SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Names Lisa Maddox and Courtney White Subject Physics
Unit Name and Unit Name: Egg Drop vs Dragon (Leave this
Week (Leave this blank for
Driving Unit Driving Question: What forces are acting on blank for EDSC to
of EDSC 442C)
Question the Dragon capsule. 442C)
Anchoring Phenomenon:
Forces acting on an object in freefall, the egg. There is more going on in the system besides gravity, which is
different than what we observed earlier. Now, we are looking to expand our minds and look into other
forces that affect objects as they fall to Earth.
Students will be exploring how SpaceX had to design their Dragon capsule to come back to Earth safely.
Students will be looking at the forces that are used for astrophysicists to use in space travel. They will be
exploring this phenomenon with a more common experiment like an egg drop.

Anchoring Activity:
Anchoring
Students are the new employees of SpaceX and are asked to design a capsule that would safely return to
Phenomenon or
Earth. Since the program does not have unlimited money, the experiment will be done with an egg and a
Design Problem
shoe box. Students will be given 10 items in addition to this: 5 pipe cleaners($1,000 each), 10 popsicle
(with Anchoring
sticks($1,000 each), two balloons($5,000 each), 20 paper clips($100 each), a small pack of tissues($5,000 for
Activity for the
the pack), 20 toothpicks($500 each), 10 rubber bands($1,000 each), roll of tape($100 for each cm), a foot of
unit)
string ($500 for each cm), a piece of foam($10,000). There will be a maximum of $25,000 allowed to create
this device. What forces will they need to take into account when an object falls to Earth? These items
simulate what could be used in a life-size operation of the Dragon capsule coming to Earth, students will be
shown how these home items are related to the realistic experiment.

Students will later relate their experiment to the Dragon capsule from August by a video presentation to
the class.

Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among
NGSS Performance the net force on a macroscopic object, its mass, and its acceleration.
Expectation Safety concerns: Students will be reminded of basic physics safety requirements prior to conducting their egg drop
experiment.
Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
Disciplinary Core PS2.A: Forces and Motion: Newton’s second law This will be introduced to the students in the lesson intro.
Ideas (DCIs) accurately predicts changes in the motion of When students are looking at the egg drop simulation,
macroscopic objects. they will have to start relating this to Newton’s 2nd law.
 This will have an affect on the egg drop experiment they
will be designing.

Analyzing and Interpreting Data: This will be accomplished by the students in the body of
Science and ● Analyze data using tools, technologies, the lesson as well as at the end. As students start to
Engineering and/or models (e.g., computational conduct their own experiment, they will be analyzing the
Practices (SEPs) mathematical) in order to make valid and data that is produced. Some of the analysis will come from
reliable scientific claims or determine an the models the students drew in lesson 1.
optimal design solution
Epistemic
Experimentation
Practice(s)
(Bundled SEPs)
The cause and effect can be seen throughout the entire
lesson. It is shown in the intro by changing the
combination of situations for the egg to fall. As these
change, the students will be analyzing how this affects the
Cause and Effect safety of the egg. In the body of the lesson, students will
Cross Cutting
Empirical evidence is required to differentiate between be using cause and effect to design their egg drop
Concepts (CCCs)
cause and correlation and make claims about specific experiment. They will be gathering funds of knowledge
causes and effects. and access prior knowledge to decipher what situation will
let the egg land safely. This will determine if the students
will use a soft or hard surface to have the egg land on,
what effect would this cause create?

Students will be able to explain how momentum and impulse are used for a falling object. When observing the size of
3D Learning the object, the height at which it is dropped, and the landing surface, students can use the process of elimination to
Objective (Lesson- discover what is needed for the egg to land safely. Then, students can apply this finding to the equations learned in
Level Learning class about momentum and impulse. There is a linear relationship with the variables in these equations and students
Expectation) will be able to rationalize why the egg is able to land safely and what variables are affected when the conditions are
changed.
Students will be using experience from the egg drop simulation to design an egg drop experiment from
Lesson-Level home. This will be used to identify the forces that are being used in the process of an object falling to Earth,
Phenomenon there is not just gravity.

Connections to CCSS.ELA-LITERACY.RST.11-12.4
other standards Determine the meaning of symbols, key terms, and other domain-specific words and phrases
(CCSS ELA, CCSS
Math) as they are used in a specific scientific or technical context relevant to grades 11-12 texts and
topics.
CCSS.ELA-LITERACY.RST.11-12.6
 Analyze the author's purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text, identifying important issues that remain unresolved.
CCSS.ELA-LITERACY.RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying
the data when possible and corroborating or challenging conclusions with other sources of
information.
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. For example, rearrange Ohm's law V = IR to highlight resistance R.
CCSS.MATH.CONTENT.HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the
origin in graphs and data displays.

Target Vocab to be
Force, Mass, Acceleration, Velocity, Change in time, Normal Force, Frictional Force, Air Resistance
Developed

LESSON
The 5E Model
TEACHER DOES
The teacher will start this lesson by showing the
students an egg drop simulation. The simulation allows
for the egg size, the height from which the egg is
dropped, and the landing surface to change. As students
start to trickle in, the teacher can run a few simulations
with the students or simply ask them about their
Lesson Intro weekend or sports. Once the class is settled, the teacher
(Engage) will demonstrate the simulation with student
involvement. The teacher will run through the
TIME: 10min simulation changing the make-up of the simulation.
After the simulation runs, there is a data page that
shows up on the screen. The teacher will run through
this data page and discuss how the mass, height, and
landing surface of the egg can change the amount of
force that is acting on the egg. This will be useful for the
next step for the students.
STUDENT DOES
The students will be engaged in the activity. As the teacher
sets up the simulation, students will be asked to give ideas
for the size of the egg, the height from which it is dropped,
and the landing surface. Initially, students can just say
whichever they want to see, but after a few trials they will
need to defend why they want that situation. Students
should use things that were previously discussed in other
lessons, like the amount of force and object would have.
Students should be able to relate to the data table that is
given at the end of the simulation. There is an equation
that shows how to calculate force and what dimensions of
the egg drop that are taken into consideration. Students
should be able to understand the concept of a lighter egg
creates less force based on previous lessons.

The teacher will distribute the tools to the students for
designing their egg drop simulation. Before letting
students start the experiment, the teacher should
discuss how to write a hypothesis based on the
Lesson Body
simulation they observed as a class. The teacher should
(Explore, Explain,
break students into smaller groups of 3-4. The students
Elaborate)
will be assigned to their groups based on a random
TIME: 45 min generator. These students will have to work together to
create a box that will let the egg land safely. The teacher
will be walking around the room as students are
designing their experiment to ask questions about why
the students are choosing the designs that they are.
The teacher should be evaluating how the students are
doing with their egg drop designs. In order for students
to leave, the teacher will ask students to complete an
exit slip. This exit slip will ask for the students to make a
brief drawing of their experiment, monitor the money
they are using, and include a Free Body Diagram. The
Lesson Closure exit slip will be handed out to the students when they
(Evaluate) are initially put into groups. However, students must
complete this before they leave for the day. The teacher
TIME: 5min will remind the students to complete this when there
are 5 minutes left for the period. During the class, the
teacher will be walking around and can assist in
completing this exit slip so the students understand the
experiment they are producing. This will also help
students create a conclusion and will assist in the video
production that will be due at the end of the unit.
ASSESSMENT
Students will be placed into groups and asked to work
together. In their group, they will work on a hypothesis
that they all can agree on. If there is a student who thinks
completely differently, they are allowed to write their
hypothesis down. These students should discuss how to
set-up their experiment and give justification to why they
are deciding what they are. The students will need to
decide what tools they will be using out of the given tools
they had. In addition, students will be putting together a
layout for how expensive their design would be. Students
will be working to create the best device to have the egg
land safely for the cheapest value. Students will have to
show that their value is at or under $25,000.
Students will be designing an egg drop experiment. They
will be using this experiment as evidence for their video
submission at the end of the unit. For the exit slip,
students will draw their design. This should include and
label the pieces of equipment they are using, such as 10cm
of tape. Then, the students will show a budget calculation
for all the pieces of equipment they used in the
experiment. Last, the students will be drawing a FBD that
shows the forces that are acting on the egg and what
forces are being reduced because of the shoe box. This is
the type of explanation students will be using in their
video presentation at the end of the unit. They will get
feedback on this design and be able to perfect it for their
final submission.

HOW IT INFORMS
FEEDBACK STRATEGY
TYPE PURPOSE IMPLEMENTATION TEACHING

Entry Level The entry level assessment
would be talking with
students about the egg drop
simulation. The purpose is
for the teacher to see if
their students are
understanding the
equations we have been
working on for the past few
The implementation of
the entry level
assessment will be a
class activity of
participating in the egg
drop simulation. The
teacher will be asking
students for the
equations that would be
Feedback will be given
instantaneously. As the
students answer with
equations and variables,
the teacher has the ability
to automatically redirect
student thinking if they are
on the wrong path. In
This will inform the teacher
if students are making the
connections to physics
concepts. Some students
may be memorizing the
equations, but not
understanding how this
relates to real life. This

weeks. Hopefully, students
are able to understand the
equations past writing down
variables. This is an
important subject that
would need to be addressed
before the experiment takes
place.
The purpose of the
formative assessment is to
see if students have come
full circle with their ideas.
The teacher should be
looking for connections
students are making with
the equations to the outside
PM (Formative)
world. Students should be
developing problem solving
techniques using the
equations discussed in class.
Students should be able to
explain the phenomenon
that is taking place using the
equations as evidence.
Summative The purpose of the
summative assessment is to
bring everything together
that students have learned
through the unit. The
teacher would like to see
students demonstrate their
understanding and mastery
of the material that has
been covered. The students
will have to use things like
taken into consideration
and have the students
explain what the
variables mean. Students
will need to identify the
variables that exist in the
equations.
Students will be
designing an egg drop
experiment of their own.
This experiment will take
engineering techniques
by evaluating how much
it would cost to build this
experiment. Students will
have to design a shoe
box, using the given
materials, to ensure the
egg will land safely
without breaking. Then,
students will back up
their claim with
evidence, using the
experiment and
equations discussed in
class.
This will be done through
the video that students
will create at the end of
the unit. This video will
include force diagrams,
physics terminology, the
egg drop experiment,
and an explanation for
how Dragon possibly
made it to Earth.
Students will have to
activity will show the
addition, the simulation will
teacher which students are
give feedback that can
making the connections and
verify student thinking in an
which students are
experimental setting.
struggling with bridging
Students will know
these gaps. Those students
immediately if they are on
will need some additional
the right track.
assistance.
This will inform the teacher
Feedback will be given in
if the students have been
two ways. First, the
listening and grasping the
students will be handing in
concepts that are
an exit slip at the end of the
associated with the
day explaining their design.
equations. It is important
The teacher will examine
for the teacher to make
these designs and note
these evaluations now
where any issues may
before the final video that
surface. When students
students will produce. This
begin their write up of the
allows the teacher to assist
lab, they will be evaluated
students in making the
on how they use the
connections before
equations. Feedback will be
submitting their final
given in the lab notebooks
project. If students are not
based on how students are
understanding the material,
relating the equations to
the teacher should spend
the experiment they are
more time relating the
designing.
equations to the real world.
This feedback will be given This informs the teacher if
at the end of the unit. students have been
Students will be turning in listening and responding to
rough drafts and samples the feedback that has been
that will need to be given to them throughout
included in this video. They the unit. The teacher can
will have received feedback also check if the student is
on these assignments and making the proper
can make adjustments adjustments and
before submitting the understanding the material

Claim, Evidence, and
Reasoning (CER) to verify
their findings in the
experimentation.
English Learners
English learners may have
difficulty in understanding
the procedure for the
experiment. However, the
simulation is a visual
representation that can
assist these students in
understanding what is
happening. In addition,
these students will be put
into groups with a student
who is bilingual and can
translate any unknown
DIFFERENTIATION words. This will be
imperative when it comes to
explaining the equations to
the real-life situation. The
strategy of finding a student
who speaks their language
can be beneficial to both
students. The English
learner gets the information
required for them to
complete the assignment.
The bilingual student
explains what is happening,
furthering their scientific
understanding.
Materials Needed
and Links to Materials needed:
Instructional Egg, shoe box, pipe cleaners, popsicle sticks, balloons, paper clips, a small pack of tissues, toothpicks,
Resources rubber bands, roll of tape, a foot of string, a piece of foam
design a video that
includes drawings,
explanations,
demonstrations, and
them talking about the
major concepts we have
covered.
Striving Readers
Striving readers may
have a similar difficulty
as the English learning
students. The striving
readers will benefit from
the simulation at the
beginning of class
because it is a visual
representation of what is
going on and the student
does not have to read
text to understand what
is happening. The
experiment does not
have reading to go with
it, so the students should
excel in this aspect as
well. Although, to keep
these students in mind,
they will be put into
groups with a student
who has a higher level
reading score. This will
help the striving reader if
there is a piece of
information they are not
understanding.
video. This unit summative
assessment will have better than they were when
feedback in the form of a they handed in their initial
letter grade in place of a assignments.
test or exam.
Students with Special
Advanced Students
Needs
Students with special needs
may have difficulties with
Advanced students get the
this assignment based on
opportunity to show their
the level of disability. These
creative and academic side
students will be placed into
with this experiment. These
groups where the other
students can use the
student shows compassion
simulation to guide their
towards others and is
experiment, but they can
willing to help. This will help
also choose to take a
show the student with
different approach. They
special needs that there are
can use their problem
other people in the class
solving skills to develop a
willing to work with them.
plan that would cost the
In addition, the teacher will
least amount but be the
be mindful of this student
most effective of the entire
and continue to check on
class. This kind of
their progress through the
competition is seen as
experiment. As the
productive and as an
students turn in their lab
incentive for advanced
books, exit slips, and even
students. They can use skills
the end summative
they have outside of class
assessment, the teacher
and bring them into this
should keep in mind the
experiment to show how
level of disabilities this
creative they can be. This
student has. This could
will challenge some
change the difficulty in
advanced students since
which the teacher grades
they tend more towards
this student, the student
books than their creative
should be meeting the
side.
requirements designed by
their study plan.
 Links to Instructional Resources:
https://www.physicsclassroom.com/Physics-Interactives/Momentum-and-Collisions/Egg-Drop/Egg-Drop-
Interactive
https://www.spacex.com/vehicles/dragon/
https://www.nasa.gov/mission_pages/station/structure/elements/dragon.html#.X5rONkeSk2w
Reflection, Reflection: This activity is designed to engage the students and get them excited about a concept in physics that may
Summary, confuse the students. Physics is experienced in everyday activities and students tend not to notice what is happening
Rationale, or why it is happening around them. This activity will engage all types of students and relate forces to an idea they
Implementation
have more than likely encountered, an egg falling. Through this activity, we have taken into consideration the
struggles some students may endure and explained how we would change their set-up for the experiment so these
students could succeed as scientists.

Summary: The egg drop experiment and comparison to the Dragon Capsule will solidify the students’ mathematical
understanding of Newton’s Second Law. Students will begin by watching an egg drop simulation shown by the teacher.
Then, they will be placed into semi-randomized groups to work on an egg drop experiment for themselves. These
groups are semi-randomized to ensure students who need extra help are placed with students who would be
beneficial to their learning environment. As students put together their device for their egg to fall in, they will use
engineering design to calculate how expensive their product would be. The goal for students is to create a contraption
that will allow the egg to land safely produced with the lowest cost possible.

Rationale: The rationale for this activity is to provide a current real-life example to students of Newton’s Second Law.
This is a law that governs anything that falls to Earth. Some students think physics is out of their grips, like space
travel. The rationale for aligning this with Dragon returning to Earth is to show students how Newton’s Second Law is
used in space travel, but is also used in everyday life. This means students can experience Newton’s Second Law from
the comfort of their home, in sports, or out with friends. This experiment is designed to show students that physics is:
1 in everyone’s life and 2 that physics can be fun. Designing experiments is a unique aspect of physics that is different
from most sciences at the high school level, students can use their creativity.

Implementation: This Lesson would be used towards the end of the unit, but not the last lesson before the
summative assessment. The egg drop experiment is introduced after the class has already discussed what the
equations are that govern the flight of a spaceship, or of the egg. There is one more equation that will have to be
introduced to the students before they can fully understand all forces at play. Momentum will be introduced after this
lesson because students can use the force that was seen from the experiment to show the change in momentum.
Force tends to be easier for students to articulate in their minds, given an experiment, than momentum.

Challenges:
1. Clean up
2. Students goofing off and not getting work done
3. Students only having fun and not understanding the physics behind the phenomenon
Solutions:
1. Have each student pick up 10 pieces of trash around their area, even if they didn’t put it there. Let the
janitors know that we are experimenting and it will be messy for the week. Have students do a major clean up
 on the last day.
2. The teacher should be walking around the classroom and continue to monitor all groups of students. The
student should be having fun, but still stay on task. The teacher can design goals that are accomplished every
15 minutes through class so the students can check if they are on track to finish.
3. This is an experiment and students should be having fun and let out their creative side. However, the exit slip
at the end of the day will keep them on track to think about what physics is at play during the experiment.
Students will need to articulate what equations make sense with their egg drop and why they chose the
design they did.