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Paper Gliders

Paper Gliders. Science and Engineering Practices. 1. Asking questions (science) and defining problems (engineering). 2. Developing and using models. 3. Planning and carrying out investigations. 4. Analyzing and Interpreting Data.

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Paper Gliders

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  1. Paper Gliders

  2. Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering). 2. Developing and using models. 3. Planning and carrying out investigations. 4. Analyzing and Interpreting Data. 5. Using mathematics, information and computer technology, and computational thinking. 6. Constructing explanations (science) and designing solutions (engineering). 7. Engaging in argument from evidence. 8. Obtaining, evaluating, and communicating information. Framework Pages 41-82

  3. Performance: Developing Models to Support Explanations Group Performance Investigate how an airplane (glider) flies. • Individually Explore Solutions: Using a sheet of copy paper, design and build a paper airplane capable of gliding a horizontal distance of 2X meters when you drop it from a height of X meters. You cannot throw the plane, only drop it. • In groups of three: Collaborate to solve the problem of flying a glider two times as far as the height from which it is dropped. • Formulate questions and investigate explanations for how the airplane flies. • Develop a model to show the forces on the airplane. • Develop evidenceto support your explanations. • Write the steps of the engineering design process your group followed.

  4. Individual Performance 7. Write in your journal, or on note paper, your explanation that may be used to explain this phenomena to others. Include evidence to support your explanation for how the airplane is able to fly and develop a model to communicate your explanation.

  5. Group Discussion Reflection 8. Reflect on the nature of science instruction that helps students to develop explanationsbased upon evidenceand the role of the science and engineering practices for engaging students in gathering, reasoning, and communicating science ideas.

  6. Evidence to Support Explanations • What distinguishes science from other ways of knowing is the reliance on evidence as central to science. • Value and use science as a process of obtaining knowledge based on empirical evidence.

  7. This slide needs to be added. It’s from http://schools.utah.gov/CURR/science/SSECC/BrettPresentation3.aspx

  8. This slide needs to be added. It’s from http://schools.utah.gov/CURR/science/SSECC/BrettPresentation3.aspx

  9. Side note for facilitators!!!! • Come up with a technology to incorporate either throughout the activity or as a way to communicate findings.

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