Lesson Plan
Course Title: Concepts of Engineering and Technology
Session Title: Rubber Band Airplane
Performance Objective:
After completing this lesson, students will be able to design and construct a rubber band
airplane, test the planes to determine which designs are most efficient, analyze the relationship
between distance and variables of the plane (wings, weight, fins, center of gravity, etc.) and
document the results on the Airplane Design Test Report.
Specific Objectives:
 Design a rubber band plane using set materials.
 Apply cause and effect relationships of size, air resistance, shape, and balance that
affect the plane's flight.
 Create their own unique rubber band airplane.
 Apply critical thinking on how to build the airplane.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Concepts of Engineering and Technology:

130.362 (c)(6)(A)(C)(D)(E)
...identify and describe the fundamental processes needed for a project, including design
and prototype development;
...use problem-solving techniques to develop technological solutions;
...use consistent units for all measurements and computations;
...assess risks and benefits of a design solution.
Interdisciplinary Correlations:
English:

110.44 (b)(6)(A)(B)
…expand vocabulary through wide reading, listening and discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, connotation and denotation of words, analogies, idioms, and technical
vocabulary.

110.44 (b)(7)(H)
…use study strategies such as note taking, outlining, and using study-guide questions to
better understand texts;
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1
Mathematical Models with Applications:

111.36 (c)(M.1)(A)(B)(C)
...compare and analyze various methods for solving a real-life problem;
...select a method to solve a problem, defend the method, and justify the reasonableness
of the results.
Physics:

112.39 (c)(2)(B)(C)(D)(E)
...know that scientific hypotheses are tentative and testable statements that must
be capable of being supported or not supported by observational evidence. Hypotheses
of durable explanatory power which have been tested over a wide variety of conditions
are incorporated into theories;
...know that scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses,
scientific theories are well-established and highly-reliable explanations, but may be
subject to change as new areas of science and new technologies are developed;
...distinguish between scientific hypotheses and scientific theories;
...design and implement investigative procedures, including making observations, asking
well-defined questions, formulating testable hypotheses, identifying variables, selecting
appropriate equipment and technology, and evaluating numerical answers for
reasonableness;

112.39 (c)(3)(A)
...in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student;
Teacher Preparation:
Understand how to build a rubber band airplane and the factors that will ultimately affect its
performance. This project relates design, drafting, and physics since students will be considering
basic physic’s principles.
References:
Welcome to Midwest Products Co., Inc., Website (2010).
http://www.midwestproducts.com/
Instructional Aids:
1. Airplane Design PowerPoint presentation
2. Airplane Design Test Report
Materials Needed:
1. Paper
Copyright © Texas Education Agency, 2012. All rights reserved.
2
2.
3.
4.
5.
6.
7.
Pencil
P
Plane
P
Kit or basic
b
balsa wood
w
supplie
es, rubber ba
ands, and a propeller
Tape
T
Glue
G
Clay
C
(used fo
or additional weight)
Some
S
type off mount for the propellerr
Equipme
ent Needed:
1. Computer
C
2. Overhead
O
pro
ojector
Learner Preparation
n: None required.
Inttroduction
Introduc
ction (LSI Quadrant I):
SAY: To
oday we are going to design rubber band powerred airplane..
ASK: Do
oes anyone know of any
y well known
n designs? (h
have class sshare ideas))
ASK: Ca
an anyone th
hink of anyth
hing that mig
ght be of imp
portance to cconsider wh
hen designing
your airplane? (let class discuss
s)
SHOW: Airplane De
esign PowerP
Point presen
ntation.
SAY: No
ow that you know a few key things to
o consider, yyou may beg
gin designin
ng your airpla
ane.
SHOW: Once stude
ents have finished their planes,
p
allow
w them to tesst them. Reccord which p
plane
went the farthest and
d which one had the mos
st stable flig ht.
SAY: This plane (bes
st performing plane) went the farthe
est because (and let the class discusss
this before you answ
wer). Teacher's answer should
s
be sim
milar to this "This plane is a well
balanced
d plane that is lightweigh
ht and has a center of grravity not farr from its cen
nter of presssure"
Outline
Outline (LSI
(
Quadra
ant II):
Instructors can use the PowerPo
oint presenta
ation, slides, handouts, a
and note pag
ges in
utline.
conjunctiion with the following ou
MI
Notes
s to Instruc
ctor
Outliine
scussion
I. Begin class dis
A. Talk about
a
wind up
u planes
B. What makes a rubber band p
powered plan
ne
unique
C. What should you consider wh
hen designin
ng
your plane?
p
Teache
er instigatess
class d
discussion ovver
planes and what
factorss should be
considered when
designing a rubberr
band p
plane.
II. Ch
hallenge 1
A. Begin
n PowerPoin
nt presentatio
on
B. Walk students thrrough prese ntation
Teache
er presents
Airplan
ne Design
PowerP
Point for lesson.
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3
C. Have students be
egin designin
ng their plan
nes
.
T
III. Challenge 1 Test
A. Have students complete theirr planes
dent's planess
B. Begin testing stud
C. Recorrd which one
es traveled tthe farthest
D. Why did
d the plane
e fly straight and far?
Teache
er will superrvise
testing to make sure of
no foull play. Take note
of dista
ances travele
ed
by eacch plane.
C
Discussion
IV. Class
A. Have best plane's
s individual/tteam give a
prese
entation of why
w it flew we
ell.
B. What factors conttributed to itss
perforrmance?
C. Exam
mine other pla
anes and co
ompare the
Differrences.
D. Have students wrrite up a repo
ort on why
their plane
p
perforrmed the wayy it did.
E. Then have them write
w
a parag
graph about
what they would do
d differentlyy if they werre
given another cha
ance.
H. Then have studen
nts write a hyypothesis
aboutt what part of
o the plane iis the biggesst
factorr in how far it traveled. (b
balance,
wings
s, etc.) - no wrong
w
answe
er as long as
stude
ents have leg
gitimate reasson to assum
me
Teache
er leads a class
discusssion. Have
studen
nts write dow
wn
why pla
anes did
well/ba
ad, what facttors
are mo
ost importantt,
and wh
hat students
would do differently if
given tthe same
challen
nge again.
onclusion
V. Co
A. Have students
s
turn
n in papers.
B. If there
e is leftover time,
t
have sstudents beg
gin
Challenge 2 (loop and spiral p lanes).
Teache
er states the
ere
is no w
wrong answe
er as
long ass students have
data an
nd evidence
e to
supporrt their
assumptions and
reason
ning.
Copyright © Texas Education Agency, 20012. All rights rreserved.
4
Verbal
c
Linguistic
Logical
Mathematic
cal
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
In
nterpe
ersonal
Naturalist
Existen
ntialist
Ap
pplication
Guided Practice
P
(LS
SI Quadrantt III):
After clas
ss discussion, the teacher will explain why best planes perfo
ormed the w
way that theyy did.
ce (LSI Qua
adrant III):
Independent Practic
Have stu
udents evaluate their mis
stakes and ask
a them wh
hat they could do differen
ntly next time.
Summary
S
Review (LSI
(
Quadra
ants I and IV
V):
Question
n: Why did your
y
plane perform
p
the way
w it did?
Answer: Answers will vary. One
e possible an
nswer: Our p
plane was to
oo heavy and
d because o
of that,
it did not fly a desirab
ble distance.
Question
n: Why did the
t best plan
ne fly so nice
ely?
Answer: Again, answ
wers will varry. Should be
e similar to g
good balancce, little air re
esistance, ce
enter
of gravity
y was close to
t center of pressure, ettc.
Question
n: What wou
uld you do differently if you
y made an
nother plane
e?
Answer: Could be any of the following or oth
hers: lighter weight, new
w materials, better balan
nce,
etc.
Evaluation
Informall Assessme
ent (LSI Qua
adrant III):
The teac
cher will obse
erve the stud
dents as the
ey construct their planess. Look for po
ossible team
mwork
and unique designs.
Formal Assessmen
A
nt (LSI Quad
drant III, IV):: The studen
nts will creatte a rubber b
band airplane that
should ha
ave a stable
e, straight flig
ght. The prim
mary objectivve is to make the plane travel as farr as
possible.. They will do
ocument the
eir test resultts on the Airrplane Desig
gn Test Repo
ort and write
ea
paper ex
xplaining wha
at factors we
ere most influential in the
e rubber ban
nd airplane’ss flight.
Extension
E
Extensio
on/Enrichment (LSI Qu
uadrant IV):
If students master the rubber ban
nd plane, ha
ave them exp
periment witth their plane
e and try to make
it spiral or
o loop.
Copyright © Texas Education Agency, 20012. All rights rreserved.
5
Name: __________________________
Airplane Design Test Report
Challenge 1: Create a rubber band wind-up airplane that has a stable flight and travels a
decent distance. Compete against your fellow classmates! Test your airplanes in a hallway or
open area (Test 1). Modify your airplane based on problems seen in your initial test flight and
test again (Test 2).
1. Did it fly straight?
2. Did it stall?
3. Did it dive?
4. How far did it
travel?
TEST 1
1. ________
2. ________
3. ________
4. ________
5. ________
TEST 2
1. ________
2. ________
3. ________
4. ________
5. ________
1. ________
2. ________
3. ________
4. ________
5. ________
1. ________
2. ________
3. ________
4. ________
5. ________
2. _____________________________
1. ________
2. ________
3. ________
4. ________
5. ________
1. ________
2. ________
3. ________
4. ________
5. ________
5. _____________________________
1. ________
2. ________
3. ________
4. ________
5. ________
1. ________
2. ________
3. ________
4. ________
Why did it travel that far?
5. ________
2.
Test (5) classmate’s airplanes
and record your results of
Test 1, then modify airplanes,
and record your results for
Test 2 in the blanks above.
Whose airplane was tested?
Person’s name:
1. _____________________________
3. _____________________________
4. _____________________________
(Numbers above correspond with the
numbers in Test 1 and Test 2.)
1.
3.
4.
5.
Evaluation: On a separate page, write a paper explaining what factors were most influential
in the rubber band airplane’s flight. Why did a few planes travel incredibly far? Why did the
planes that dove or stalled do so? This report should be at least one half of a page in length.
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