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Ava Bluberg, Leah Samson, Laura Hughes, Deserai Shepard, Shannon Ravert

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A quick, visual approach for instructors and students to receive a rapid picture of what's going on in the classroom and how confident students are in their ideas. As students arrange themselves on a "floor graph," the approach gets the class up and moving. The visual scatterplot of class outcomes is created when students arrange themselves around the room according to their response to the question and their level of confidence.

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After participating in a classroom activity, the students will demonstrate their understanding by being able to identify the reason(s) a paper airplane can travel further by conducting an experiment, recording the relevant measurement data, and assessing their knowledge through a human scatter plot.

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Students will be put into 3 groups, each group will make a paper airplane from the template given by the teacher, however each group will make their plane from a different type of paper… ex: cardstock, printer paper, loose leaf paper. This will be used to test if planes will fly a different distance depending on what material it is made out of.

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1. Corwin, P. (2008). Standards and instruction. Oregon Department of Education : Standards and Instruction : Standards : State of Oregon. Retrieved March 23, 2022, from https://www.oregon.gov/ode/educator-resources/standards/Pages/default.aspx
2. 3-5.engineering design. 3-5.Engineering Design | Next Generation Science Standards. (n.d.). Retrieved March 23, 2022, from https://www.nextgenscience.org/topic-arrangement/3-5engineering-design
3. Farlex. (n.d.). Gravity. The Free Dictionary. Retrieved March 23, 2022, from https://www.thefreedictionary.com/gravity
4. https://drive.google.com/file/d/0B7zZfg6MOqZkMHY1QjBsdkJJV1k/view?resourcekey=0-IRuOJ8VcioSFijM7LBpP6Q

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There are various aspects to an airplane that affect the distance in which it can fly.
Gravity is the force that pulls the plane down. The weight of the plane can affect the force of gravity on the plane, directly affecting the distance in which the plane travels.

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Ask assessment statements based on experiment and have the students respond: agree, disagree, or unsure (agree goes to left side of the room, disagree goes to the right side of the room, unsure stands in the middle of the room)

These statements include:

The material is the biggest factor within the flight.

If we made the planes different sizes it would affect the flight.

If students made planes without a template the results would be different.

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Appropriate Uses:

Appropriate for assessments that can have opinionated answers and/or can have yes/no/maybe answers

Appropriate for a group of students that would be able to support the answer they chose

Inappropriate Uses:

Inappropriate for assessment questions that must have specific answers