• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Stop wasting time looking for files and revisions. Connect your Gmail, DriveDropbox, and Slack accounts and in less than 2 minutes, Dokkio will automatically organize all your file attachments. Learn more and claim your free account.


Quintessence Background Information

Page history last edited by Staci Nowakowski-Grimm 10 years, 3 months ago




Let's Go Fly a Kite


Background Information


DRIVING QUESTION:  What can kindergarten and 1st grade students learn about geometry, measurement, and design by making and flying kites?



FEASIBILITY:  Activities are teacher and student friendly.  Concepts taught in this unit allow for understandings of mathematical concepts.  Basic kites are affordable and can be constructed with household resources.  Teachers and parents can easily access literary and technological support for this unit.


WORTH:  Investigations in Math, Art, and Science should be interconnected.  The deeper connections made in all areas support the national/state/district standards for understanding how these subjects are intertwined. The concepts covered may include defining shapes, relationships with 2-D and 3-D figures, and the relationship of geometric design to flight.


CONTEXTUALIZATION:  This unit relates measurement to the geometrical shapes which enable kites to fly.  This connection in art, math and science with regard to shape, design, and symmetry can be proven with experiments and observations.  Context gives meaning to the experiments.  Students will develop an understanding of why flight requires shape and symmetry while designing their own kites.


MEANING:  Students will communicate understanding of geometric concepts taught, while exploring two- and three- dimensional figures.  They collect and interpret data, and experiment with air and design.  This unit includes time for conversation, reflection, problem solving, product creation, oral reports, and written responses.


SUSTAINABILITY:  Kindergarten-1st grade students will need time for discovery of polygons and 3-D polyhedrons. They will use measurement for congruency/ symmetry of figures, and designing and building a kite.  They will conduct science experiments with kites and air.   This geometry unit is about 6 weeks in duration and integrates art and science with mathematics.


RATIONALE:  This kite unit contains concepts covered in curriculum threads taught all the way to high school with more in-depth studies of polygons, polyhedrons, measurement, symmetry, and science.  This unit involves family, teachers, and students using kites to connect learning across the curriculum.


BACKGROUND:  Students will be engaged in interactive learning that will connect to other grade levels.  This will provide geometry curriculum hooks for future learning and will be a rich experience for all involved.


Texas Essential Knowledge and Skills:




(6)  Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both.

(7)  Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length.



(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 and draw conclusions; and

(E)  communicate explanations about investigations.

(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;




(7)  Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A)  use software programs with audio, video, and graphics to enhance learning experiences; and

(B)  use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.

(8)  Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:

(A)  use communication tools to participate in group projects; and

(B)  use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.




(1) Perception.

(B) Identify color, texture, form, line, and emphasis in nature and in the human-made environment.

(2) Creative expression/performance.

(A) invent images that combine a variety of colors, forms, and lines.

(B) place forms in orderly arrangement to create designs.



Comments (1)

Pamela Calabrese said

at 12:36 pm on Mar 16, 2010

Quintessence Gang: I thought Vanessa's video would look good on the Background Page. Denise, you can type your information here instead of doing a word document and link. It's best not to have too many links.

You don't have permission to comment on this page.