Designing and Building a Vehicle with a Sail
Author(s): Chloe Marshall, Maddy Schuman, and Emi Snively
Team Members: Chloe Marshall, Maddy Schuman, and Emi Snively
Date lesson will be taught: October 4, 2011
Grade level: 4th grade
Lesson Source: STC Motion and Design
Concepts: Several factors influence to motion of an object, be it the object itself (i.e.
what it is made out of or its shape) or external factors (i.e. temperature or wind). The
concept explored in this lesson plan is air resistance – a form of friction. Air resistance
can slow down or speed an object up, depending on the shape of the object and/or the
material out of which the object is made. In this lesson, students will see how a cardboard
and a paper sail, placed at different angles, affect the motion of their K’nex vehicles.
Objectives:
A student will be able to:

Contrast how a cardboard sail versus a paper sail will affect the motion of a
vehicle.

Modify their vehicles to hold sails of different materials (cardboard and paper) to
demonstrate the sails’ effects on the motion of the vehicle.

Observe and record the influence of the cardboard sail and the paper sail on the
motion of a vehicle.
Kansas Science and/or Mathematics Standards, Benchmarks, and Indicators:
STANDARD 1: SCIENCE AS INQUIRY – The student will develop the abilities to
do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and
develop understandings about scientific inquiry.
Benchmark 1: The student will demonstrate abilities necessary to do the processes of
scientific inquiry.
The student…
▲ asks questions that he/she can answer by investigating.
▲ plans and conducts a simple investigation.
▲ employs appropriate equipment, tools, and safety procedures to gather
data.
▲ begins developing the abilities to communicate, critique, analyze his/her
own investigations, and interprets the work of other students.
STANDARD 2: PHYSICAL SCIENCE - The student will increase their understanding
of the properties of objects and materials that they encounter on a daily basis. The
student will compare, describe, and sort and classify these materials by observable
properties.
Benchmark 2: The student will describe the motion of objects.
The student…
▲ moves objects by pushing, pulling, throwing, spinning, dropping, and
rolling; and describes the motion.
▲ describes the change in position of objects when moved.
COMMON CORE MATHEMATICS PRACTICE STANDARDS: (3) Construct
viable arguments and critique the reasoning of others.
STANDARD 4.4.2.K1b-i: DATA
Benchmark: Statistics
The student…
▲ organizes display, and reads numerical (quantitative) and non-numerical
(non-qualitative) data in a clear, organized, and accurate manner.
Materials list, advance preparation, and handouts:
Materials per person:

1 data table
Materials per group of four:

1 standard vehicle

1 bucket of building pieces

1 piece of cardboard (23 x 30 cm)

3 number 16 rubber bands (connected)

1 set of colored pencils

1 metric ruler

1 circle template
Materials for whole class:

Brainstorming List

1 roll of masking tape

1 permanent marker
Advanced preparation:

Make copies of data tables and quizzes for class

Check connected rubber bands

Display brainstorming list

Set out materials

Check to make sure vehicles are in standard form
Accommodations:
Since this is a small group activity, any students who need special assistance
(physical, language, etc.) will find this provided by their peer group partners so that they
too can become involved with the class exploratory activities and discussions.
Safety: Be careful of small pieces
Five-E Plan
Teacher Does
Engage:
Learning Experience(s)
Time: 10 minutes
Show a video clip of a
NASCAR race.
Uses the white board to
compare and contrast the
effects of different sails on
a vehicle.
Teacher Does
Explore:
Learning Experience(s)
Probing Questions
Critical questions that will
connect to prior knowledge
and create a need to know.
Student responses
Expected Student
Responses/Misconceptions
What makes these cars go
really fast? What things
might cause them to slow
down?
Gas, engines, the drivers.
Slowing down could be
from air resistance, friction,
the track, brake petal.
How will a cardboard sail
effect a vehicle, a paper
sail? (on k’nex cars)
Might think that the
cardboard sail will make it
go faster because it is
sturdier and heavier. The
paper will rip.
Probing Questions
Critical questions that will
guide students to a common
set of experiences.
Student responses
Expected Student
Responses/Misconceptions
Time: 20 minutes
Give each group a k’nex
car and have them modify
the cars to hold the
different sails. Have them
record the effects of the
sails on the vehicles’
motion in the data table.
Teacher Does
Explain:
Learning Experience(s)
Time: 10 minutes
Compile a list of all the
students’ results on the
board.
Teacher Does
Extend / Elaborate:
Learning Experience(s)
Time: 10 minutes
What type of sail do you
think will make the vehicle
go faster? A vertical one, a
horizontal one, a flat one,
one that is standing straight
up?
Probing Questions
Vertical sail probably
standing straight up. They
might think a horizontal one
because there will be barely
any air resistance, but they
might not think about
steering.
Student responses
Critical questions that will
help students clarify their
understanding and
introduce information
related to the lesson
concepts/skills.
Expected Student
Responses/Misconceptions
So why do you think a
certain type of sail went
faster? If you wanted to go
really fast, which sail would
you use? If you wanted to
be able to steer really well
what sail would you use?
They will probably say the
vertical straight sail for
steering and a horizontal
sail for speed.
Probing Questions
Critical questions that will
help students extend or
apply their newly acquired
concepts/skills in new
situations.
Have the students adjust the What positioning of the sail
positioning of their sails
would make the vehicle
Student responses
Expected Student
Responses/Misconceptions
Vertical and perpendicular
(with wind) or parallel
(perpendicular v. parallel;
horizontal v. vertical) to see
the effects on vehicular
motion.
Have the students attempt
to time how long it takes
their vehicles to roll a meter
and record their results
(quantitative results)
move with the most speed?
What sail position would
slow the vehicle down the
most?
**Think about wind!
Teacher Does
Probing Questions
Evaluate:
Include summative
evaluation below.
Time:10 minutes
(without wind).
Horizontal and
perpendicular (without
wind).
Student responses
Critical questions that ask
students to demonstrate
their understanding of the
concepts and process skills.
These questions must
directly relate to the
lesson’s performance
objectives.
Expected Student
Outcomes
Think about what we did
today and why certain sails
worked better than others
for certain things, such as
speed or mobility.
Will talk about which sail is
the fastest and which sail
steered the best. Reason for
the differences is air
resistance.
Quiz:
1. Compared to a cardboard sail, a paper sail will cause the vehicle to
a) Slow down
b) Speed up
c) Move at the same speed
2. Based on this experiment, what causes the changes in speed on the vehicles?
a) The type of sail
b) The weather
c) The color of the vehicle
3.
Which type of sail made the vehicle move slower?
a) The cardboard sail
b) The paper sail
c) Both sails made the car go the same speed