Big Idea: To
understand that there are forces that affect flight: Drag, thrust, lift, gravity. Object only fly when the upward force of
air (Lift) is greater than the downward force (gravity). Moving air is called wind.
*This is a part of a larger unit that student will explore lasting a
week to several weeks.
Essential questions: 1. What
is needed for a Kite to fly well? 2.
What other forces affect its flight?
(Gravity pulls it down; drag pulls it back; thrust make it go forward;
and lift keeps it in the air) 3. What are the advantages/disadvantages to the
different types of paper? (heavier paper may weigh it down, it may not rip as
easily)
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Title: Make and Fly A Kite
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GSE’s/GLE’s/Frameworks
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SPS1– Scientific Inquiry and
Critical Thinking Skills (INQ)
MAKING
OBSERVATIONS AND ASKING QUESTIONS
S:SPS1:2:1.4 Ask questions that lead to exploration and
investigation as a result of working with materials.
DESIGNING
SCIENTIFIC INVESTIGATIONS
S:SPS1:2:2.1 Select tools and procedures, in a purposeful
way, to explore objects and materials
S:SPS1:2:2.2
Suggest a plan and describe a sequence of events for conducting an
exploration.
S:SPS1:2:2.3
Predict how changing one part of an exploration will affect the outcome materials
and objects.
COLLABORATION
IN SCIENTIFIC ENDEAVORS
S:SPS3:2:1.1
Work with a partner to accomplish a specific task.
S:SPS3:2:1.2
Take turns.
S:SPS3:2:1.3
Ask questions of others about their work.
COMMUNICATION
SKILLS
PS3: - The motion of an object is
affected by force.
1. Forces
2. Describes and demonstrate that
things close to the earth drop to the
ground unless something supports them.
2. Motion:
1. Describe the many
different ways things can move, such as in a straight line, zigzag, circular
motion, back and forth, and fast and slow.
2.
Describe and demonstrate how the position and motion of an object can be changed by applying
force, such as pushing and pulling, and explain that the greater the force,
the greater the change.
M:G&M:K:1, M:G&M:1:1, M:G&M:2:1
Uses properties,
attributes,
composition, or
decomposition to sort or
classify polygons (triangles, squares, rectangles,
rhombi, trapezoids, and hexagons) or objects by
using one non-measurable or measurable
attribute; and recognizes, names, and builds
polygons and circles in the
environment
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Objective
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Students will work in groups of 4. Students will discuss, research, design,
and then construct a kite using various materials provided.
Students be able to name their Kite, and describe why they chose the
materials.
Students will be able to discuss and predict how long their kite
will stay in the air.
One students
will demonstrate their kite flying, another will take a video, another will
take pictures, and one will be time keeper and the teacher records time.
Students will compare and explain why kites
flew and why not, what forces had an effect.
Students be able to document and rate materials used.
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Materials
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Computers, Ipad (for research) Variety types of paper for the Kite
body (newspaper, tissue paper, wax paper, bulletin board paper, foil) wooden
sticks (for frame, foundation) Crape paper, rope (thin, braided), cloth
strips, yarn(for tails) String (thin, thick) to attach to the kite,
paperclips, flower wire, tape(scotch, masking tape) to attach the holding
string to the string on the body of the kite.
A hole puncher, ruler, scissors.
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Anticipatory set
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Teacher and students create a list of questions on a chart.
1. What
we know about kites?
2. What do we want to know?
3. What have we learned
about kites?
The first two are
discussed and a list is made. The last
question will be revisited after the assignment.
Teacher shares a video of Kite
making and flying on www.pbs.org/dragonflytv/show/kites.html
Teacher and students discuss what they saw on the video, what type of
kite design did they use in the video and why? How did the shape affect the
performance of the kite flying? What was used that you did know about?
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Procedures
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Teacher assigns a color to each child, when finish teacher calls
children of each color to form groups.
Teacher informs students of directions:
1. Each group is to research a
kite design using computer or iPad
2. Gather materials (provided)
3. Construct
the chosen Kite design: using materials, students will, trace and cut their
design. Measure, cut and attach tail in what material they have chosen,
attach the string to the body of the kite.
Upon completion each group will discuss how they researched, why they
chose their design, predict how long their kite will fly.
Teacher and groups will go outdoors to “test” the kites (weather
permitting) The teacher has one group go at a time.
1. Student is the “flyer”
1 student video tapes event, 1 student takes pictures, 1 student is the time
keeper and teacher records the time on iPad.
Teacher will ask questions while the kite flying is in process (as part of the assessment ).
1. What happens when the kite was pulled?
2. How did thrusting affect the kite?
3. What gave the kite the "Lift"
4. What make the kite fall to the ground?
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Closure
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Students will discuss their kite performance and complete the last
question on the list.
As a group
students will reflect through discussion and in their online journals, create
a kite information page to document their understanding that object fly when
the upward force (Lift) is greater than the downward force (gravity).
Wind is a force that keeps
things in the air. Students will be
able to understand that thrusts and drag affect flight.
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Assessments
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Teacher will observe each group to see if they are actively involved
and attentive in the task. Through
questioning each group the teacher will observe deeper understanding from
students.
Student work will be documented through, video, pictures, deeper
understanding will be observed through student journal writing and
discussions.
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Fly the kites another day to compare the results.
Adjust kite design and test
Discuss how different types of weather would affect kite flying such
as a hot and steamy day, rainy, snowy day.
Students can make individual kites
Use Kite making online games: http://www.primarygames.com/arcake/skill/kiteflying
Online kite design: http://www.9kites.com/index.html
Teacher choose design templates ahead of time, have groups choose to
allow more time for construct.
Teacher create step by step Rubric for students to follow
Pictures of various Kite styles and parts of kites
Sample of real kite (see picture), for student to explore before
building their own.
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Resources
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