Learning Focused Lesson Plan
Glynn Middle School – S. Carter 2015-16
Module: Whitebox Learning Dragster 2.0
Course: Career Exploratory Technology: 6th Exploring Technology
Module Essential Question: How do the elements of Force, Drag, Friction, & Mass affect the design of a co2 Dragster?
Grades: 6
Standard: MSENGR-EET-1, MSENGR-EET-2, MSENGR-EET-3, MSENGR-EET-4, MSENGR-EET-7, MSENGR-II-3,
MSENGR-II-6, MSENGR-TS-1, MSENGR-TS-2, MSENGR-TS-3, MSENGR-TS-4, MSENGR-TS-6
Activity #1
Activity #2
Activity #3
Activity #4
Activity #5
What are the design
limitations?
What does it mean to be
“In Spec.”?
Why do I need to know
about “Tradeoff”?
How do I improve my
vehicle design?
How do I use the
Engineering Tree to adjust
the design of the car?
How do I build my
vehicle?
Why is safety important
when using machines &
tools?
Why do I need to make a
prototype model?
Activating
Strategies
What do I need to know to
design fast vehicles?
What benefit is research?
What improvement is
connected to Drag?
What is the formula for
Mass?
Motivation video:
Dragsters & Do Now
Journal Assignment
Output Overview
“Get it IN SPEC” & Do
Now Journal Assignment
Full Class Simulation Race
with top qualifiers& Do
Now Journal Assignment
Orientation to Safety& Do
Now Journal Assignment
Prompts /
Materials
Lab Manual, Text, Module,
computer station,
instructional technology,
Lab Manual, Text, Module,
computer station,
instructional technology,
Lab Manual, Text, Module,
computer station,
instructional technology,
Lab Manual, Text, Module,
computer station,
instructional technology,
Styrofoam blank, hot wire
cutter, safety materials
Motivation Video
“Race Day” & Do Now
Journal Assignment
Lab Manual, Text,
Digital/Video Camera, race
track/model cars/Co2
cartridges, recording
database
Teaching
Strategies
Whitebox Learning
Module-Research Section
Whitebox Learning
Module-Output Section
Whitebox Learning
ModuleEngineering/Simulation
Whitebox Learning
Module-Build/Test Section
Whitebox Learning
Module-Build/Test Section
Application
(Extending &
Refining)
Lab Journal notes on
research topics.
Use vocabulary to describe
design specifications and
changes needed for
improvement.
Students will compete
against each other for
fastest times.
Top designs may be made
into real dragsters
including 3d printed wheels
or body.
Students will take video &
still pictures of
performance.
All specifications met.
Students ranked according
to race finishes.
Complete 3D Model
Record finish & reaction
times.
Output specifications listed
with red text indicating
“out-of-spec”.
Students use simulations to
show performance
improvement (decreased
times-increased speed)
Students will use design
templates to shape a
Styrofoam blank prototype.
Successful race using a
Co2 powered dragster with
recorded reaction time.
Students utilize Call Light
system for help. Hands-on
cars available for
application. Text uses
color to indicate success.
Students utilize Call Light
system for help. Students
use partners as guides.
Students utilize Call Light
system for help. Students
move at their own pace.
Students utilize Call Light
system for help. Video
walk through & pictures of
build.
As noted in roster for
individual students
As noted in roster for
individual students
As noted in roster for
individual students
As noted in roster for
individual students
Key Questions
Student Summary
Project /
Assessment
Differentiation
Accommodations
Complete Assign. #1
Check-off Sheet, Answer
Lab Journal Key Questions
Vocabulary List,
Background &
Acceleration Quiz, Mass
Worksheet, Program
Monitor Data
Students utilize Call Light
system for help. Getting
started guide uses pictures
with text. Printed check
sheet.
As noted in roster for
individual students
How do I test my vehicle
for performance?