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.6.3 described in text. For CCSS.ELA-LITERACY.RI.6.7 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 MS-PS2-1 - MOTION AND STABILITY: FORCES AND INTERACTIONSexplain when wind flows over the front surface of the kite, it creates an area of lower air pressure on that surface. This is because the air flows faster over the curved surface of the kite. According to Newton's Third Law, the reaction to this lower pressure is an upward force, which we call lift. This lift force opposes gravity and allows the kite to stay in the air.
For MS-ETS1-1 - ENGINEERING DESIGNpresent the problem to the students. Discuss the criteria (e.g., efficiency, cost-effectiveness, environmental impact) and constraints (e.g., available materials, budget) for their designs. Discuss relevant scientific principles with the students. Explain that their designs should consider concepts like energy transfer and mechanical advantage. And for MS-ETS1-2 - ENGINEERING DESIGNguide students in evaluating their prototype's performance against the defined criteria and constraints. Students should also consider potential impacts on the environment and people. Based on the evaluation, ask students to refine and improve their designs. This iterative process allows them to make modifications to their projects to increase efficiency or address any shortcomings. | | | Combine pyramids to create and fly a Sierpinski kite. | 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.
NGSS
For MS-PS2-1 - MOTION AND STABILITY: FORCES AND INTERACTIONSshare that from the first iteration of the tetrahedron kite from the Create section, this version of the 4 module Sierpinski pyramid is far more stable. This stability is achieved because of the balanced forces created by the kite's shape. As the wind pushes against the front surface, it generates lift. Simultaneously, the reaction force on the back surface also contributes to stability, preventing the kite from tumbling or spinning uncontrollably. Ask students to think of improvements such as adjusting the angles of the kite's surfaces or using a tail, a kite flyer can manipulate the balance of forces. For instance, tilting the kite's nose down increases the angle of attack, creating more lift and causing the kite to climb.
For MS-ETS1-1 - ENGINEERING DESIGNpresent the problem to the students. Discuss the criteria (e.g., efficiency, cost-effectiveness, environmental impact) and constraints (e.g., available materials, budget) for their designs. Discuss relevant scientific principles with the students. Explain that their designs should consider concepts like energy transfer and mechanical advantage. And for MS-ETS1-2 - ENGINEERING DESIGNguide students in evaluating their prototype's performance against the defined criteria and constraints. Students should also consider potential impacts on the environment and people. Based on the evaluation, ask students to refine and improve their designs. This iterative process allows them to make modifications to their projects to increase efficiency or address any shortcomings. | | | 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.
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 MS-ETS1-2 - ENGINEERING DESIGN have students engage further research after their first prototype is created from Create and Build. Then give materials to improve their designs. |
NGSS | |
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MS-PS2-1
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* | Engage in design challenges that focus on collisions between objects. Utilizing principles of physics and engineering, craft solutions or simulations that demonstrate the reaction forces at play during these collisions. For instance, building simple bumper mechanisms or using simulation tools to observe and tweak collision outcomes. This deepens the understanding of Newton's Third Law, underscoring the idea that every action has an equal and opposite reaction, especially evident in collisions. | MS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | Students will identify a design challenge and delve into its constraints and criteria through research and discussion. By engaging hands-on, they'll recognize the scientific principles at play and the potential societal and environmental impacts. For assessment, students can prepare a detailed report or presentation discussing their understanding of the problem's boundaries and requirements. They might also conduct group debates or round-tables to refine their definitions. | MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | Brainstorm and represent potential solutions using hands-on methods, such as sketching or rudimentary mock-ups of the design challenge. They'll then evaluate each solution's efficacy against the problem's constraints and criteria. For assessment, students can engage in peer-to-peer reviews, record videos explaining their evaluations, or present their evaluations using multimedia tools to their classmates. |
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.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). | Through the STEAM lens, sixth graders can merge the analytical with the practical. After dissecting a text, they can employ elements of art and design to construct a visual journey that depicts the introduction, illustration, and elaboration of the subject matter. For instance, upon studying a biographical text about a key historical figure, they might use graphical timelines or even a series of sketches to visualize the person's life events and contributions. This hands-on visual representation ensures a deep understanding and offers an interactive avenue to explore textual analysis. | CCSS.ELA-Literacy.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. | The STEAM approach allows sixth graders to holistically embrace various media and formats, facilitating a deeper understanding of topics. After gleaning information from different sources, learners can use technology and math to juxtapose data and employ visual arts to display their findings. If researching the impacts of climate change from multiple sources, they could integrate quantitative data on temperature shifts with visual imagery of ice melt, culminating in a comprehensive multimedia presentation. This integrative method encourages a multifaceted understanding and highlights the interconnectedness of information. |
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