parachute. When you finish, you may
test your parachute with Mrs. Gram using the
stopwatch on the smart board. Make sure that
you record your time on your data sheets.
Teacher drops the parachute 3 times each per group
from the same height. The result of each drop is
recorded by each group on the data sheet chart. The
smart board will have the stopwatch. The students
then find the Mean of their group’s results and
complete the reflection questions. Teachers
circulating addressing students’ questions about
mean, etc.
As the teacher is circulating:
“What force will pull this to the ground?”
“How do you think the area of your parachute will
affect your descent?”
* It needs to be
big or light.
*Some will create
diagram and some
will need to be
prompted by
teacher.
*Teachers will
circulate to
remind students
to stay on task.
*What is mean?
What is area?
Closure: (20 minutes) Group Discussion: (group’s results) At this time, we
will go around to groups that have not finished and
prompted them to take a few minutes to complete
the reflection questions. This will differentiate for
the students that have already tested and answered
Some groups
redesigning
because their
reflection is
complete.
It was made
4
the reflection questions. “Okay students, I know that
you may not be done but I need you to stop right now
and answer these questions really quick.”
What materials did you use? Why did you use it?
Looking at our class chart, which parachute has the
slowest time? (Student brings it up to show) What do
you notice about its shape, surface area, length of
strings, or materials used? How do you think these
things affect the descent of the parachute?
How did the ones with the slowest time differ from
the faster parachutes?
What would you do to redesign your parachute?
out of plastic.
The strings
were 7 inches
long. The
longer it was,
the better it
was for
catching the
air. This
material was
better to use.
I would use a
different
material
Playing with Parachutes
r:iilli
Jun 29-7:53 AM
L*son Objective: The qool of this lxson is for sludents io develop o porochute ihoten cdrry o hetdl weher wilh the siowesi rale of d*cent. To design pdrdch!+as out ofeverydoy moieriols cnd then +est iheir designs. 5tudenls tha evolmte ihe
I effectivaness of their porochufzs ond those of olher lams, and p.sni their fihding3
] +o rhe closs.
tStudentTosk: Th6gooloffhisl6sohisforyouiodevelopoPd.ochufe+hoiconcorryI o metol wcher with lhe slowGt rcie of d*crni (going down). Your teon wiil drign o
I porochute oof of everydc), moteriols ond ihen test your d6i9ns. Then you will zvolwfe+he ellec+ivznus ot your porochulG ond those of cther iaoms, ond discuss iha whola
closs findinos.t"I sffiiol' h&d.d.
. Stud€nt R.s6or.d Sh.6bst!d.n! work3h..t3
smllr l.Cder (ror t.rch€r !.. only)one 6e( of mlterr.ls tur 6ach q.oup of *ude^b
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Jun 29-8;10 AM
ffi *$[e.S$w* *,.,*I,ons ffi1. Whdt moteniols did you Ge?
2. Why did you choose fhese moteriols?
3. Why do you think youn porachule decended o fast or slow os ildtd/
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Narnes:
Diagram of Parachute
Record Test Results(Time in Seconds)
Test 1
t. Whot moteriols did you use?
2. Why did you choose these moteriols?
3. Why do you think your porochute descended os fost or slow os itdid?
4. Compore your porochute to the olher groups in your closs(si mi lorities / dif f erences).
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