Drop and Rescue - Helicopter - WeDo 2.0 Science - Lesson Plans - LEGO Education
Drop and Rescue - Helicopter - WeDo 2.0 Science - Lesson Plans - LEGO Education
Drop and Rescue - Helicopter - WeDo 2.0 Science - Lesson Plans - LEGO Education
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12/7/2018 Drop and Rescue - WeDo 2.0 Science - Lesson Plans - LEGO Education
LESSON PLAN
Important
This project is a design brief. Please refer to the “WeDo 2.0 in Curriculum” chapter for further
explanations of design practices.
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12/7/2018 Drop and Rescue - WeDo 2.0 Science - Lesson Plans - LEGO Education
The introductory video may set the stage for the following ideas to be reviewed and discussed with
students for this project.
Introductory video
Serious weather-related hazards can destroy areas very quickly and violently.
When that happens, animals and people can be in danger:
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Have your students collect their answers with text or pictures in the Documentation tool.
1. Build a helicopter.
The model used in the project uses a pulley to transmit the movement from the motor axle to the
string axle.
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Suggestion
Before your students start designing solutions, have them change the parameters of the program so
they fully understand it.
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Students have to modify the helicopter so it can be used in a weather-damaged area, making sure
their designs are safe, easy to use, and adapted to the situation. There is definitely more than one
good answer to this challenge, but a good answer is something that can be linked to the criteria.
Have students build at least two solutions for one of the cases so they can
compare them.
Important
It is important to note that because a student model will vary according to student choice, there are
no building instructions or sample programs provided to students for this part of the project.
Important
Have the students build two solutions for one of the cases listed above. Make sure they compare
their solutions according to the criteria also listed above.
Describe in what case this situation might happen, and ask the students to think of a new solution to
this problem. This new situation could be:
• A rescue during a tornado.
• A rescue after an avalanche.
• Providing vital resources during a drought period.
Have them reflect on what they learned in the previous part of the project. Have them explain how
they got better at finding a solution.
Collaboration suggestion
To have more than one team working on the same problem, ask your students to design solutions to
a situation that has multiple rescuing aspects. For example, one team could focus on removing
debris and the second team could pick up an animal or a person.
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Present results
In this specific project, have students present two of their designs, and ask them to explain why
these solutions meet the criteria or not.
PROJECT ASSESSMENT
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Explore phase
During the Explore phase, make sure the student is actively involved in the discussion, asking and
answering questions, and can describe in their words the problem they have to solve in each
mission.
Create phase
During the Create phase, make sure the student is able to work on a team, talk about what they
think is the best solution for each mission, and use the information collected in the Explore phase to
suggest prototype solutions for each mission.
1. The student is unable to work well on a team to solve problems, discuss the best solution for each
mission, or demonstrate the ability to use the engineering design process to solve problems.
2. The student is able to work on a team to solve problems, discuss the best solution for each
mission, and, with help, demonstrate the use of the engineering design process to collect and use
information to solve problems.
3. The student is able to work on a team to contribute to the discussion and demonstrate the use of
the engineering design process to collect and use information to solve problems.
4. The student is able to work as a team leader and extend the use of engineering-based design to
collect and use information to solve problems in many ways.
Share phase
During the Share phase, make sure the student can describe different solutions he/ she developed
for each mission, explain how one solution can solve the problem they have identified for each
mission, and use important information from their project to create their final report.
1. The student is unable to engage in discussions about the mission and design, explain the solutions
to the problems posed, or use the information to create a final project.
2. The student is able, with prompting, to engage in discussions about design processes as well as
demonstrate with limited ability the use of information to solve real-world problems and create a
project.
3. The student is able to engage in discussions about design processes or use the information
gathered to produce a final project that present solutions for the posed problems.
4. The student is able to engage extensively in class discussions about the topic or use information
gathered to create a final project that includes additional required elements.
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Explore phase
During the Explore phase, make sure the student can effectively explain his/her own ideas and
comprehension related to the questions posed.
1. The student is unable to share his/her ideas related to the questions posed during the Explore
phase.
2. The student is able, with prompting, to share his/her ideas related to the questions posed during
the Explore phase.
3. The student adequately expresses his/her ideas related to the questions posed during the Explore
phase.
4. The student uses details to extend explanations of his/her ideas related to the questions posed
during the Explore phase.
Create phase
During the Create phase, make sure the student makes appropriate choices (i.e., screen capture,
image, video, text) and follows the established expectations for documenting findings.
Share phase
During the Share phase, make sure the student uses evidence from his/her own findings during the
investigation to justify his/her reasoning. The student adheres to established guidelines for
presenting findings to the audience.
1. The student does not use evidence from his/her findings in connection with ideas shared during
the presentation. The student does not follow established guidelines.
2. The student uses some evidence from his/her findings, but the justification is limited. Established
guidelines are generally followed but may be lacking in one or more areas.
3. The student adequately provides evidence to justify his/her findings and follows established
guidelines for presenting.
4. The student fully discusses his/her findings and thoroughly utilizes appropriate evidence to justify
his/her reasoning while following all established guidelines.
5. DIFFERENTIATION
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To ensure success, consider giving more guidance on building and programming, such as:
• Make sure they understand the problem they have to solve.
• Have them write down or record a video describing the problem.
• Explain engineering-based design.
• Explain how to use sensors.
Also, be specific on the way you would like them to present and document their findings, by having a
sharing session among teams, for example.
Suggestion
For more experienced students, you may want to ask them to use the Tilt Sensor to control the up-
and-down movement of the string.
Students’ misconceptions
It is possible that students will only articulate experiences about what they can imagine within their
own world. For example, coastal communities may only consider sea rescue. Have your students
project themselves into another context to explore solutions.
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12/7/2018 Drop and Rescue - WeDo 2.0 Science - Lesson Plans - LEGO Education
TEACHER SUPPORT
KEY OBJECTIVES
Students will:
Explore different weather-related hazards that can influence the survival of a population in your
region.
Create and program a device to relocate people and animals in a safe, easy-to-use, and respectful
way or efficiently drop materials into an area.
Present and document your solution and explain why your solution meets the criteria.
ADDITIONAL RESOURCES
COMPATIBILITY
EDUCATIONAL STANDARDS
NGSS
3-ESS3-1
3-5-ETS1-2
CCSS
CCSS.ELA-Literacy.W.3.7
CCSS.ELA-Literacy.W.3.8
CCSS.ELA-Literacy.SL.3.1.a
CCSS.ELA-Literacy.SL.3.1.d
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