Science and Innovation A Boeing/Teaching Channel Partnership

Unit 4: Spy Gliders

Science and Innovation Unit 4: Spy Gliders Lesson 2: How Do You Make Things Fly?

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Unit 4: Spy Gliders Lesson 2: How Do You Make Things Fly?

Grade Level 7th-8th Grade Lesson Length One 50-minute session

Learning Goals 1. Explore forces of flight2. Optimize design of a paper airplane

Lesson Overview

As the unit progresses in this second lesson, students will participate in a hands-on activity. Student will create small scale models using paper airplanes to discover what features of gliders make them stable for long distances. They will test the paper planes to see which ones perform the best. Then they will look for design similarities between the successful tests. Students will then use the four forces of flight: Lift, Drag, Thrust, and Gravity to better explain what they observed throughout their test flights.

Prior Knowledge

(Foundational science, engineering, and math knowledge students should have)

No pre-requisite knowledge is necessary for this lesson.

Key Terms

(Key Terms are under review for alignment to appropriate contextual scientific definitions.)

drag The force that acts opposite to the direction of motion. It tends to slow an object. Drag is caused by friction and differences in air pressure. An example is putting your hand out of a moving car window and feeling it pull back.

lift The force that holds an airplane in the air. The wings create most of the lift used by airplanes.

thrust A force that moves an aircraft in the direction of the motion. It is created with a propeller, jet engine, or rocket. Air is pulled in and then pushed out in an opposite direction. One example is a household fan.

weight The force caused by gravity.

Science and Innovation Unit 4: Spy Gliders Lesson 2: How Do You Make Things Fly?

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Lesson 2 Introduction (cont.)

Basic Teacher Preparation

This lesson will reinforce essential pieces of the Engineering Design Process—especially testing, making observations, and recording data. The students will also be introduced to the four forces of flight: drag, lift, thrust, and weight.

Required Preparation Links/Additional Information Gather all necessary materials Refer to the Materials List below Download and preview the Spy Gliders

Slideshow presentation (slides 6 – 7)Refer to the Materials List below or access the file at this PPT link

Review all identified videos Refer to the Materials List below

Materials List

Item Description/Additional Information

Quantity Where to Locate/Buy

Spy Gliders Engineering Design Notebook

Download and print 1 per student Already provided to students in Lesson 1

Spy Gliders Slideshow Download for sharing with the class slides 6 - 7

PPT link

Standard 8½ x 11-inch office paper

1 per student Available in most schools

Standard 12-inch ruler 1 per student Available in most schools

The Aerodynamics of Flight video

YouTube link

The Science of Flight—Part 1 video

YouTube link

NASA Forces of Flight resource webpage

Web link

PBS Learning Media: Challenge of Flight

Web link

https://www.teachingchannel.org/glider-engineering-unit-boeinghttps://www.teachingchannel.org/glider-engineering-unit-boeinghttps://www.youtube.com/watch?v=5ltjFEei3AIhttps://www.youtube.com/watch?v=zLOviPA9hC4http://www.grc.nasa.gov/WWW/k-12/airplane/forces.htmlhttp://www.pbslearningmedia.org/resource/aeroeng-sci-eng-flight/

Science and Innovation Unit 4: Spy Gliders Lesson 2: How Do You Make Things Fly?

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Lesson 2

Concept Engagement (15 minutes)

Show Spy Gliders Slideshow slide #6. Distribute the paper and rulers to students. Then instruct them to turn to page 5 of the Engineering Design Notebook. Working as individuals, have them sketch a paper airplane that they believe will travel the greatest distance in the class, with a minimum expectation of at least 5 feet. Students should include labels and measurements in their sketches. They should also provide reasons as to why certain design features will help their planes fly farther.

After they have completed their designs, have students use the provided paper to carefully construct their paper airplane based on their blueprint. They should also write down a prediction about how far or how well their planes will fly.

Video (10 minutes)

Play either the Aerodynamics of Flight, Science of Flight—Part 1, or PBS - Challenge of Flight video for students.

The video links can be found on Spy Gliders Slideshow slide #7.

Review (5 minutes)

Have students provide definitions for the four forces of flight on page 6 of the Engineering Design Notebook. Then access the NASA Forces of Flight webpage, and as a class, review the students’ definitions.

Test and Record Observations (20 minutes)

Have students work with a partner to carefully test their gliders. Encourage them to throw the plane consistently so they can observe how different designs affect flight. They should also sketch and note design strengths as well as failure points or weaknesses for at least 2 of the gliders on page 7 of the Engineering Design Notebook.

Video Links

Aerodynamics of Flight [YouTube link] Science of Flight—Part [YouTube link] PBS – Challenge of Flight [Web link]

Web Resource

NASA Forces of Flight page [Web link]

https://www.youtube.com/watch?v=5ltjFEei3AIhttps://www.youtube.com/watch?v=zLOviPA9hC4https://www.youtube.com/watch?v=zLOviPA9hC4http://www.pbslearningmedia.org/resource/aeroeng-sci-eng-flight/http://www.grc.nasa.gov/WWW/k-12/airplane/forces.htmlhttp://www.grc.nasa.gov/WWW/k-12/airplane/forces.htmlhttps://www.youtube.com/watch?v=5ltjFEei3AIhttps://www.youtube.com/watch?v=zLOviPA9hC4http://www.pbslearningmedia.org/resource/aeroeng-sci-eng-flight/http://www.grc.nasa.gov/WWW/k-12/airplane/forces.html

Science and Innovation Unit 4: Spy Gliders Lesson 2: How Do You Make Things Fly?

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Lesson 2 (cont.)

Assessment

What evidence will show that students have acquired the enduring understanding of STEM and the Engineering Design Process for this unit?

Type Description Formative Summative Performance Task Projects Quizzes, Tests, Academic Prompts

Other Evidence (observations, work samples, student artifacts, etc.)

The primary method of assessment for this lesson will come from the Engineering Design Notebook, observations of the activity, and class discussion.

Student Self-Assessment

Community Connections

What are the connections that can be drawn between this lesson and your local community?

If any student’s parents, guardians, family members, or relatives work as aerospace engineers, materials engineers, pilots, or aviation mechanics, consider inviting them to visit the classroom as volunteers or to share their work experiences.

Equity in the Classroom

What strategies are suggested for equitable engagement in this lesson?

Individual Students have freedom of design and can choose another student’s glider to study.

Small Group Students will be encouraged to check and compare notes with others on their teams.

Whole Group Students watch and discuss the video and website about the forces of flight together. They also discuss design features of successful gliders, as well as identify design successes and failures.

Suggested Teacher Resources

Spy Glider Engineering Design Notebook Link to resource Spy Glider Slideshow PowerPoint PPT link The Aerodynamics of Flight video YouTube link The Science of Flight—Part 1 video YouTube link NASA Forces of Flight webpage Web link

https://www.teachingchannel.org/glider-engineering-unit-boeinghttps://www.teachingchannel.org/glider-engineering-unit-boeinghttps://www.youtube.com/watch?v=5ltjFEei3AIhttps://www.youtube.com/watch?v=zLOviPA9hC4http://www.grc.nasa.gov/WWW/k-12/airplane/forces.html