standard 3, artifact 2

8/9/2019 Standard 3, Artifact 2

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Kites Curriculum Unit

Kim OCallaghan

Guiding Question:What makes the impossible possible and the improbable

probable?


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Kim OCallaghan


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Kim OCallaghan

KITE

S

Connection to

Massachusetts ScienceFrameworks

*weight is the amount of gravitational pull on an object

and is distinct from mass

*An objects motion can be described by its position, direction of

motion and speed

Newtons three laws of motion

Appropriate materials for design tasks based on specific materials andcharacteristicsAppropriate tools used to hold, lift, carry,

fasten and separate, and their safe and

proper uses

Steps of the engineering design process

OVERVIEW

*Students will be able to explain Bernoullis Theoremand apply it to kite flying

*Students will design, build and test theirown kites applying their knowledge of the

forces involved in flight

*Students will understand how air pressure creates thelift necessary for flight

Students will be able to explain Newtons third law of motion and

apply it to kite flying

Students will understand four forces involved in

flight


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Kim OCallaghan

Kite Festival

1st

November 30

2009Fifth and

Sixth

Graders

Prizeshighest flyer

longest flying

most creative

more

Curriculum Connection

Language Arts students will read The Kite FightersaboutKorea in 1473 and the sibling rivalry between two brothers. They will

be asked to write an essay describing something in their culture

which could promote sibling rivalry.

Mathematics Students will explore different geometricalshapes. They will learn how to accurately take measurements and

transfer measurements to different materials in kite building. They

will multiplication skills when exploring Newtons second law of

motion. They will explore different ways to display and interpret data

through different types of graphing.

Social Studies Students will read about the role of kites indifferent culture, from the use of kites in religious ceremonies to the

use of kites in modern day games, including the recent death of a 2

year old in India attributable to kite flying.They will also explore mans

fascination with flight throughout thousands of years, from Greek

mythology to landing on the moon.

Art Students will study different types of kite designs and whereapplicable their meaning. They will be given different materials to

create and decorate their kites. They will be introduced to DaVincis

drawings of flying machines.


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Kim OCallaghan

Lesson2

Objectives:

Students will be able to explain

Bernoullis principle and apply concept

to kite flying.

Students will demonstrate skills of

inquiry and communication and works

collaboratively in small groups.

Procedures:

Bernoullis Theorem will be explained.

Four different stations will be sent up

with experiments that test Bernoullis

theory. Students will be divided into four

groups and given 15 minutes at each

activity center. Students will be

responsible for recording their findings in

their science notebooks.

See attached for four investigations.

Introduction/Activating Prior Knowledge

In classroom discussion students will be

asked what air pressure is and to

hypothesize why this is important to know in

understanding why a kite flies. Ideas will be

written on board.

Closing Activity:

*Classroom discussion concerning

question: How can you use Bernoullis

theory to help design a kite that will fly?

*Students will be asked to draw another

kite diagram in science notebook and

label it.

*New questions concerning flight will be

put in science notebook

Assessment:

*Students will be observed during group

investigations. Attached sheet will be

used to determine students ability towork collaboratively in small groups.

*Science notebooks will be looked at to

observe students understanding of

Bernoullis theorem and their ability to

communicate through illustration and

written word. These assessments will

be used to determine if class, as a whole

can move on to next lesson.

Bernoullis Principle


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Kim OCallaghan

Lesson3

Objectives:

*Students will be able to explain the

four forces involved in flight: drag,

thrust, lift and weight.

*Students will use planning andinvestigating skills to design poster.

*Students will use communication

skills to explain concept to classmates

*Students will understand opposing

forces

Procedures:

*Students will write in the glossary

section of their notebooks the vocabulary

words.

*Students will be split into four groups to

do an investigation on one of the forces.

Students will then design a poster

explaining their investigation and report

back to the class. (attached for four

investigations)


Students will discuss in small groups their

kite drawings and why they think they will

fly. They will come up with common ideas

their group had and report them to the classas a whole.

Closing Activity:

In classroom discussion: How does this

new information influence how you would

build a kite.

In science notebook: What new

questions have arose since these

investigations?

Assessment:

*Through observation, students skills at

planning, investigating, questioning and

working collaboratively will be assessed

through attached sheet.

*Through poster, students

understanding of forces will be observed

and any misconceptions cleared up.

*Through science notebooks students

skills of inquiry will be assessed.

Four Forces involvedflight

Lift: created when air pressure below

is greater than air pressure above

Weight: gravity pulling down on an

object

Thrust: what propels an object

forward

Drag: acts against thrust and slows

object down


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Kim OCallaghan

Lesson4

Objectives:

Students will be able to name

Newtons three laws of motion

Students will be able to explain whyNewtons third law of motion is

important for understanding flight

Students will plan, investigate and

question

Procedures

*Vocabulary

words will be put in science notebooks.

*Newtons three laws will be explained

briefly.

*Newtons third law will be explained in

detail and activities to illustrate it will be

done. Students will record in science

notebooks. (attached investigations).


*Students will be divided into the same

groups as the four forces lesson and then

paired up with the opposing force.

*Students will then pair up posters with

opposing force*Groups will then present to class why they

are opposing forces

Closing Activity:

Classroom discussion: What does this

have to do with flying a kite?

Answer following in science notebooks:

Why would pulling on the string, creating

tension, cause kite to go further up in the

air?

Write new questions in science

notebooks.

Assessment:

*Students will be observed during

investigation for content knowledge,

misconceptions will be addressed and

clarified, for science inquiry skills the

investigation sheet will be used to

determine students skills.

*Science notebooks will be viewed to

assess whether students have

understood the fundamental concepts of

Newtons third law and why it applies to

flight.

Newtons ThreeLaws of Motion

1.Law of Inertia: An object at res

will remain at rest

Force is equal to mass multiplied

acceleration F=ma

For every action there is always a

opposite and equal reaction

Type to enter text

Force: something that acts from the

outside to push or pull an

object

Mass: the amount of material

(matter) present in an object

Acceleration: rate of change in

velocity with respect to

magnitude, direction or both


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Kim OCallaghan

Lesson5

Objectives:

*Students will be able to design and

build a kite that will fly.

*Students will be able to explain why

their kite did or did not fly, using thetheories and principles studied

*Students will be able to self assess

and if necessary redesign their kites

Procedures

*Students will design and illustrate a kite

in their science notebooks.

*Students will create a materials list.

*Students will collect materials.

*Students will build their kites.

*Students will be given opportunity to

test their kites.


*In small groups students will discuss what

is necessary to design a kite that flies, they

will come up with at least three things

*Students will then join in a whole class

discussion and share their findings. The

teacher will make sure that four forces of

flight, Newtons third law of motion and

Bernoullis theory are all mentioned.

Closing Activity:

*Students will present to the class their

kites and explain why they think their kite

did fly, did not fly, or if whether does not

allow for test flight, why it should fly

*Students will critique each others

designs and self critique their own

*Students will be given time in final day to

fix any observable flaws in their kites

Assessment:

*Through observation and teacher

interaction, did the student design a kite

that reflected the material studied?*Through the materials list created, is it

clear, concise, and make sense?

*Through the building of their kites, was

student able to investigate, plan and

execute their designs?

*During the test flight, did student observe

behavior of kite and ask questions that

were relevant to fixing issues?

Laws of Flight


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Kim OCallaghan

Lesson6

Kite FestivalObjectives:

*Students will make the connection between

the theories involved in flight and the actual

application of those theories.*Students will understand the steps of the

engineering design process

*Students will come to understand that the

impossible and improbable are both possible

and probable.


Prior to the KITE FESTIVAL students will

make predictions on whose kite they think

will be airborne first, fly the longest, go the

highest, not fly at all, and any category that

they come up with. For each of these

predictions students will be asked to justifytheir claims based on the theories studied.

These predictions will be written on a poster

board for examination.

Procedure:

*Students will be taken to Owen Park in

Oak Bluffs, the best kite flying park on

Marthas Vineyard

*Students will fly their kites

*Students will be asked to keep a record in

their science notebook as to how many

times they tried to get kite airborne, what

they did, which direction they faced, and

how long kite remained airborne.Closing Activity:

*On a poster board, the records students

kept in their science notebooks will be

charted.

*Predictions will be revisited: did the

evidence back these predictions? Why or

why not?

*What went right, what went wrong.

*Awards will be given out

*Students will write in science notebook

what technological advancements they

foresee in the next century.

Assessment:

*Through observation and teacher

interaction, teacher will make sure that allstudents asked relevant questions,

recorded systematically and accurately in

their notebooks and were active

participants in the classroom discussion

*Through the answer to final question

teacher will be able to assess whether

students learned to dream the impossible

and make it possible


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Kim OCallaghan

Lesson7

assessment

Objectives:

Students will demonstrate clear

understanding of flight and the process ofinvestigation,questioning, designing and

planning, testing and execution of a design


Student kites will be put on display around

the room for all to see. Students will be

allowed to roam the room, observe each

others creations, and ask questions Procedure:*Each student will be given 5 minutes to

present their kite to the class and give an

account of their kite flying odyssey

*Students will then be asked to write an

essay, using their science notebooks as a

guide, telling about their experience and

incorporating the key components they

learned in designing their kites. They will

be told they are expected to use all the

vocabulary words in their glossary.

Students will be given time during language

arts time block to finish essay.

Closing Activity:

There will be an informal discussion

about the kite festival and whether

students did or did not like it and why.

Assessment:

Presentation and essay will be the only

summative assessment given during the

curriculum unit. It will be graded

according to attached rubrics.


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Activities for Bernoullis Theorem

Materials:

each student should have

*piece of paper

*2 balloons for each student

*2 pieces of string, 18 long

*2 plastic cups and one ping pong ball

*1 cup filled with water and 2 straws

Part A: The Paper Tent

1. Have the students fold a piece of paper (lengthwise) in half and make a papertent.

2. Ask the students to predict what will happen when they blow into the tent. Will itappear to get larger, will it remain unchanged, or will it bend down toward the table?(Alternately, have students turn their paper tents upside down and blow through the Vshaped paper.)3. Make sure the students notice that the tent flattens. This is because the airmoving through the inverted V has less pressure, so the higher pressure on the outsideof the paper tent flattens the paper.4. Have the students experiment with their paper tents,record in science notebooksand discuss their results.

Part B: Moving Balloons

1. Blow up two balloons. Tie them off, and then attach a string to each one.2. Have students hold the two balloons together.3. Ask them to predict what will happen when they blow between the two balloons.Student should record their hypothesis in the space provided on the worksheet.4. Have students hold the balloons 4-6 inches apart and blow between them. If thestudents hold the balloons too close together, the balloons will simply move away fromthe student. The balloons must be sufficiently far apart so that students can blowbetween the balloons, not atthe balloons.5. The students should see the balloons come together just like the paper V in Part

A of the Procedures section.6. Have students record in science notebooks and discuss the results.

Part C: Magic Moving Ball

1. Place two plastic cups about 6 inches apart.2. Place a ping pong ball in one of the cups.3. Ask the students to predict how to get the ball from one cup to the other withouttouching either the ball or cup.4. Have the students try a few of their ideas.

Kim OCallaghan


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5. Tell the students to gently blow across the top of the cup with the ball in it.6. The ball should jump from one cup to the next. This is because the air pressuremoving across the top of the cup is less than the pressure inside the cup. The higherpressure inside the cup forces the ping pong ball to jump out of the cup.7. Have the students experiment with how far apart they can place the cups and stilget the ping pong ball to jump from one to the other.

Part D: Bernoulli's Water Gun1. Give the students one cup filled with water and two straws.2. Have students place one of the straws in the water.3. Then students should cut the second straw in half to use as a "blower."4. Ask the students to predict what will happen if they blow across the top of onestraw in the water with the other straw.5. Have students blow across the top of the straw with the other straw.6. The water should rise up in the first straw and blow across their table. Thishappens because the air blowing across the straw in the cup reduces the air pressureat that point. The normal pressure underneath pulls the water up the straw and themoving air blows the water out and across the room.

7. Have students experiment with different straw lengths as the "blower."

(Rutkowski, T.)

Kim OCallaghan


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Bernoullis Theorem

The faster air movesthe lower the air

pressure is.

Kim OCallaghan


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Activities for Newtons Third Law of

Motion

Every action always has an equal and opposite

reaction

Balloon Rocket:

Materials:

Each student should have:

Balloon

paper cup

measuring tape

markers

* have students cut small hole in bottom of paper cup

* decorate cup with markers to look like a rocket

* insert opening of balloon through hole in cup

* blow up ballon

* release balloon and measure how far rocket has travelled

* have students record different number of breaths in balloon and how far rocket will travel

Kim OCallaghan


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Push against each other

*have students pair up

*have students stand several feet apart from each other

*using only hand contact have students try to push the other student off balance

*the first student to move their feet loses

*have students record how many times they are able to push each other off balance and what they

did, or did not do, to remain still

Kim OCallaghan


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Drag1. Have the students in each group cut out the four shapes: two different sized cones and

two different sized boxes

2. Construct the cones by taping one side of the pattern to the other to hold thepaper in the cone shape.3. Construct the boxes by folding on the solid lines and taping the tabs in place. Theboxes should have one open side.4. Press a mound of clay or tape pennies or washers to the bottom inside of eachobject. If you are using clay, use the balance to make sure each shape is the sameweight (add more or take away clay if necessary).5. Each object within each group should have the same weight. To demonstrate arelationship between weight and drag, have group 1 make all of their objects 10 grams,

group 2=20 grams, etc.6. Select one person to stand on a chair and drop the objects from the top of theirreach. Groups should drop each of their objects from the same height.7. The person with the stopwatch should say "Go" the timing should begin andthe object should be dropped at the same time. When the object hits the fall, the timershould stop the watch.8. Take three measurements of how long it takes for each object to fall and recordthem on a piece of paper. It is important that the objects are dropped from the sameheight each time.9. Add up the results for each object and divide by the number of trials to get the

average for each object.10. Record what you observed on your datasheet. Which shapes fell faster? Whatsizes fell faster? What does this tell you about the drag on each of these objects?* Is there a relation between the weight and the time? (Answer: The heaviest coneshould fall faster if there is a noticeable weight difference and accurate enough timekeeping.)*. What would happen to an even heavier cone? (Answer: It would fall even faster.)What about a lighter cone? (Answer: It would not fall as fast.)

(Rutkowski, T.)

Kim OCallaghan


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Lifthave students place one set of hands on top of anotherWhat happens when the bottom hand is using more force? when the pressure is higher than

the pressure exerted from the top hand? the hands rise. this is lift.

Draw a diagram explaining this.

(Rutkowski, T.)

Kim OCallaghan


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WeightWhat is Weight?

Weight is the force exerted on all objects by gravity. However, in order to talk about weight,

we must first understand mass. Mass is a measure of how much "stuff" there is in an object.The mass of an object is independent of where the object is. For example, a person with amass of 100 kilograms on earth will still have a mass of 100 kilograms on the moon. The forceof gravity on an object, on the other hand, determines weight. Since gravity on Earth is aboutsix times that of the moon, a person on Earth weighs six times more than they do on themoon.

How does weight effect flight? What force is necessary to counteract it?

1. Have students weigh 4 different classroom objects.

2. Have one student stand on chair and drop object while other student records time.3. Have student record and put on a graph the results

Which fell faster?

( Rutkowski, T.)

Kim OCallaghan


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ThrustWhat is Thrust?

Imagine you are floating in space holding a huge bowling ball. If you were to throw thebowling ball in one direction, you would move in the opposite direction. The same is true with

jets, rockets and propellers, except instead of a bowling ball, they throwair or another gas.This movement of gas (air) is called thrust: the force that causes an airplane to moveforwards. Not only does thrust push the airplane forwards, but that movement also allows thewings to create lift.

Part 1: You're a Pushover!

1. Take the students to an area where they can each stand in front of a section of

wall. (i.e., outdoor sides of the school building, hallway, or a gym).2 . Tell the students to push on the wall as hard as they can. Students will instinctively

brace themselves before pushing. Ask them what happened. They should notice thatthey did not fall over and the wall did not move.

3 . Now tell students to stand upright and flat-footed, close to the wall. Have them push ashard as they can. What happens? (Answer: Students will be pushed backwards by thewall.)

(Rutkowski, T.)

Kim OCallaghan


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History of Flight

How Did We Learn to Fly Like the Birds?

Myths and Legends of Flight

Greek Legend - Pegasus

Bellerophon the Valiant, son of the King of Corinth, captured Pegasus, a winged horse.Pegasus took him to a battle with the triple headed monster, Chimera.

Icarus and Daedalus - An Ancient Greek Legend

Daedalus was an engineer who was imprisoned by King Minos. With his son, Icarus, he madewings of wax and feathers. Daedalus flew successfully from Crete to Naples, but Icarus, tiredto fly too high and flew too near to the sun. The wings of wax melted and Icarus fell to hisdeath in the ocean.

King Kaj Kaoos of Persia

King Kaj Kaoos attached eagles to his throne and flew around his kingdom.

Kim OCallaghan
http://www.ueet.nasa.gov/


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Alexander the Great

Alexander the Great harnessed four mythical wings animals, called Griffins, to a basket andflew around his realm.

Early Efforts of Flight

Around 400 BC - China

The discovery of the kite that could fly in the air by the Chinese started humans thinking aboutflying. Kites were used by the Chinese in religious ceremonies. They built many colorful kitesfor fun, also. More sophisticated kites were used to test weather conditions. Kites have beenimportant to the invention of flight as they were the forerunner to balloons and gliders.

Humans try to fly like birds

For many centuries, humans have tried to fly just like the birds. Wings made of feathers orlight weight wood have been attached to arms to test their ability to fly. The results were oftendisastrous as the muscles of the human arms are not like a birds and can not move with thestrength of a bird.

Hero and the Aeolipile

Aeolipile

The ancient Greek engineer, Hero of Alexandria, worked with air pressure and steam tocreate sources of power. One experiment that he developed was the aeolipile which used jetsof steam to create rotary motion.

Hero mounted a sphere on top of a water kettle. A fire below the kettle turned the water intosteam, and the gas traveled through pipes to the sphere. Two L-shaped tubes on oppositesides of the sphere allowed the gas to escape, which gave a thrust to the sphere that causedit to rotate.

Kim OCallaghan


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1485 Leonardo da Vinci - The Ornithopter

Leonardo da Vinci's Ornithopter

Leonardo da Vinci made the first real studies of flight in the 1480's. He had over 100 drawingsthat illustrated his theories on flight.

The Ornithopter flying machine was never actually created. It was a design that Leonardo daVinci created to show how man could fly. The modern day helicopter is based on this concept.

1783 - Joseph and Jacques Montgolfier- the First Hot Air Balloon

One of The Montgolfier's Balloons

The brothers, Joseph Michel and Jacques Etienne Montgolfier, were inventors of the first hotair balloon. They used the smoke from a fire to blow hot air into a silk bag. The silk bag wasattached to a basket. The hot air then rose and allowed the balloon to be lighter-than-air.

In 1783, the first passengers in the colorful balloon were a sheep, rooster and duck. It climbedto a height of about 6,000 feet and traveled more than 1 mile.

After this first success, the brothers began to send men up in balloons. The first manned flightwas on November 21, 1783, the passengers were Jean-Francois Pilatre de Rozier andFrancois Laurent.

1799 - 1850's - George Cayley

Kim OCallaghan


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One Version of a Glider

George Cayley worked to discover a way that man could fly. He designed many differentversions of gliders that used the movements of the body to control. A young boy, whose nameis not known, was the first to fly one of his gliders.

Over 50 years he made improvements to the gliders. He changed the shape of the wings sothat the air would flow over the wings correctly. He designed a tail for the gliders to help withthe stability. He tried a biplane design to add strength to the glider. He also recognized thatthere would be a need for power if the flight was to be in the air for a long time.

One of the many drawings of gliders

Cayley wrote On Ariel Navigation which shows that a fixed-wing aircraft with a power systemfor propulsion and a tail to assist in the control of the airplane would be the best way to allowman to fly.

19th And 20th Century Efforts

1891 Otto Lilienthal

Kim OCallaghan


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Langley's Aerodrome

Samuel Langley was an astronomer, who realized that power was needed to help man fly. Hebuilt a model of a plane, which he called an aerodrome, that included a steam-poweredengine. In 1891, his model flew for 3/4s of a mile before running out of fuel.

Langley received a $50,000 grant to build a full sized aerodrome. It was too heavy to fly and itcrashed. He was very disappointed. He gave up trying to fly. His major contributions to flightinvolved attempts at adding a power plant to a glider. He was also well known as the directorof the Smithsonian Institute in Washington, DC

Model of Langley Aerodrome

1894 Octave Chanute

Octave Chanute published Progress in Flying Machines in 1894. It gathered and analyzed all

the technical knowledge that he could find about aviation accomplishments. It included all ofthe world's aviation pioneers. The Wright Brothers used this book as a basis for much of theirexperiments. Chanute was also in contact with the Wright Brothers and often commented ontheir technical progress.

1903 Orville and Wilbur Wright and the First Flight

Kim OCallaghan


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Orville and Wilbur Wright were very deliberate in their quest for flight. First, they spent manyyears learning about all the early developments of flight. They completed detailed research ofwhat other early inventors had done. They read all the literature that was published up to thattime. Then, they began to test the early theories with balloons and kites. They learned abouthow the wind would help with the flight and how it could affect the surfaces once up in the air.

A Model of a Wright Brothers Glider (1900)

The next step was to test the shapes of gliders much like George Cayley didwhen he was testing the many different shapes that would fly. They spentmuch time testing and learning about how gliders could be controlled.

Picture of the actual 12 horsepower engine used in flight

Kim OCallaghan


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They designed and used a wind tunnel to test the shapes of the wings and the tails of thegliders. After they found a glider shape that consistently would fly in the tests in the NorthCarolina Outer Banks dunes, then they turned their attention to how to create a propulsionsystem that would create the lift needed to fly.

The early engine that they used generated almost 12 horsepower.

The Wright Brother's Flyer

The "Flyer" lifted from level ground to the north of Big Kill Devil Hill, at 10:35 a.m., onDecember 17, 1903. Orville piloted the plane which weighed six hundred and five pounds.

Actual Flight of The Flyer at Kitty Hawk

The first heavier-than-air flight traveled one hundred twenty feet in twelve seconds. The twobrothers took turns during the test flights. It was Orville's turn to test the plane, so he is thebrother that is credited with the first flight.

Kim OCallaghan


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Humankind was now able to fly! During the next century, many new airplanes and engineswere developed to help transport people, luggage, cargo, military personnel and weapons.The 20th century's advances were all based on this first flight at Kitty Hawk by the AmericanBrothers from Ohio.

(NASA)

Kim OCallaghan


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Kim OCallaghan

Additional Resources to Have in Room

Kites

I would hang in the room different kites so that students would have something to

refer to when designing there projects. I would have them also representative of

different countries.

Airplane model

I would have these in the room so students would have a visual as to the absurdity

that something so large could possibly remain in the air. My hope would be that this

would inspire students to dream the impossible, and think outside the box becausewho would ever think you could fly?

Computer Monitor

I would have this in the room with the websites listed on following page open so that

students could see visuals of the concepts that were being studied.

Books

I would have the following list of books in the classroom to provide extra resourcesfor the students that are interested.

DaVincis Sketches

I would have these hanging in the room to show the connection between artistic

vision and imagination and the possibility of flying machines becoming a reality.

Hopefully this would inspire students to dream the improbable.


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Video web sites that illustrate:

Newtons third law of motion:

http://s680.photobucket.com/albums/vv161/FrenchyxoKatie/?action=view&current=ling040.flv

http://video.google.com/videosearch?client=safari&rls=en-us&q=newtons%20third%20law%20of

%20motion&oe=UTF-8&um=1&ie=UTF-8&sa=N&hl=en&tab=wv#

Newtons first and second law of motion:

http://video.google.com/videosearch?q=newton

%27s+second+law+of+motion+demonstration&www_google_domain=www.google.com&hl=en&clien

=safari&emb=0&aq=1sx&oq=newtons+second++law+of+motion#

Bernoullis theorem:

http://video.google.com/videosearch?q=bernoulli

%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=

1&oq=bernoulli%27#

Kite Flying Gaza Strip:

http://video.google.com/videosearch?q=bernoulli%27s+principle+

Lukla Air Strip flight:



1&oq=bernoulli%27#q=flight+lukla+air+strip&hl=en&view=2&emb=0&client=safari

Helicopter flights:

Kim OCallaghan
http://s680.photobucket.com/albums/vv161/FrenchyxoKatie/?action=view&current=ling040.flvhttp://video.google.com/videosearch?client=safari&rls=en-us&q=newtons%20third%20law%20of%20motion&oe=UTF-8&um=1&ie=UTF-8&sa=N&hl=en&tab=wv#http://video.google.com/videosearch?client=safari&rls=en-us&q=newtons%20third%20law%20of%20motion&oe=UTF-8&um=1&ie=UTF-8&sa=N&hl=en&tab=wv#http://video.google.com/videosearch?client=safari&rls=en-us&q=newtons%20third%20law%20of%20motion&oe=UTF-8&um=1&ie=UTF-8&sa=N&hl=en&tab=wv#http://video.google.com/videosearch?q=newton%27s+second+law+of+motion+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1sx&oq=newtons+second++law+of+motion#http://video.google.com/videosearch?q=newton%27s+second+law+of+motion+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1sx&oq=newtons+second++law+of+motion#http://video.google.com/videosearch?q=newton%27s+second+law+of+motion+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1sx&oq=newtons+second++law+of+motion#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?client=safari&rls=en-us&q=newtons%20third%20law%20of%20motion&oe=UTF-8&um=1&ie=UTF-8&sa=N&hl=en&tab=wv#http://video.google.com/videosearch?client=safari&rls=en-us&q=newtons%20third%20law%20of%20motion&oe=UTF-8&um=1&ie=UTF-8&sa=N&hl=en&tab=wv#http://video.google.com/videosearch?client=safari&rls=en-us&q=newtons%20third%20law%20of%20motion&oe=UTF-8&um=1&ie=UTF-8&sa=N&hl=en&tab=wv#http://video.google.com/videosearch?q=newton%27s+second+law+of+motion+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1sx&oq=newtons+second++law+of+motion#http://video.google.com/videosearch?q=newton%27s+second+law+of+motion+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1sx&oq=newtons+second++law+of+motion#http://video.google.com/videosearch?q=newton%27s+second+law+of+motion+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1sx&oq=newtons+second++law+of+motion#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://s680.photobucket.com/albums/vv161/FrenchyxoKatie/?action=view&current=ling040.flv


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1&oq=bernoulli%27#q=helicopters+flying+at+high+altitude&hl=en&view=2&emb=0&client=safari

Kim OCallaghan
http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#http://video.google.com/videosearch?q=bernoulli%27s+principle+demonstration&www_google_domain=www.google.com&hl=en&client=safari&emb=0&aq=1&oq=bernoulli%27#


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Recommended Books for Students to Read

Carson, M., & D'argo, L. (2003). The Wright Brothers for Kids. Chicago: Chicago Review Press. The story of

the Wright brothers written for kids.

Chungen, L., (2000). Chinese Kites. Beijing: Foreign Language Press. This book shows the strong bond in

Chinese culture with kites.

Greger, M., (2006).Kites for Everyone. New York: Dover Publications. Great resource in how to build a kite.

Hosseini, K., (2003). The Kite Runner. New York: Riverhead Books.

A fictional story based in Afghanistan,describes a cultural practice of flying kites, with the game being the flyer

who can cut down everyone elses kites. Has some adult themes, including the sexual assault of the main

character, but a great book for mature high school students.

Lin, G., (2004).Kite Flying. New York: Dragonfly Books.

An illustrated story book about a family making kites and flying them on a windy day. Gives a good history of

kite flying in China.

Park, L.S., (2000). The Kite Fighters. New York: Clarion Books.

In Korea in the year 1437 two boys work out sibling rivalry issues by combining forces to win the local kite

flying contest.

Pelham, D., (2000).Kites. New York: Overlook Press. Great resource about kites.

Kim OCallaghan


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Potter, F., Potter, F., & Jargodzki, C. (2005). Mad about Modern Physics. New York: John Wiley & Sons, Inc.

This is probably the coolest book I have seen. It has different every day experiments that confound the mind. It

includes the explanations for why things occur. It seems like a great way to get students interested in physics.

Slevaraj, A. (2009) You can fly kits but not using maanja: Cops. The Times of India. Retreved on November 6,

2009 from fromhttp://timesofindia.indiatimes.com/city/chennai/You-can-fly-kites-but-not-using-maanja-

Cops/articleshow/5187358.cms

Interesting article that talks about the use of kites in India and how the cops wanted to outlaw flying them due to

the use of crushed glass on the string that killed a little boy riding on the back of his fathers ATV. I believe that

students would find it interesting to think that kites could be deadly and controversial.

Walker, J., (2007). The Flying Circus of Physics. Chichester: John Wiley & Sons.

A book of interesting physic experiments that would interest students. A great resource for get kids excited

about physics.

Kim OCallaghan


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Resources

Dragonfly TV (2009) Retrieved on November 1, 2009 fromhttp://pbskids.org/dragonflytv/show/kites.htmlLesson Planet. Retrieved on November 1, 2009 fromhttp://www.lessonplanet.com

Greger, M., (2006).Kites for Everyone. New York: Dover Publications.

NASA (na). History of Flight, Ultra Efficient Engine Technology. Retrieved 5 November 2009 from

http://www.ueet.nasa.gov/StudentSite/historyofflight.html

Pelham, D., (2000).Kites. New York: Overlook Press.

Potter, F., Potter, F., & Jargodzki, C. (2005). Mad about Modern Physics. New York: John Wiley & Sons, Inc.

Rutkowski, T., Conner, Al, Hill, G., Zarske, M., Yowell, J.(2004) May the force be with you: Thrust. TeachEngineering. Retrieved on November 2, 2009 from http://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson04.xml

Rutkowski, T., Conner, Al, Hill, G., Zarske, M., Yowell, J. (2004) May the force be with you: Weight. Teach

Engineering. Retrieved on November 2, 2009 from http://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson03.xml

Rutkowski, T., Conner, Al, Hill, G., Zarske, M., Yowell, J.(2004). May the force be with you: Drag. Teach

Engineering. Retrieved on November 2, 2009 from http://www.teachengineering.org/view_lesson.php?

url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson05.xml

Rutkowski, T., Conner, Al, Hill, G., Zarske, M., Yowell, J.(2004) May the force be with you: lift. Teach

Engineering. Retrieved on November 3, 2009 from http://www.teachengineering.org/view_lesson.php?

url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson02.xml

Rutkowski, T., Conner, Al, Hill, G., Zarske, M., Yowell, J. (2004) Fun with Bernoulli. Teach Engineering.

Retrieved on 1, November 2009 from http://www.teachengineering.com/view_activity.php?

url=http://www.teachengineering.com/collection/cub_/activities/cub_airplanes/cub_airplanes_lesson01_activity1.xml

Schmidt, N.(1997) The Great Kite Book. New York, NY: Sterling Publishing Co.

Skratchpad (2009) Make your own kite. Retrieved on November 1, 2009 fromhttp://www.skratch-

pad.com/kites/make.html

Slevaraj, A. (2009) You can fly kits but not using maanja: Cops. The Times of India. Retreved on November 6,

2009 from fromhttp://timesofindia.indiatimes.com/city/chennai/You-can-fly-kites-but-not-using-maanja-

Cops/articleshow/5187358.cms

Kim OCallaghan
http://pbskids.org/dragonflytv/show/kites.htmlhttp://pbskids.org/dragonflytv/show/kites.htmlhttp://www.lessonplanet.com/http://www.lessonplanet.com/http://www.ueet.nasa.gov/StudentSite/historyofflight.htmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson04.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson04.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson03.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson03.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson05.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson05.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson02.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson02.xmlhttp://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_airplanes/cub_airplanes_lesson01_activity1.xmlhttp://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_airplanes/cub_airplanes_lesson01_activity1.xmlhttp://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_airplanes/cub_airplanes_lesson01_activity1.xmlhttp://www.skratch-pad.com/kites/make.htmlhttp://www.skratch-pad.com/kites/make.htmlhttp://www.skratch-pad.com/kites/make.htmlhttp://pbskids.org/dragonflytv/show/kites.htmlhttp://www.lessonplanet.com/http://www.ueet.nasa.gov/StudentSite/historyofflight.htmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson04.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson04.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson03.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson03.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson05.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson05.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson02.xmlhttp://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_airplanes/cub_airplanes_lesson02.xmlhttp://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_airplanes/cub_airplanes_lesson01_activity1.xmlhttp://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_airplanes/cub_airplanes_lesson01_activity1.xmlhttp://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_airplanes/cub_airplanes_lesson01_activity1.xmlhttp://www.skratch-pad.com/kites/make.htmlhttp://www.skratch-pad.com/kites/make.html


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Observation during student investigations and discussions

Date:

Lesson #

Kim OCallaghan

Students nameObservationhypothesizingpredictingquestionscommunicatingplanningconcludingOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO


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Student Science Notebooks

Date:

Lesson #

Kim OCallaghan

Students namequestions are informed and relevantinformation is correctdrawings are legible and labelledvocabulary words arecorrectlyinvestigations are recorded

with detail: measurements, questions, plan, evidenceprogression of ideaswwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww


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Scored Assessment

Students name

ConceptIn essay or presentation

(50 pts.)understood and clearly articulatedunderstood but not clearly articulatedmentioned but no attempt at explantationmen

but not understoodnot mentionedb air pressureaa Bernoullis principleBBB

thrusttt dragdd weightww liftll newtons lawsnn newtons third lawnn forceff fluidff Essay(20 pts)(

ideas are clear and relevant to materialcontent is accuratewell organized and conciseconnection between theory and

practiceconcluding questionsp minimally meets expectations inaccurate

meets some expectations elements are missingmeets expectations

exceeds expectationseeeeeeee PresentationKiteclaimevidenceself assessmententhusiasmK (20pts)flewdidnt flyexplain why it flew or didntoffers reasons based on science can determine what to do differentlyactively involved in

processp Audiencelistenedquestionedencouragedcollaboratedsuggestionsl (10 pts)with respect and not interruptingrelevantquestionsgives positive feedbackidentifies with students situationoffers science based solution

standard 3, artifact 2

Documents