WV State Standards: Technology: 21C.O.9-12.2 , 21C.O.9-12.3 National Standards:  Math: 1, 2 Technology: 4 Blooms Taxonomy: Synthesis 21st Century Skills: Thinking and Reasoning, Personal and Workplace Productivity

Overview:

Students will develop a hypothesis and design a glider to scale in order to test their hypothesis.  The students will produce a scale model, test glider flight, make adjustments to design, and decorate final glider. Students will also complete a materials invoice for their glider.

Objective(s):

The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning, processes, and to frame, analyze and solve complex problems using appropriate technology tools. The student will also exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact productively as a member of a group.

Time Required:

One 90 minute block or two 45 minute class periods

Pre-Requisite Skills:

Basic understanding of scale drawing

Calculators and any other materials needed from the instructional materials list.

Instructional Materials:

• Materials Invoice
• Lesson 2 Rubric
• Construction materials: Graph paper, plain paper, card stock, tape, stapler, paper clips, straws, popsicle sticks, any other material students may need to construct and decorate glider.

1. Provide students with materials to design, construct and decorate gliders.
2. Make printed copies of the materials invoice for each group
3. Provide access to computer(s) for each team to complete blog entry for this lesson. If computers are not available, a writing prompt with questions relevant to this activity should be given to each student. Example prompts are listed in Lesson 1.
4. If possible, provide area for students to do test flights

Differentiated Instruction:

The learning activities/strategies in this lesson vary so that each learning style and intelligence area is addressed.  Students will be reading, writing, listening, speaking (verbal/linguistic); problem solving, reasoning, working with the abstract (math/logic); designing, drawing, creating, visualizing (spatial); crafting a model, using tools (kinesthetic); organizing, cooperating, communicating (interpersonal); setting goals, completing self-paced projects, reflecting (intrapersonal); and understanding/exploring nature (naturalist). Group students according to ability or intelligence style so that all students have the opportunity to participate and succeed in developing a glider for Lite-Flite Gliders.

Author's Notes:

A sample glider design and model may be beneficial, a lab where students design a paper airplane to lead into this unit could be added if time permits.  A space for test flights should be provided if possible, such as a hallway or gym.

A rubric made at http://rubistar.4teachers.org/index.php will be used to measure the overall goal of the unit.