DOCUMENT RESUME ED 352 273 SE 053 419 AUTHOR Squires, Frances H. TITLE Curriculum Package: Elementary Science Lessons. (A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.] INSTITUTION Regional Airport Authority of Louisville and Jefferson County, KY. PUB DATE Jun 92 NOTE 35p.; For Junior High-Middle School Science Lessons, see SE 053 418. AVAILABLE FROM Regional Airport Authority, P.O. Box 9129, Louisville, KY 40209 (free). PUB TYPE Guides Classrcom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Aerospace Education; Air Transportation; *Aviation Education; Elementary Education; Elementary School Science; Physics; *Science Activities; *Science Curriculum; *Science Education; Wind (Meteorology) IDENTIFIERS Airplane Flights; Kites; Science Process Skills ABSTRACT This science curriculum was written for teachers of children in the elementary grades. It contains science activities for the following lessons: (1) Whirly Birds and the Concept of Lift; (2) Parachutes; (3) Weather Vanes; (4) Paper Airplanes; (5) Flying an Airplane; (6) Jet Engine; (7) Identifying Flying Objects; (8) It's a Bird! It's a Plane; (9) Airport Numbers; and (10) Kites in the Wind. The detailed lesson plans are divided into the following sections: grade level, skills to be learned, performance objectives, materials, procedure, concepts, and questions for further study. (PR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Transcript
DOCUMENT RESUME
ED 352 273 SE 053 419
AUTHOR Squires, Frances H.TITLE Curriculum Package: Elementary Science Lessons. (A
Visit to the Louisville, Kentucky Airports:Standiford and Bowman Fields.]
INSTITUTION Regional Airport Authority of Louisville andJefferson County, KY.
PUB DATE Jun 92NOTE 35p.; For Junior High-Middle School Science Lessons,
see SE 053 418.AVAILABLE FROM Regional Airport Authority, P.O. Box 9129,
Louisville, KY 40209 (free).PUB TYPE Guides Classrcom Use Teaching Guides (For
Teacher) (052)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Aerospace Education; Air Transportation; *Aviation
IDENTIFIERS Airplane Flights; Kites; Science Process Skills
ABSTRACT
This science curriculum was written for teachers ofchildren in the elementary grades. It contains science activities forthe following lessons: (1) Whirly Birds and the Concept of Lift; (2)Parachutes; (3) Weather Vanes; (4) Paper Airplanes; (5) Flying anAirplane; (6) Jet Engine; (7) Identifying Flying Objects; (8) It's aBird! It's a Plane; (9) Airport Numbers; and (10) Kites in the Wind.The detailed lesson plans are divided into the following sections:grade level, skills to be learned, performance objectives, materials,procedure, concepts, and questions for further study. (PR)
***********************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.***********************************************************************
RANK NORTOF S WANN
PUBLIC RELATIONS DIRECTOR
PO BOX 9129
1OUISVIL1E, KY 40209 9129
502 368.6524, Ex! 118
PAGER 367.7628 #9689
TAX 502 367-0199
CURRICULUM
PACKAGE
REGIONAL AIRPORT
AUTHORITY
LOUISVILLE AND
JEFFERSON COUNTY
BEST COPY AVAILABLE
U.R. OEPAPITMENTOF EDUCATIONOffice of Educational
Research and ImprovementEDUCATIONAL RESOURCES
INFORMATIONCENTER (ERIC/
EXThis document has been reproduced a$received from the person or organaattonorIginaling itO Minor changes have
been made to improvereproduction Quality
Points of view orOpinions staled in this docu.men? do not necessarily represent officialOERI position or policy
"PERMISSION TO REPRODUCE THISMATERIAL HAS 3EEN GRANTED BY
Francis H. Squires
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
P.O. Box 9129 Louisville, KY 40209-9129 Noe 502-3686524 FAX 502-361-0199Staniford Field 8 Bowman Field
2
CURRICULUM PACKAGE
ELEMENTARY SCIENCE LESSONS
Written by
DR. FRANCES H. SQUIRES
Assistant Professor of Education
Indiana University Southeast
New Albany, Indiana
June 1992
TABLE OF CONTENTS
ELEMENTARY SCIENCE LESSONS
Lesson Page
Whirly Birds and the Concept of Lift 1
Parachutes 4
Weather Vanes 7
Paper Airplanes 10
Flying An Airplane 11
Jet Engine 16
Identifying Flying Objects 18
Its A Bird! It's A Plane 21
Airport Numbers 23
Kites in the Wind 26
4
LESSON TITLE:
GRADE LEVEL:
WHIRLY BIRDS and the CONCEPTS ofLIFT
1, 2, 3, 4, 5, 6
SKILLS: Goal 2 Concepts and PrinciplesScienceNo. 17 Scientific SkillsNo. 20 Using Models
PERFORMANCE OBJECTIVES: . The student will begin tounderstand the concept of lift,which is how things are supportedby air.
MATERIALS: Whirly bird patternsScissorsPaper clipsStrips of paper 1" wide by 11.5"long
PROCEDURE: 1. Have the students cut out thewhirly bird and assemble it.
2. Have students experiment withthe whirly bird by letting it fallthrough the air from about sixfeet above the ground. Standingon a chair or table will giveenough height or use a stairwell.
3. Have students count the numberof revolutions the whirly birdmakes in its descent.
4. Have students reverse thebends in the wings. What happensto the direction of the spin? (Itshould reverse.)
5. Ask the students if they haveany ideas about what makes thewhirly bird spin instead of dropor float to the ground.
6. Have students experiment withdropping a plain sheet of paper.Does it spin? Describe itsdescent.
7. Have students hold the shortend of the one inch strip of paperjust below their bottom lip andblow a stream of air across it.
5
The students should see the papermove from a dangling position towaving in the air in front ofthem. Ask if the students haveany explanation for what happened.
CONCEPTS:
Air has weight (14.69 orapproximately 15 pounds per squareinch). It is pushing against allobjects in every direction withthe same force.
When you blow across the paperstrip, the air pressure above thestrip is less than the airpressure pushing up from thebottom of the strip. Thus the airpushing up on the paper stripholds it up as long as the air ismoving across the top of it.This is the concept of LIFT. Aircan lift things, when the airpressure above it is lower thanthe air pressure below it---likeyour strip of paper.
Your whirly bird moves the air asit falls through it, creatingsmall pockets of lower airpressure and, thus, is held back alittle by it moving from'lower tohigher pressure areas. Gravity,however, is stronger than the liftso that the whirly bird isgradually pulled to the ground.
A helicopter creates lift directlyabove it with its rotatingpropeller. As it circles, itproduces enough lift to supportthe helicopter.
2
WHIRLY BIRD PATTERN
1. Cut out the pattern.2. Cut on the dotted lines.
ONEINCH
`STRIPStrip A
1
Strip B
3. Fold strip A Foldforward and Down Backstrip B back-ward.
4. Fold C and Ebehind D and - Cut__ _ , Cut -
secure with apaper clip.
5. Cut off the one inch strip.
3
7
LESSON TITLE: PARACHUTES
GRADE LEVEL: 1, 2, 3, 4, 5, 6
SKILLS: Goal 2 Concepts and PrinciplesScienceNo. 17 Using Scientific SkillsNo. 20 Using Models
PERFORMANCE OBJECTIVES: . The student will begin tounderstand how and why aparachute works.
MATERIALS: For each child or group of childrenyou will need:
PROCEDURE:
1 handkerchief (Men's largehandkerchiefs are the best size.)4 pieces of string 12 inches long1 metal washer
1. Have the students make aparachute by tying a string to eachcorner of the handkerchief. Tiethe other end of the stringstogether. Tie the metal washer tothe place where the strings arejoined.
2. Have the students fold thewasher into the center of thehandkerchief making a loosepackage.
3. Instruct the students to throwthe parachute as high into the airas possible. (This activity isbest done out of doors.)
4. Have the students record whathappens as the parachute slowlydescends.
5. After several trials, have thestudents time the descent.
6. Have the students try severaldifferent experiments with theparachute--e.g.--change the amountof weight on the parachute, tieonly two corners instead of four,and move the position of theweight.
4
ri 8
7. Ask students if they canexplain how and why the parachuteworks.
HOW A PARACHUTE WORKS:
As the parachute falls, it cups theair underneath it. This added airpushes up against the cloth and youcan see it ballooning. This iswhat causes the parachute to fallslowly. The force of the air ispushing up and stopping the forceof gravity that is pulling down.This is a simple explanation of thelaw that says: "Any force going inone direction impedes the progressof a force going in the otherdirection."
This simple toy parachute is verymuch like the large parachutes thatare used by pilots who must abandona plane during flight.
QUESTIONS FOR FURTHER STUDY:
What material is a parachute madeof and why?
Is a kite like a parachute?
Is a hot air balloon like'aparachute?
Is a kite like a balloon?
Do kites, hot air balloons andparachutes follow the same laws ofphysics to fly?
Do airplanes have anything incommon with kites, balloons, andparachutes?
What are some of the reasons peopleuse parachutes?
5
PARACHUTE DIRECTIONS
Lane Handkerchief
1. Tie a string to eachcorner of the handkerchief.
2. Tie the strings to thewasher.
6
10
LESSON TITLE: WEATHER VANES
GRADE LEVEL: 1, 2, 3, 4, 5, 6
SKILLS: Goal 2 Core Concepts and PrinciplesScienceNo. 20 Using ModelsNo. 17 Using Scientific skills
PERFORMANCE OBJECTIVES:
MATERIALS:
PROCEDURE:
. The student will build a weather(wind) vane and learn how totell from which direction thewind is blowing.
Pattern for wind vanesStrawsPaper clipsPencils with erasersScissorsScotch tapeLarge straight pins
1. Have students cut out the partsand assemble the wind vane asdirected.
2. Have students try their windvanes outdoor.
THINGS TO WATCH FOR:
Keep the wind vane level. Makesure that the wind vane turnseasily on a pivot. The tail mustextend farther from the pivot thanthe head does. The tail has alarger area than the head, so thatthe wind can exert more force onthe tail that the head. The head isweighted so that it balances thetail. The tail has two parts thatare spread slightly to steady thewind vane.
3. Have students use a compass tofind the cardinal points - North,South, East, and West, and markthem on a level spot on the groundat the ends of a large cross.
4. Have the students each stand atthe intersection of the crossholding their wind vanes. If thewind vane is working correctly, the
7
point of the wind vane should bepointing into the wind. Winddirection is always stated as thedirection from which it isblowing. For example, the Northwind blows from the North and theWest wind blows from the West.Have the students identify whichway the wind is blowing. Wind isseldom blowing directly north,south, east or west but some pointin between like northwest orsoutheast. Older students may wantto state the degrees as on acompass.
5. Have students identify problemswith the wind vanes and try tocorrect them. They may suggestother materials from which they maybe made or better ways of balancingthem.
6. Have students discuss windvanes and the kinds of informationwe get from them. Who uses them?(Aircraft pilots and airports.)Why? (To tell which direction thewind is blowing when they take offin their aircraft.) Where are windvanes usually found? (On the topsof houses and barns.) How longwill your paper wind vane.last?(Not long out of doors.) Will itwork in stormy weather? (It willprobably fall apart.) What is awind sock? (Another wind vane, butit also indicates wind speed.)
7. Have students locateinteresting wind vanes (also calledweather vanes) in your town. Findout how they are used today or ifthey are decorative. Have thestudents collect and displaypictures of weather vanes. Find anantique vane at a flea market.
8. Have students chart winddirection for several weeks.Note the prevailing wind direction.(In the northern hemisphere we haveprevailing westerlies. This meansthat the wind most often comes fromthe west.)
8
WIND VANE DIRECTIONS
1. Cut out the two long arrows.
2. Clip and save the arrowheads.
Cut out
Arrow tail
Cut out-9 .4 r.
.1_0(
. Slip a paper clip overone end of a straw. Seediagram.
4. Tape the two arrow headsover the paper clip endof the straw.
5. Tape the two long tailsto the other end of thestraw covering about twoinches of the straw. Seediagram.Do not tape the back endsof the tails together.
6. Push a straight pin throughthe straw near the tail.It will be the pivot ofthe wind vane. Anchorthe pin in the top of apencil eraser. You mayhave to move the positionof the pin in the strawfor balance. The windvane should be level andmove freely.
End of straw with paperclip.
Pin A rowStraw
LESSON TITLE: PAPER AIRPLANES
GRADE LEVEL: 1, 2, 3, 4, 5, 6, 7, 8
SKILLS: Goal 2 Core Concepts and PrinciplesScienceNo. 18 PatternsNo. 20 Using Models
PERFORMANCE OBJECTIVES:
MATERIALS:
PROCEDURE:
Goal 2 MathematicsNo. 26 Measuring
The student will begin tounderstand the principles of flightby trying to design and fly a paperairplane.
Sheets of paper 8.5 by 11 inches.(Various weights)
Paper airplane pattern - one perstudent
Paper clipsMeasuring tapes or sticks in metric
units
1. Have the students fold thepaper airplane pattern and predicthow far it will fly.
2. Explain that an airplane mustbe stable about three axes:
ROLL - tip sidewaysPITCH - nose up or downYAW - turn right or left
3. Explain that the four forcesaffecting the paper airplane are:
THRUST - forward push by yourhand
DRAG air resistanceLIFT - upward push caused by
the air deflecteddownward by the wings
GRAVITY - downward pull from theearth
4. Have the students fly theairplanes and measure the distanceflown.
5. Repeat the flight several timesand compute the average distance
10
flown. Record the results.
6. Have the students change onething about their airplane andrepeat steps four and five.
Suggestions for changes: Add apaper clip to the nose of the planefor weight. Change the weight ofthe paper. Add flaps to the wings.Change the design by folding thewings at a different angle.
7. Repeat the design changes andtrial flights at least three timesmaking sure that only one variableis changed each time, keepingeverything else constant.
8. Have students determine whichdesign was best according to theirresults. Ask students to come upwith reasons why that design worksbest. (Example: Wing positionreduces drag.)
9. Have a paper airplane contestto see which student's plane fliesthe farthest. Make sure all theconditions such as breeze,location, height of launch, are thesame for each student. Askstudents why they think the designof the winning plane made it flyfarthest.
11 13
4.
PAPER AIRPLANE PATTERN
1. Fold corner intothe center.
Fold out.
1. Fold corner intothe center.
3. Fol
2. Fol paper inhal lengthwise,with folded corn rsinside.
out.
12
13
3. old out.
4. Fold out.
LESSON TITLE: FLYING AN AIRPLANE
GRADE LEVEL: 1, 2 , 3, 4, 5, 6
SKILLS: Goal 2 Concepts and PrinciplesScienceNo. 19 Systems and InteractionsNo. 20 Using Models
PERFORMANCE OBJECTIVES: . The student will begin tounderstand how a pilot controls anairplane and to identify some ofthe major parts of a plane.
MATERIALS:
PROCEDURE:
Diagram of an airplane showing themain features and controls.
1. Have students look at both themodel of an airplane and thediagram as you name each part andexplain its use.
2. Students will probably be ableto identify the wings, tail and thepropellers. They will probably notknow that the body of the plane iscalled the fuselage. Students willalso be able to identify theengine(s).
3. Point out the movable parts ofthe wings called the ailerons,located on the back edge of thewings. These are used to 'bank'the plane or tilt it sideways andfor balance. The ailerons worktogether, if one goes up the othergoes down.
4. Indicate the tail or rudder.Show how the back vertical edgemoves to control the right and leftturning of the plane.
5. Demonstrate the stabilizers orthe movable flaps on the back edgeof the tail. These point the planeup or down.
CONCEPTS:
Airplanes are controlled by thepilot from the cockpit with thepedals and stick. With these
13 1
instruments the flow of air isadjusted to move the plane up,down, and right and left. Thepedals are attached to the rudderand turn the plane right or left.The stick controls the ailerons andthe stabilizers for balance and upand down movement. Pushing thestick forward causes the downwardmovement while pulling it backcauses the upward movement.Turning the stick right raises theright aileron and lowers the leftone. Turning the stick left raisesthe left aileron and lowers theright one.
EXTENSIONS:
Ask students to identify theinstruments used in an airplane totell them which direction they areflying (Compass); how fast theyare going (Speedometer - Air SpeedIndicator); how high they areflying (Altimeter). Getting tosee the cockpit of any type ofplane will give the students someidea of the complexity of flying.
Aileron
One is up, the other'\ is down. Stabilizes
air flow.
Elevator Rudder
Elevator
Control StickTurns Rudder
P/ and
PedalsRaise andLower Elevators Aileron
15
LESSON TITLE: THE JET ENGINE
GRADE LEVEL: 1, 2, 3, 4, 5, 6, 7, 8
SKILLS: Goal 2 Concepts and PrinciplesScienceNo. 19 Systems and InteractionsNo. 17 Scientific Skills
PERFORMANCE OBJECTIVES: . The student will begin tounderstand how a jet engine works.
MATERIALS:
PROCEDURE:
. The student will become familiarwith the scientific process.
Balloons of various sizes andshapesPlastic strawsString
1. Have students blow up balloonsof different sizes and shapes. Donot tie the ends.
2. Have students take turnsletting their balloons go into theair. Have students observecarefully which way the balloon ismoving - opposite of the air thatis being expelled.
3. Have students try to predictwhich way the balloon will go whenit is released. Which balloons aremore predictable? (Long thin ones)
4. Have students suggest ways todirect the stream of air therebycontrolling the direction of theballoon.
5. Have students fasten a straw tothe mouth of the balloon beforeblowing it up. What happens thistime when it is released?
6. Have students try tying astring or some other tail to theballoon. Does this help to guidethe path of the balloon?
7. What shapes were easiest tocontrol? What conclusions can youmake about controlling balloon
16
rockets?(Balloon rockets are hard tocontrol. The faster the air isexpelled, the faster the balloonmoves forward. The balloon stopsmoving when 111 of the air isexpelled.)
CONCEPTS:
Balloon rockets are useful indemonstrating some of the effectsof a jet engine. When the air inthe balloon is released, theballoon moves forward in theopposite direction of the airstream. This is a demonstration ofthe action-reaction principle whichstates that for every action thereis an opposite and equal reaction.In the jet engine, air is taken inat the front of the engine. It isthen compressed and heated beforebeing pushed out the back of theengine. This backward push thruststhe airplane forward. The action-reaction principle can bedemonstrated in some very familiarsituations:
The push off from the dock of a rowboat moves it out into the wateraway from the pier.
If a roller skater pushes againstthe wall, he moves away from thewall.
Goal 2 Concepts and PrinciplesScienceNo. 17 Scientific SkillsNo. 18 Patterns
PERFORMANCE OBJECTIVES:
MATERIALS;
PROCEDURES:
. The student will be able toidentify the different types ofaircraft usually seen at today'sairport.
Chart of airplanesWorksheet
1. Have students study thecharacteristics of the various jetplanes--e.g. the L1011, the 747,the 727, the 737, the DC9, and theDC10.
2. Point out some of the mostsignificant features of thedifferent aircraft used forpassenger service today.' Use thechart and the information on it toillustrate these things.
3. 6Relate any personal experiencesthat you have had with flying. Askstudents to share their experienceswith flying.
4. Have students write storiesabout their flying experiences.
5. Have students complete theworksheet that compares the seatingcapacity, wing spread, enginenumber and size, number of windows,placement of engines and specialmarkings.
6. Have students collect picturesof airplanes and airships of allkinds. Display the pictures on a
18 22
bulletin board with labels sostudents will become familiar withthem.
7. An optional activity would beto make a collage of airshippictures cut from magazines.
Goal 2 Concepts and PrinciplesScienceNo. 17 Scientific SkillsNo. 18 Patterns
. The student will be able toidentify a variety of things thatfly both naturally and man-made.
. The student will become familiarwith man's attempts to build amachine that flies.
1. open a discussion of flying byasking the students to describe theway birds fly. Ask the students toimitate some of the things theyhave seen birds do. (Swooping,soaring, floating, dipping,darting, flapping their wings,turning, taking off and landing)
2. Ask students if they would liketo be able to do those things. Askthe students if they know.a way ofdoing them. Lead the discussion tonaming all the types of flyingmachines that they know. Add somethat they do not from the followinglist. Write them on the blackboardas they are named.
4. Show pictures or diagrams ofeach type of flying machine.
5. Have students discuss the listof flying machines on the board.Have students circle the ones thathave engines. Underline the onesthat carry only one or two people.Put a star beside any that thestudents have flown. Which onesare the most efficient? Which onesare the most fun? Which ones gothe highest? Which ones do you seemost often?
6. Have students design their ownflying machine. Have them drawthem and explain their specialfeatures and display them.
7. Make a collection of booksabout planes, flying, airships,ballooning and other related topicsavailable to the students.
3. Compare and contrast the kindof numbers the students haverecorded. Discuss the uses of thenumbers the students have recordedand what they mean.
Some Roman numerals may be used andsometimes a combination of lettersand numbers is used. Make surestudents know that it is necessaryto include both letters and numbersfor identification purposeswhenever known.
AIRPORT NUMBERS
NUMBER WHERE POMP ITS_USE
LESSON TITLE: KITES IN THE WIND
GRADE LEVEL: 1, 2, -3, 4, 5, 6, 7, 8
SKILLS: Goal 2 Concepts and PrinciplesScienceNo. 17 Problem SolvingNo. 19 Systems and
InteractionsMathematicsNo. 25 Space and
DimensionalityNo. 26 Measurement
PERFORMANCE OBJECTIVES: The student will understand moreabout the forces of lift, drag,thrust and pull as they act upon aflying kite.
. The student will gain skill inmeasuring and following directionsas he/she constructs kites andwindmills.
. The student will learn to fly akite safely.
MATERIALS: WorksheetPinwheel pattern
PROCEDURE: 1. Have students put togetherkites from kits or follow thedirections on the enclosed patternto make their own kite.
2. Instruct students about theparts of a kite and how they helpit fly.
The tail of the kite keeps thebottom pointed away from the windto allow the wind to lift and push.(The tail supplies the drag.) Toomuch tail - the kite issluggish. Too little tail - thekite spins and dances out ofcontrol.
The bridle (the string that isattached to the body of the kite)is important because the angle atwhich it is placed determines howthe kite flies. Small angles - thekite rides high or soars. Largeangles - the kite rides low andpulls on string.
26 -
The power to fly the kite comesfrom the wind. (This is calledthrust.) You don't have to runwith your kite to make it fly; thewind should do the work. Steadywinds between 4 to 18 miles perhour are the best to fly kites.Gusty wind may break the kite. Asthe kite is carried into the airyou may encounter some turbulence,because of air currents, for thefirst 50 to 100 feet, but once thekite is above 100 feet it shouldfly smoothly.
3. Choose a large clear area forflying kites. Before taking thestudents outside to fly theirkites, go over some common sensesafety rules about where and whento fly kites. Caution students tofly their kites away from powerlines, trees, antennas and tallbuildings. Also caution childrennot to climb trees, poles, fencesor buildings to retrieve theirkites.
4. While the students are flyingtheir kites, have them notice theway their kites behave in the airand what forces are acting upon thekites. If the students havedifferent sizes and kinds of kites,have them determine which ones arethe best fliers and why.
5. Getting the kites out of the airsafely and in one piece can beaccomplished by walking it down,and reeling in the string whenthere is less pull on the line.
6. The pinwheel pattern can be cutout and pinned to the eraser of apencil. This wind indicator can be Y4-.
used to determine if thcre issufficient wind to fly kites andwhich direction it is blowing. Ifthe pinwheel spins lazily, there isprobably not enough wind to supportthe kites. If it spins steadilyand quickly enough so that it is ablur, conditions are probably goodfor kite flying. Determine whichway the wind is blowing and facethe kite into it. The lift fromthe wind should push against thefront of the kite.
27
EXTENSIONS
Challenge the students to make atetrahedron fly! or a triangularprism! or a cube! or arhombohedron! These geometricshapes have all been used as kiteshapes.
Show the students some pictures ordiagrams of box kites and kites ofother shapes. Some examples areincluded on a work sheet.
You may have students workindividually or in small groups todesign the kites and then transferthe design to a three dimensionalfigure.
The following factors need to beconsidered when designing your ownkite. The weight of the materials;the surfaces that will face thewind; the balance; (Does it need atail? and where would it do themost good?) the place for attachingthe bridle.
Set reasonable deadlines, havetrial runs, allow remakes, andfinally have a kite flying contestwith their original designs.
Award prizes in several categories:Best all over designBest/most unusual geometric
solidHighest fliersMost intricate designMost attractiveBest individual entryBest group entry
Discuss the geometry involved increating the kites. The shapes,the angles, the drawing anddesigning of the kites and thentransferring them to threedimensions.
This activity is more appropriatefor students from grade five andup.
WORK SHEET FOR KITES IN THE WIND
29
KITE DIRECTIONS
Make a frame
1. Fasten two lightweightsticks together to make across 24" by 30".2. Thread a length ofstring around the outsideof the frame making adiamond shape.
Cover it
3. Lay the frame on alength of tissue paper.Two sheets glued togetherat the wider edge will work.4. Fold the edges of thetissue over the frame.5. Trim the tissue to oneinch of the fold.6. Paste the edges over thestring with a glue stick.
Fasten the String
7. Tie a 12" length ofstring to the verticalpart of the frame aboveand below the crosspiece.8. Attach the string tothis bridle.
Add a Tail
9. Add a narrow strip ofmaterial about 30" long tothe bottom of the kite tomake a tail.
WORK SHEET FOR KITES IN THE WIND..
PINWHEEL PATTERN
1. Cut out the Pinwheel Pattern.2. Cut in to the center on the lines from each corner.3. Pin each numbered corner to the center with a straight pin.4. Attach the pinwheel to a pencil eraser.
