Sierpinski Kite Flying ForcesExplore the rich history of kite flying, as well as the different types and purposes of kites. Learn about inventors who played a key role in the development of kites and investigate the forces at work to make kites fly. Experiment with flying a tetrahedron and then collaborate to build and fly a larger Sierpinski pyramid kite. | | | |
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| | Facilitators set the groundwork for students to understand the purpose and components of the project with a well-defined set of learning objectives. By delving into the lesson's fundamentals, students gain the confidence and insight to craft their unique renditions of the project. | Assign this lesson as a student resource. Have students read the list then watch the video.
This section prepares students to engage the lesson. The listed student objectives are a basic platform to get started, and students are encouraged to modify these and set their own goals based on their interests and areas for growth. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project. | | | Equip students for before starting the lesson by familiarizing them with frequently used vocabulary words, enhancing their writing skills, and engaging in constructive building exercises. | Get familiar with Sustainable Development Goals & vocabulary. Assign this lesson as student resources. Have students read the list and watch the video.
As students progress in the lesson, they will reflect on their learning with a group conversation or sketching in a journal in the Reflect section. This process includes assessing their own progress and identifies next steps to improve their project that are meaningful to them as they go into Challenges section. | | | Learn about kite design as a phenomenon throughout the ages. | Read and answer questions in Warm-up.
This section prepares students to engage the lesson. The listed student objectives are a basic platform to get started and students are encouraged to modify these and set their own goals based on their interests and areas for growth. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project.
Common Core ELA
When reading text, students apply vocabulary from Preparation section following CCSS.ELA-LITERACY.RI.5.3 described in text. For CCSS.ELA-LITERACY.RI.5.7 students engage in rich images complementing the text and showing colorful science and engineering infographics and image media illustrating these concepts applying vocabulary terms. They'll see examples of a topics discussed, which gives them insight, especially when students lack access to see these inventions in person.
Florida - NGSSS
The Warm-up section begins with students reading to activate prior knowledge from Preparation for ELA.5.R.2.1 - ENGLISH LANGUAGE ARTS (B.E.S.T.). The text's use of headings and descriptive text blocks enables students to identify key information within the text. By narrating how each inventor addressed real-world problems and limitations through tinkering and experimentation, students can recognize the main focus of each inventor's work and understand the challenges faced and solutions devised by these inventors. | | | Learn about the principles of flight-the balanced and unbalanced forces acting on a kite to cause it to fly. | Engage students in reading and discussing the principles of flight, specifically the forces acting on kites and their structures. Discuss the importance of kite design in achieving flight and analyze the role of materials in kite construction. Explore the similarities and differences between kite structures made with spars and those without.
Tetrahedral Kites
- Why did Bell use tetrahedrons in his kites?
- How did Bell's experiments with kites contribute to aviation history?
Understanding Kite Control and Forces
- What are the four forces acting on kites during flight?
- Why is it harder to fly a kite on a day without wind?
Exploring Kite Structure and Materials
- What is the purpose of the sail in a kite?
- How do tails contribute to kite stability in high winds?
Connect the principles of flight discussed in the text to the broader context of aviation and aeronautics.
Read and answer questions in Imagine. Have a short group reflection. This section prepares students to engage the lesson. The listed student objectives are a basic platform to get started and students are encouraged to modify these and set their own goals based on their interests and areas for growth. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project. | | | Create a tetrahedron kite out of a single pyramid. | For Create, students can work independently to make a single module of the kite to test in the air. Once each student builds a tetrahedron, group 4 students work together to combine into a 4 cell Sierpinski kite in the Build section of this lesson.
NGSS
For 5-PS2-1 - MOTION AND STABILITY: FORCES AND INTERACTIONS discuss the force of gravity and explain that gravity always pulls objects, such as the tetrahedron kite, downward toward the center of the Earth. Imagine a flying a kite on a windy day. After flight tests ask students to describe what they observe about the kite's motion in relation to gravity. Observations may include that the kite is pulled downward toward the ground or that it remains stable in the air due to the downward force. An inference could be that the gravitational force on the kite is directed downward.
For 3-5-ETS1-1 - ENGINEERING DESIGN, students will consider constraints, such as the materials they have available, the time they have to complete the project, and any limitations when starting to build. For 3-5-ETS1-2 - ENGINEERING DESIGN, students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. And for 3-5-ETS1-3 - ENGINEERING DESIGN students engaged in this learning experience helps students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. | | | Combine pyramids to create and fly a Sierpinski kite. | For 5-PS2-1 - MOTION AND STABILITY: FORCES AND INTERACTIONShave each group revisit the concepts related to balanced and unbalanced forces, as well as the effects of gravity, which were discussed in previous sections such as Imagine and tested in Create with the single tetrahedron. Ask students to briefly recap what they've learned about these concepts. Test their Sierpinski kite by holding it up or attempting to fly it if conditions allow. Discuss any observations about how the kite responds to wind and other forces. Which parts of their kite design were most affected by gravity, and how did they address in this build?
For 3-5-ETS1-1 - ENGINEERING DESIGN, students will consider constraints, such as the materials they have available, the time they have to complete the project, and any limitations when starting to build. For 3-5-ETS1-2 - ENGINEERING DESIGN, students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. And for 3-5-ETS1-3 - ENGINEERING DESIGNstudents engaged in this learning experience helps students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing.
The Build section of this lesson is designed for students working in pairs or small groups to build 3 additional tetrahedrons with the single tetrahedron built from the Create section. They can assemble into a 4 cellular Sierpinski kite. | | | Reflect on challenges to building and flying a kite. | As students progressed throughout this the lesson, they reflect on their learning with the following questions which can be discussed all together as a class or within each group. You can use the Student Journal asset as a helpful resource to capture ideas and process on the computer or printed ahead of time and distributed. This process includes assessing their own progress and identifies next steps to improve their project as progress into the next section Challenges. | | | Opportunities to extend your thinking and prototyping skills through a fun variety of challenges! | When approaching the Challenges section, this is an opportunity for groups collectively to research a topic of interest in searching on their own or start from a list of student-friendly resources online. When exploring a topic of interest, student groups will apply this knowledge to extend their projects. Student groups can work with little guidance as they engage the card randomizer and pick a challenge to continuously iterate on their project model design. There are open-ended ideas to further improve on the watermill model to continue the design process.
Florida - NGSSS
For SC.35.CS-CS.1.2 - COMPUTER SCIENCE when students build a project, they are essentially creating a physical model of a system. Through engaging this hands-on activity from Create and Build, students develop a tangible understanding of how such systems and ideas work. The activity bridges the gap between science and engineering by allowing students to apply scientific principles (e.g., the transfer of energy) to an engineering challenge (building an effective invention). For SC.35.CS-CC.1.3 - COMPUTER SCIENCE have student groups share their improved prototypes and the solutions they've developed with the class. This sharing session can include feedback and suggestions for further enhancements.
ISTE Students
For engaging 1.3.D KNOWLEDGE CONSTRUCTOR and 1.6.C CREATIVE COMMUNICATOR have students decide and research their chosen topic to gain a deeper understanding on a topic of interest related to the lesson. They can research online or choose one from the provided list of topics. After they engage the research phase and once students have a good grasp of their chosen topic, pick a challenge card at the end of section. The challenges are based on real-world problems. Guide students to think of potential solutions to incorporate into their prototype previously built. This may involve making design modifications or adding new features to address the challenge.
NGSS
For 3-5-ETS1-3 - ENGINEERING DESIGN have students engage in further research after their first prototype is created from Create and Build. |
NGSS | |
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5-PS2-1
Support an argument that the gravitational force exerted by Earth on objects is directed down. | The concept of gravity can be explored by dropping various objects of different shapes and sizes, observing that each object moves downward towards the Earth's center. This direct experience allows for engagement with the concept of gravitational pull in a tangible manner. Collaborating in small groups fosters communication skills and teamwork. Historical perspectives on gravity can also be investigated, examining how theories have evolved over time. By synthesizing all these findings, cohesive arguments can be presented, supported by hands-on experiments and background research, emphasizing the downward direction of Earth's gravitational force. This comprehensive method ensures a multifaceted understanding of gravity, honing not just scientific skills but also abilities in the arts and communication. | 3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will identify a design challenge considering specific needs or wants. Through hands-on exploration and discussions, they will determine the criteria for a successful solution while acknowledging constraints like materials, time, and cost. Assessment can be carried out by having students research related problems and their solutions, creating visual or physical representations of their findings, or presenting their understanding of the problem's criteria and constraints to their peers. | 3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | After understanding their design problem, students brainstorm multiple potential solutions. They will use hands-on techniques like sketching, model building, or creating simple mock-ups to visualize and represent their ideas. For assessment, students can engage in peer reviews to compare and critique each other's solutions, record videos explaining their proposed solutions, or organize a small showcase where they present and justify their ideas based on the criteria and constraints. | 3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | With their proposed solutions in hand, students will design tests to evaluate the effectiveness and viability of their ideas. They will use hands-on approaches to control variables, conduct their tests, and identify failure points. As an assessment, students could maintain a detailed journal documenting their testing process, discuss their observations in group discussions, or create visual aids (like charts or slides) to represent their findings and suggested improvements. |
ISTE Students | |
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1.4.a Innovative Designer
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. | Facilitate brainstorming sessions where students generate creative ideas and potential solutions to the identified problem. Encourage them to think outside the box, consider diverse perspectives, and explore a range of possibilities. Guide students in designing and prototyping their innovative solutions using Strawbees and the micro:bit. Encourage them to consider the needs and constraints of their target audience and iterate on their designs as they refine their solutions. | 1.4.b Innovative Designer
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. | Guide students in designing and prototyping their innovative solutions using Strawbees and the micro:bit. Encourage them to consider the needs and constraints of their target audience and iterate on their designs as they refine their solutions. | 1.4.c Innovative Designer
Students develop, test and refine prototypes as part of a cyclical design process. | Teach students how to integrate the micro:bit into their prototypes to add interactivity, automation, or data collection capabilities. Guide them in programming the micro:bit to enhance their designs and address specific aspects of the problem or solution. | 1.4.d Innovative Designer
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. | Provide opportunities for students to test and gather feedback on their prototypes. Encourage them to iterate on their designs based on the feedback received, identifying areas for improvement and refining their solutions for better functionality, efficiency, or effectiveness. Have students document their design process, including sketches, diagrams, and explanations of their solutions. Encourage reflection on the challenges encountered, the creative problem-solving strategies employed, and the lessons learned throughout the innovative design process. | 1.6.c Creative Communicator
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. | Introduce students to a variety of digital tools and media that can enhance their communication. This could include graphic design software, multimedia creation tools, video editing software, or presentation platforms. Help students choose the appropriate tools based on their communication goals and the requirements of their project. |
Common Core ELA | |
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CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. | Incorporating STEAM into the exploration of relationships and interactions in texts allows fifth graders to visualize and experience connections more profoundly. After delving into a text, learners can employ engineering and art principles to create models or diagrams that demonstrate the relationships they've identified. For example, after reading a scientific text discussing symbiotic relationships in an ecosystem, they might design interconnected models that physically show the interactions. This hands-on approach ensures a comprehensive understanding, enabling learners to internalize and explain complex relationships within texts. | CCSS.ELA-Literacy.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. | Utilizing STEAM principles, fifth graders can effectively synthesize information from varied sources. After posing a question or problem related to their text, learners can employ technology to gather data from diverse digital sources. They might then use math or science to analyze this data and art to visualize their findings. For instance, if the question revolves around historical population changes in a region, they might gather data from digital archives, analyze trends, and create a visual representation of their findings. This integrative approach ensures swift and efficient problem-solving, bolstering the ability to pull from multiple sources seamlessly. |
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