Primary Source Exemplar: Life on the Move
Learning Objectives
To introduce CCSS grade-appropriate math concepts through investigation of the Kitty Hawk design
Students will be able to:
Math Tasks
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify right triangles.
Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of symmetry.
Reading Tasks
Synthesize knowledge about flight geometry into the creation of their flying machines
Demonstrate synthesis and transition of knowledge through the successful completion of the project.
Vocabulary tasks
Use addition and/or repetition of new mathematical terms to develop acquisition of mathematical language.
Use vocabulary endemic to the math standards in their final project through explanations of their accomplishments when they are asked to describe how they completed the task and what the expectations of the model would have been for the Wright Brothers.
Sentence syntax task
Students will be asked to share and defend their final projects
Inquiry and analysis task
Students will have to pull information from informational texts to complete final blueprint.
Standards Addressed
CCSS Math
CCSS.Math.Content.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
CCSS.Math.Content.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
CCSS.Math.Content.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
New Generation of Science Standards
4-ESS3-1 Over time, people’s needs and wants change, as do their demands for new and improved technologies.
4-ESS3-2 Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.
CCSS ELA
CCSS ELA 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)
CCSS ELA 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text
Essential Question Connection
How do our available forms of transportation affect the way we live, where we live, and how we exchange goods and services?
Materials Needed
Primary sources:
Story about first flight (anchor text)
Plans for making a model of the Kitty Hawk
Text to show that the Wright Brothers used modeling to test their designs
NASA video and a link to resources from NASA for teachers.
NASA educational video regarding geometric concepts and their use in building airplanes
Close-up view of machine on launching track at Huffman Prairie, Dayton, Ohio
Wright Brothers videos:
Procedures
1. Introduce the lesson
a. Place a copy of the Kitty Hawk diagram in the middle of chart paper.
b. “Unpack” the document with students using specific questions:
OBSERVE: What do you see? - Go into math detail and bring out words like: angle, point, line, ray
REFLECT: What do you think this is? Who made this? When was it made? Do we know who these people are? What do we remember about them?
WONDER: how do you think the Wright Brothers made these planes? Did they experiment?
Can you predict what the actual plane could look like based on the image we see here?
c. Have students watch a short video about the telegram and then watch a video of the first flight.
d. Discuss these videos, then bring out the copy of the telegram. Unpack the telegram:
OBSERVE: what do you read? What is the date? Who wrote it? To whom did he write it?
REFLECT: what did you expect a telegram on this event to say?
WONDER: what does it mean that he flew against 27 mph winds? Is this important? Why?
e. Discuss geometrical design of the plane and other simple flying machines.
Modeling, demonstration
Model for students how to look at a diagram. Go over the basic shapes present in the Kitty Hawk diagram if students are not familiar with them.
Model all the concepts from the intended CCSS math standards listed above if used.
Model how to read technical texts about geometric structure and how it relates to flight
Guided practice
Have students watch this NASA video to hone their science and mathematical thinking before they build their model planes. http://classroomclips.org/watch/1378
Provide students with guided practice for the geometry concepts that were decided to be covered for student mastery listed above
Formative checks
A check-in performance assessment where students would have to mock up (sketch) the Kitty Hawk diagram and discuss what geometry principles are at play (you may also choose to extend this activity by having students build their own models as outlined below)
Science/Math Extension Activity - Creating a flying machine
Students must create a flying machine using geometric principles and be able to state why it would fly, demonstrating CCSS knowledge.
Provide supplies for your students to build their models
Have students work in pairs or groups to build their model
Materials Needed:
Clean foam meat trays, at least 8.5 inches by 5.5 inches and preferably white
30 to 35 toothpicks
White Elmers Glue (not the washable type) OR if you have an adult to supervise the glue station(s), you can use a Low temperature glue gun. We suggest you man the station with the glue gun and have groups come to you, so you, or an adult, can supervise.
Scissors
Cardboard or board to cut on
Fine tip permanent black marker
Ruler
Emery board
Manila folder
Procedures:
Give the students the opportunity to use their mathematical knowledge and engineering process to design their own bi-plane. Let them use trial and error to test their plane designs, then allow them to adjust their models and try again.
If you want to challenge a group, ask them to build model of the new plane design, Blended Wing Body (BWB), like the one in this NASA video http://classroomclips.org/video/1378
Alternative: Instead of building model planes, students could design and build kites using NASA website that goes with the video to design/refine their kite models online (test on your computers before using. Java must be enabled at medium security settings to use as this is a beta program from NASA). Go here: Interactive kite modeler.
Checking for Understanding
Guided Questions and Discussions
Student responses in their notebooks
Peer- and Self-Assessment: host a parent / student / or other public event to allow each student to demonstrate to parents or other adult his/her explanation of how they made their plane, how theywould work, and why.
Writing-Based Assessment - reflections in their notebooks.