Activity 2


Kimberly  Brassfield

Lesson Title:

Brainstorming and Building Design Phase 

Activity Title:

Introduction to Challenge and Research Phase

Lesson Duration:

3  50-minute class periods

Activity Duration:

1  50-minute class period




July 14, 2016

Activity Objectives:
  • Students will be reintroduced to the challenge and be given formal documentation on what is expected of them – including: an introduction, materials list, and rubric of challenge.  Students will then be responsible to research components of packaging and shipping with a drone to help prepare them to successfully solve the challenge. Lastly, students will practice finding the surface area of various 3-dimensional shapes.
Activity Guiding Questions:
  • What makes a good packaging design?
  • What keeps a package from bending or breaking?
  • What materials are best in packaging and keeping the object safe inside?
  • How fast does a drone fly?
  • Does the height of the drone affect the shipping of the package?
  • How can the surface area be minimized to reduce cost?
  • What are the dimensions of a Phantom 3 drone?
Teacher Advance Preparation:


Activity Procedures:
  1. Reintroduce challenge that was developed on day #2. Hand out challenge introduction sheet – read through challenge requirements, materials list, and rubric.
  2. Give students the remainder of the bell to work in their group and research packaging designs, materials, drones, etc.
  3. Give students Building Design Sheets to be prepared to present to their group the following day 2-3 packaging designs that they could potentially use. Students are required to specify dimensions and materials used on their sketches.
  4. Students will also be given a Surface Area Practice worksheet to practice computing surface area for various 3-dimensional shapes.


Formative Assessments


Summative Assessments



Students will get to work both independently and within their groups to bounce ideas off of while researching. Students will also be sketching 2-3 designs of their packaging independently and coming back to their group to discuss which one they all deem is best to implement during the next phase.



Each group was given a challenge introduction and rubric sheet.  I also shared a google doc with them with the same information. We went through the requirements and constraints; as well as the rubric. Then, students had the opportunity to discuss and research in their teams information about the drone we would be using to ship, packaging and shipping methods with drones, etc. Students shared their findings in a google doc with their teammates. I felt using a google doc was very beneficial in this scenario as teammates all had a chance to add valuable information to the team’s discussions and findings.


Unit Academic Standards - NGSS


Ohio’s New Learning Standards for Science (ONLS)

Expectations for Learning - Cognitive Demands

Next Generation Science Standards (NGSS)

Science and Engineering Practices

Crosscutting Concepts

Ohio’s Learning Standards for Math (OLS) and/or Common Core State Standards -- Mathematics (CCSS)
Standards for Mathematical Practice
Make sense of problems and persevere in solving them
Model with mathematics