STEM Paper Airplane Project Forces & Motion MS-PS2-2 5E Digital Resource

Rated 4.74 out of 5, based on 38 reviews

4.7 (38 ratings)

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Williams Hands On Science

1.5k Followers

Grade Levels

6th - 11th, Homeschool

Subjects

Measurement, Physics, Physical Science

Resource Type

Activities, Independent Work Packet, Lesson

Standards

CCSSRST.6-8.7

NGSSMS-ETS1-2

NGSSMS-PS2-4

NGSSMS-ETS1-4

NGSSMS-PS2-2

Formats Included

Pages

14 pages

$5.95

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What educators are saying

I do airplane competitions for my students and I was looking for something to further develop the activity. This worksheet helped to reinforce concepts we have studied. Thanks!

— Samantha R.

Rated 5 out of 5

My students enjoyed this resource and found it helpful. Thank you. What is not to love, they make paper airplanes.

— Breanne G.

Rated 5 out of 5

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Description

Standards

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More fromWilliams Hands On Science

Description

Students love this and the prep is so EASY! If you are a Distance learning teacher and teaching NGSS Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. MS-PS2-2, then this resources is perfect for you!

This resource is Distance Learning Optional!!!

If you need a whole bundle of Physics Distance Learning Resources take a look at Distance Learning PS2.A PS2.B NGSS Forces & Motion Growing Bundle Google Ready

ENGAGE: Using the YouTube clip “Paper Airplane World Championship - Red Bull Paper Wings 2015 “ is great at engaging students and it captures the students’ attention and interest. It also helps to get the students focused on the purpose of the lab and the content.

EXPLORE #1: This is where the students have opportunities to resolve misconceptions of the engage section. This part gives students the hands-on experiences to demonstrate their knowledge of the engage phase. In this part they will conduct research and sketch their prototype like an engineer.

EXPLAIN: The scientific explanation for the flight of their airplane is the objective of this phase. The students should now have a clearer sense of the engage part and have higher comprehension of the concepts. They can do this by watching the second YouTube clip that explains the scientific principles behind flight.

EXPLORE #2: This is where the students have opportunity to learn through building, testing, revising, brainstorming, remodeling and evaluating their prototype like engineers do. This exploration phase provides a concrete, hands-on experience where students use data to clarify the misconceptions of the engage phase.

ELABORATE: Sometimes this phase is called Extend, but in this case Elaborate is more appropriate. This is where scientific concepts and abilities are extended, expanded and enriched. They will do this by applying the concepts and vocabulary to the flight of their airplanes. I will then use this section to also EVALUATE and assess what they’ve learned and what they still need to learn through the questions, the diagram, feedback and class discussions.

NGSS:

-MS-PS2-2: The motion of an object is determined by the sum of the forces acting on it.

-MS-PS2-4: Gravitational forces are always attractive.

-MS-PS3-1: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object

-MS-PS3-2: A system of objects may also contain stored (potential) energy, depending on their relative positions.

Crosscutting Concepts:

-Cause and Effect

-Systems and System Models

-Energy and Matter

-Structure and Function

Science and Engineering Practices:

-Asking Questions and Defining Problems

-Developing and Using Models

-Carrying Out Investigations

-Analyzing and Interpreting Data

-Using Mathematics and Computational Thinking

-Constructing Explanations and Designing Solutions

-Obtaining, Evaluating, and Communicating Information

With this product you get:

-Student Handout

-Teacher notes for classroom management and an answer key

Or buy my bundle that includes all of my physics products NGSS Physics Resource Bundle

TERMS OF USE

• This product is to be used by the original purchaser only.

• Intended for classroom and personal use only.

• Copying for more than one teacher, classroom, department, school, or school system is prohibited.

• This product may not be distributed or displayed digitally for public view.

• Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA).

If there are any errors or questions, please contact me through TpT or email me at:

williamshandsonscience@gmail.com

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Total Pages

14 pages

Answer Key

Included

Teaching Duration

2 days

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Standards

to see state-specific standards (only available in the US).

CCSSRST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

NGSSMS-ETS1-2

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

NGSSMS-PS2-4

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system. Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.

NGSSMS-ETS1-4

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

NGSSMS-PS2-2

Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units. Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame, and to change in one variable at a time. Assessment does not include the use of trigonometry.

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