Spark 101 Lesson Plan
Video Presentation Title: NASA: An Engineering Solution for Fruit Fly Surveillance in Space
Unit of Instruction: Unit 1 Design process
Subject/Course: Introduction to Engineering Design (PLTW)
The goal of Unit 1 is to introduce students to the broad field of engineering and a design process that engineers use to develop innovative
solutions to real problems
Standard(s):
Common Core
Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words. (AS.R.7)
Use technology, including the Internet, to produce and publish writing and
to interact and collaborate with others. (AS.W.6)
Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation
(A.S.W.7)
Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style
are appropriate to task, purpose, and audience (AS.SL.4)
Standards for technological literacy
AA. Requirements involve the identification of the criteria and constraints of a
product or system and the determination of how they affect the final design and
development.
BB. Optimization is an ongoing process or methodology of designing or making a
product and is dependent on criteria and constraints
Assessment/Demonstration of Learning:
Students will develop an understanding of the attributes of design
The design process includes defining a problem, brainstorming, researching and
generating ideas, identifying criteria and specifying constraints, exploring
possibilities of designing and creating a house for fruit flies, selecting an
approach, developing a design proposal, making a model prototype. After
watching the video, students will make a prototype of the cassette with the
necessary criteria and constraints as seen in the video.
The design needs to be continually checked and critiqued, and the ideas of the
design must be redefined and improved.
Students will develop an understanding of engineering
Establish design principles are used to evaluate existing design, to collect data,
and to guide the design process. Students will use background knowledge and
resources to help them evaluate solutions to the problem.
© 2015 Spark 101
Objective(s):
Students will develop an understanding of the attributes of design. This
includes defining the problem, brainstorming, and research, identifying criteria
and specifying constraints.
After watching the video students will make a prototype with materials given to
them and develop a design proposal that lists the problem statement along with
criteria and constraints that allow the clients to understand what the engineer
is doing.
After creating the prototype, students will present their findings and
classmates will evaluate based on what is contained in the design proposal.
Resources Needed:
 Spark 101 case study video http://www.spark101.org/video/fruit-flysurveillance/
 Engineer’s notebook for each student
 Spark 101 Student Engagement Resource: Think-Write-Pair-Share
 PLTW PowerPoint: 6-Step Design Process
 Spark 101 Student Resource: NASA Fruit Fly Container Design Brief
 Spark 101 Student Resource: NASA Fruit Fly Container Instant Challenge
 1 sheet of cardstock
 2 tongue depressors
 2 paper clips
 2 rubber bands
 1 pipe cleaner
 1 balloon
 12 in. of string
 6 in. of masking tape
 Scissors (tool only – cannot be consumed in design)
Developed by Monica Mattey, PLTW Engineering Teacher, Thomas S. Wootton HS, Rockville, Maryland
Page 1 of 4
Lesson Component
Activator
(Prior to showing the
video presentation)
Time Allotted
Time:
___ minutes
Grouping:
Independent
Pairs
Small groups
(3-5)
Whole group
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
© 2015 Spark 101
Teacher Procedure
Engagement:
Have your students complete the Spark 101 Student Engagement Resource: ThinkWrite-Pair-Share to speculate about whether fruit flies can live in space – answering
the question, “What type of living space would need to be created for this to happen?”
This will be completed in their engineers notebook
Time:
3.45 minutes
Show this first segment of the video to your students, letting them know that they will be
working on solving a real-world problem after viewing. Students must understand the
criteria and constraints involved in designing a finished product
Time:
5 minutes
Since students will be designing a storage container for simulation in space flight, students
need to understand how scientists and engineers work together to communicate how to
solve the problem.
Grouping:
Independent
Pairs
Small groups
(3-5)
Whole group
Checks for Understanding
Students will work in pairs to communicate the design process for creating this storage unit
for fruit flies. Students will use the PLTW PowerPoint: 6-Step Design Process along with
understanding the criteria and constraints that the scientists and engineers must use when
designing the finished product. Have students view the following video to understand how
genetically similar fruit flies and humans are:
http://science.nasa.gov/media/medialibrary/2005/03/24/03feb_fruitfly_resources/story.
mp3
Developed by Monica Mattey, PLTW Engineering Teacher, Thomas S. Wootton HS, Rockville, Maryland
Page 2 of 4
Solving the Problem
(Part II of video)
Comparing
Solutions and
Meaning
(Describe process for
identifying possible solution(s) to
the problem presented)
Future Impact and
Meaning
(Part III of video)
Time:
7.33
Time:
5 minutes
Grouping:
Independent
Pairs
Small groups
(3-5)
Whole group
Time:
11.00
Show this second segment of the video to your students, letting them know that they will be
using their design brief (worksheet) listing the constraints needed to design this storage
unit for the fruit flies. Students need to understand the parts of a design brief
Students will complete the design brief after viewing the case study video that includes the
problem and constraints for designing the container.
Checks for Understanding
Students will complete the design brief including the following:
 Client company
 Designers
 Problem Statement
 Design Statement
 Constraints and or criteria
Show this third and final segment of the video after students have had a chance to design
their own storage containers for the fruit flies to live in along with the constraints. Students
will record in their engineers’ notebooks the 6-step design process for creating this storage
unit. The partners will complete the following deliverables:


Spark 101 Student Resource: NASA Fruit Fly Container Design Brief
Engineer’s notebook showing the process or steps taken to design the storage unit
Instant Challenge:
 Give students the Spark 101 Student Resource: NASA Fruit Fly Container Instant
Challenge for constructing the storage unit
 Give students supplies to construct a prototype of storage unit.
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current
or future goals)
Time:
See Instant
Challenge
worksheet for
times
Checks for Understanding
Students will present their units to the class showing them how it works with the criteria
and constraints seen in the video
Each group will record the outcomes to see what worked and what might not work in their
Engineer's notebook.
Grouping:
Independent
Pairs
Small groups
(3-5)
Whole group
Summarizer/Closure
© 2015 Spark 101
Time:
___ minutes
Give students time to redesign their containers after seeing the results of the case study
video. Let them see what the engineers and scientists came up with on the actual space
station.
Developed by Monica Mattey, PLTW Engineering Teacher, Thomas S. Wootton HS, Rockville, Maryland
Page 3 of 4
Assessment (if applicable)
Additional Notes (if needed)
CK12 Connections (if available)
OpenStax Connections (if available)
Access free videos, texts, practice items about engineering at:
http://www.ck12.org/search/?q=engineering&source=ck12&grade=11
© 2015 Spark 101
Developed by Monica Mattey, PLTW Engineering Teacher, Thomas S. Wootton HS, Rockville, Maryland
Page 4 of 4