Unit Name: Let's Go Fly a Kite

Unit Section: Kite Design Investigation

Unit Lesson: How High Can You Fly?

Unit Length:

6 Weeks

TEKS and SE's

(K.1)Scientific processes. The student participates in classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations; and (B) learn how to use and conserve resources and materials.

(K.2)Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations; (C) gather information using simple equipment and tools to extend the senses; (D) construct reasonable explanations using information; and(E) communicate findings about simple investigations.

(K.3)Scientific processes. The student knows that information and critical thinking are used in
making decisions. The student is expected to: (A) make decisions using information; (B) discuss and justify the merits of decisions; and (C) explain a problem in his/her own words and propose a solution.

(1.2) Scientific Processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations; and (B) learn how to use and conserve resources and materials.

(1.3) Scientific Processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations; (D) construct reasonable explanations and draw conclusions; and (E) communicate explanations about investigations.

(1.4) Scientific Processes. The student knows that information and critical thinking are used in making decisions. The student is expected to: (A) make decisions using information; (B) discuss and justify the merits of decisions; and (C) explain a problem in his/her own words and identify a task and solution related to the problem. 

Critical Vocabulary

weight, height, length, prediction, experiment, observation 

Enduring Understandings (Big Ideas)

Students need experience making predictions, conducting 
investigations and coming up with possible solutions 
on their own in order to find ways in which various 
materials and forces beyond our control 
will affect the outcome of an experiment.              

Essential Questions

What is needed for the kite to fly well?

Will it make a difference if there is a tail or not?

Compare your kite to some of the other kites. Which kite flies better?

Is there a type of paper that flies better? Worse?

What affect does running faster have?

What might you change about your kite to make it fly better?

How does the weather affect your kite's performance?

Learning Goals and Objectives

Students will work collaboratively to create a kite that flies as high as possible.

Students will come up with solutions for how to improve flight performance.

Materials Needed

• a variety of types of paper or other materials to make the kites: newspaper, bulletin board paper, tissue paper, garbage bags, etc
• crepe paper for kite tails
• string to attach to and hold the kite or students can use spars (16" x 1/8") for the
• paper clips to attach the holding string to the string on the kite body
• scissors 
• ruler
• different kinds of tape to attach the tail 
• hole puncher
• student journal

ASSESSMENT PLAN:

Performance Tasks:

Students will be assessed on their journal reflections of how the kite was designed, how the kite performed before changing the design, what changes needed to be made, and how the kite performed after changing the design.  collaboratively to design a kite. Students in kindergarten will draw pictures instead of writing in journal.

Engage:

Before the actual investigation, the teacher will perform a paper in flight experiment. The teacher will stand at the top of a ladder and let pieces of paper with various stiffness fall to the ground. The teacher will inform the students before conducting this experiment, that they are to count how many seconds it takes for each piece of paper to fall to the ground. Students will do this in pairs: one will count and one will record the time in a journal. After doing this experiment tell the students that they are going to design a kite that they want to stay in the air as long as possible and will fly as high as possible. This lesson will require volunteers from a higher grade level to assist students in building their kite.

Explore:

Day 1:

Put students in pairs (kindergarteners may need to be in groups of 3's  or 4's) and give them access to all materials they need. Instruct students and helpers on how to make a sled kite: Create a template for your kite by folding a piece of 9 X 12 inch construction or any other type of paper in half paper in half. Draw the design onto the template as shown in the image. Don't worry; it doesn't have to be perfect! It will be symmetrical when opened. Cut out your template, but do not cut along the fold. Open your template up, and place it on the paper, plastic or newspaper. Trace the shape, and cut it out. Leave flat after cutting.  Use a couple layers of scotch tape to reinforce the corners 'F' and 'C' with a couple of layers of tape. Then, punch holes for string at corners F and C. Tape the skewers or sticks to the kite. One stick should stretch from corner A to E, and the other should go from corner B to D.  Students can use string instead of sticks if they choose to. If you are using blank paper, this is the time to color your kite! To make the Bridle: Cut two strings the same length. Twelve inches long usually works for most kites, but it is better to make it too long than too short. Tie one string to corner F and one to corner C. Bring the corners of the kite together then tie the strings together with the very easy Overhand Knot. The knot should be directly in the middle of corners F and C. Create a tail if you feel necessary. While students are making their kite, they should be writing down all of the materials they are using to design their kite. When finished, they should write two sentences stating why they chose to use a specific type of paper and how they think it will affect their kites performance. Students will draw conclusions about what they think will happen when it flies. Kindergarteners will require the help of an older student for the journaling section.

Explain:

Students will be asked to share with the class what they think will happen and why. Teacher should be asking questions about the types of materials used to design their kite. Groups will be encouraged to compare their kite with others and ask questions.

Elaboration:

Day 2: Teacher will play kite video: http://www.youtube.com/watch?v=5X8wwHpqeU0 As students walk into the classroom a video of children flying kites will be playing on the screen at the front of the classroom.

Again, volunteers from higher level grades should be used to assist kindergarteners.

Students will go outside to fly their kites.  The teacher will instruct them to think about what changes they might want to make to their kite so that it will fly better. Essential questions will be asked. Students will make any necessary changes with the help of an older student and will then go outside to fly the kite again!

The teacher will bring students inside and ask one student from each group to share his/her experience with designing a kite. The teacher will ask why the group did or did not make any changes to the kite, and if this made any positive changes to the performance of the kite. The teacher will then explain to the students how wind, speed, and the stiffness of paper affect how long the kite will stay in the air.

Evaluate:

Students will write about their kite design experience. What really happened? How did their kite fly the first time? What changes needed to be made to make the kite have better performance? Did these changes help? If they were to make any more changes, what would they be? Each group will share their experience with the class. They will tell of any uncontrollable factors that occurred.

Time:

2 class periods

Unit Name: Let's Go Fly A Kite

Unit Section: Making Individual Kites

Unit Lesson: Measuring Up

TEKS and SE's

(1.7)Measurement. The student uses nonstandard units to describe length, weight, and capacity. The student is expected to: (A) estimate and measure length, capacity, and weight of objects using nonstandard units; and (B) describe the relationship between the size of the unit and the number of units needed in a
measurement.

(1.11) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve
problems connected to everyday experiences and activities in and outside of school. The student is
expected to: (A) identify mathematics in everyday situations.

(1.12) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical
language and symbols.

Critical Vocabulary

measure

ruler

length

inch

foot

Enduring Understandings (Big Ideas)

Students will learn that length measurement is a way to say how long something is. Length units can be different sizes, need to be standardized, and are necessary to make sure things fit.

Essential Questions

Why do you think we measure things?

What types of objects do you think need to be measured?

What do you think would happen if we did not use the same tool to measure?

Learning Goals and Objectives

Students will learn to measure objects in nonstandard units.

Students will learn how to measure objects to the nearest inch using a ruler.

Students will learn how to line up objects to be measured with the leading edge of the ruler.

Materials Needed

• Book - Inchworm and A Half, by Elinor J. Pinczes. Scholastic, Inc. 2001.
• student journals
• 1 sheet of 8 1/2-by-11-inch brightly colored paper
• paperclips
• pennies
• A ruler for each student in the group
• 5 classroom objects (the same for each group) that can be measured in length
• Pencil
• 3/4-inch masking or clear tape
• surveyor's tape for the kite tail
  
• Wire snips
• markers, glue, stickers, etc.- to decorate their kite
• computer for groups of 3-4 students



Performance Tasks

Students will keep a journal of measurements of different objects, use specific measurements to make kites in pairs, measure leaves from leaf rubbings and tell which is the longest and shortest. They will also be assessed on the records they have kept in their student journals of all measurements taken during this activity.

Other Evidence

Students will be able to explain and give examples of why and how measurement is used outside of the classroom.

Engage:

Talk with students about ways we can measure things. Ask students about how an inchworm got his name. Tell students that they are going to listen to a book about a worm and measuring. Read Inchworm and A Half to students.

Explore:

Talk about units of measure mentioned in the book - inches, half-inch, one-third, one fourth.

Tell students that an inchworm is about one inch long. Ask if students can find something else in the room that is about one inch. Show students that an inch is approximately the same length as from the tip of the thumb to the first joint of the thumb. Give each group of 3-4 students 5 objects to measure. Be sure to give each group the same 5 objects so they can compare measurements. Students will measure these objects using their thumbs and will record their measurements in their journals. They will then choose 2 more objects from around the room to measure. Each group will pair up with a second group to discuss their findings. They will compare their measurements of the same 5 objects and discuss why their measurements are possibly different. They will also try and come up with a way for their measurements to be exactly the same. A presenter from each group will share their thoughts with the entire class.

Students will then be given pennies and paperclips. They will measure their first 5 objects again with both of these tools. Measurements should be recorded in student journals in chart form. Groups will pair up once again to discuss findings. Were the measurements the same? Why were they the same when measured with paperclips and pennies, but not with thumbs? Students will share observations and ideas.

Explain:

Teacher will explain to students the importance of having standard measurement tools. Explain that measurements need to be the same so that pieces will fit together or so that machines will work correctly such as toys, pencils students write with, cars students ride in, or anythings students might use on a regular basis. Show students a ruler. Talk about how it is marked and what the numbers mean. Show the students that one ruler is equal to 1 foot in length. Tell students that today they will practice measuring to the nearest inch. Demonstrate using a variety of classroom objects. If your rulers have a leading edge, talk with students and demonstrate how to line up what they are measuring with the 0 or first line. Talk about how important it is to line up your ruler before you measure in order to be accurate. Tell them that they will practice measuring the same five different objects in the classroom to the nearest inch. Demonstrate how to decide on the nearest inch. Let each group of students make a chart of what is measured and how long. Groups will measure the objects, record, and report back to the teacher. Have each group share what they measured and how long the items were. Discuss the two methods of measurements for the same objects - were they the same measurements, close, etc. Show students how a ruler can be used to measure lines. Draw lines on a large board and have a student from each group measure with a ruler to the nearest inch.

Tell the students that tomorrow they will be working in pairs and using rulers to measure pieces of their very own kites. Explain to the students that in order for them to fly, certain parts of the kite will need to be measured so they are specific lengths. Ask the students what they think might need to be measured when making a kite. Students will discuss this and then get into groups of threes to do the computer measurement activity at http://www.apples4theteacher.com/measure.html.

Day 2: The teacher will need to ask for a few volunteers from higher level grades (6th graders) to walk around the classroom and assist students with their kite construction.

Teacher preparation:

Before class, the teacher will need to pre-fold and pre-measure pieces for the kite. Fold the sheet of paper in half width-wise. The teacher will then draw a 1 inch line in pencil at the top of the paper and a 2 and a quarter inch line at the bottom right of their paper beginning at the top left. Then use a pencil and ruler to draw a diagonal line from the end of the top left line to the beginning of the bottom right line, as indicated. Next, measure the bamboo skewers to 8 inches in length (use wire snips to cut them) and sand strip of surveyor's tape, approximately 6 feet long, for each kite.

Elaborate:

As students come into the classroom, they will be put into pairs and given all supplies to construct a kite. Students will be told to use the ruler given to them to measure all three lines drawn on their sheets of paper to the nearest inch. Students will record these measurements in student journals. They will then be shown by the teacher how to place the ruler against the diagonal line and crease the paper along it. They should fold back the top layer of paper and tape along the fold line. Help the students trim any excess tape. Have the students measure the bamboo skewer that have been previously cut by the teacher, and record their measurement in their journal. Have students position the skewer as a brace across the top back of the kite and firmly tape it down. Remind students that 1 ruler, or 12 inches, is the same as 1 foot. Tell them to measure their kite tail and to record how many ruler lengths, or feet, it is. Show them how to tape it to the rear edge of the kite. Next, have the students flip the kite over and fold the flap (to which you'll tie the string) back and forth until it stands straight up. Have volunteers help students fold a small piece of tape over the edge of the flap about 3 inches from the top and punch a hole through the tape  about 1/4 inch in from the folded edge.  Teacher and volunteers will then walk around and help each group tie one end of the string through the hole. If there is time available, students will decorate their kites. If not, kite decorating will be saved for another day. The students can then fly their kites that same day, or save it for a windy day.

Evaluate:

Students will go outside and collect 5-8 leaves of different sizes. On a white piece of paper they will use crayons to do rubbings of their leaves, will find the length of each leaf to the nearest inch, and record the measurement underneath. They will then note which leaf is the shortest and which leaf is the longest.

Time:

2 class periods