Intro: Octahedron Platonic Solid

Intro: Hexahedron Platonic Solid

Intro: Dodecahedron Platonic Solid

Intro: Icosahedron Platonic Solid

Intro: Tetrahedron Platonic Solid

Construct a Sierpinski Pyramid

Sierpinski Kite Flying Forces

Make a Mechanical Arm

Construct a Mechanical Crane

Roller Coaster Run

Urban Planning

Geometry to Engineering Design

Writing and sketching reflections in a student journal with the design process and testing of the kite’s flight.

Student Journal

Basics about shapes and geometry before starting to build.

Guide - Platonic Solids

Learn about the kite throughout history and the experiments made from the hands of many inventors.

Extra Kite Activity Booklet

Explore 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.

Please note this resource was tailored for US schools and may require adjustments to suit UK schools.

🇬🇧 Teacher Notes

#### Lesson Structure

When students go through this lesson in each section the objectives they will learn are:

* **Warm-up** – Learn about kite design as a phenomenon throughout the ages.
* **Imagine** – Learn about the principles of flight - the balanced and unbalanced forces acting on a kite to cause it to fly.
* **Create** – Create a tetrahedron kite out of a single pyramid.
* **Build** – Combine pyramids to create and fly a Sierpinski kite. 
* **Reflect** – Reflect on challenges to building and flying a kite.
* **Challenges** – Opportunities to extend your thinking and prototyping skills through a fun variety of challenges! 

#### After this lesson students will be able to:

* Summarize a brief history of the development of kites and the multiple purposes throughout the ages.
* Evaluate why kite designs, uses, and applications have changed over time. 
* Differentiate between different types and parts of kites.
* Build a kite using the modules of the Sierpinski triangle.
* Expand upon existing kite prototypes to solve practical and real-world challenges.
* Determine the forces acting on the kite and record observations from multiple attempts to fly the kite.
* Experiment with making design adjustments to be able to fly the kite successfully, and justify design changes.

Teacher Notes

Overview and Objectives

Materials

Facilitation and Collaboration Work

#### Teachers: Preparing Your Students (40-105 min)

When students begin the lesson, they start in [Overview and Objectives](#overview-and-objectives), then transition to this [Preparation](#preparation) section. Presented in their view is a vocabulary list of terms and infographics illustrating concepts across STEAM domains throughout this entire lesson.

There are extra guides and optional short intro lessons for preparing student readiness for their first engagement of new terms and content knowledge. Print or distribute the student journal and guides digitally. 

* Read through the vocabulary list. (5 minutes)
* Review Newton's laws of motion. Download the optional asset and share to students. (10 minutes)
* Review Platonic solids. Download the optional asset and share to students. (10 minutes)
* (Optional) Pick a shorter, introductory lesson to supplement guides. Assign lessons to students and start. (55 minutes)
* (Optional) Use a bonus booklet called the Kites Activity Booklet. (10 min)
* Prepare an environment for kite flying. (15 minutes)

#### Wind Source
This project is possible to fly outdoors without wind if students have enough space to run for the kite to lift. A windy day is suited for best results in flying.

Student journal

#### Vocabulary (5 minutes)

This is the list of vocabulary terms used throughout the lesson. They will be in **bold** and the definition listed throughout the different sections and in **Student Journal** asset. Students can always revisit the vocabulary definitions with media and questions in the lesson. (5 minutes)

Guide - Newton's Laws of Motion

#### Newton's Laws of Motion (10 minutes)

Review the Newton's 3 laws of motions as they are briefly referenced in this lesson. There is an **optional** guide used as a printout or can be shared online to students before they engage this lesson. Download the optional guide. (10 minutes)

#### Platonic Solids (10 minutes)

Review the Platonic solids. There is an **optional** guide used as a printout or can be shared online to students before they engage this lesson. Download the optional guide. (10 min)

Extra Kites Activity Book

### Optional Intro Lessons (65 minutes)

(Optional) Pick one or all introductory lessons to use with guides. There is also a bonus Kites Activity Booklet. **Students won't see these unless assigned to them by you.** (65 minutes)

Preparation

### Facilitation and Collaboration Work

Students can read and answer questions independently or as a group.

#### History of Kites 

* Kites have a rich history around the world. Early records show kites being flown in China and around the second century BC for military purposes. One such military endeavor involved the order to extend a kite over a city’s fortifications. In doing so, the Chinese general Hsan Hsin learned valuable information about the extent of the city’s defenses. This intel was used to aid their forces in secretly tunneling the right amount under the city. It  culminated in both a successful and stealthy attack on that settlement. There are also some records that show kites may have been flown as early as 9000 BC on the Indonesian island of Muna in ceremonies after harvest. One piece of archaeological evidence on this particular island is a cave painting of a kaghati kite. This type of kite, which combines natural elements such as pineapple fibers, local leaves, and bamboo skin, is still used today by present-day people of Muna.  
* Kites began to spread from China to other parts of Asia, and each region cultivated their own modes, forms, and uses for kites. As kites made their way to India, the fighter kite was developed. Another particularly creative kite innovation were flute kites from Vietnam. Flute kites began to be flown around 1000 AD, and are still flown today. Flute kites are made by attaching a flute to a kite.  Both the kites and flutes are made by hand and labor-intensive.  The flutes are formed from old bamboo, with holes drilled in at exact locations to produce certain sounds.
* By the 1400s, kites had traveled from Asia to Europe, brought first by the stories of travelers like Marco Polo. Later, in the 1500s and 1600s, sailors carried kites from their voyages to Japan and Malaysia. It was not until the 1700s that kites both became very popular with children and also began to be used for science experiments and meteorology. Ben Franklin’s experiment in 1752 relied upon the use of a kite, conductive wire, and a key to demonstrate the connection between electricity and lightning. 
* In the 1800s, kites were critical to the study and research of flight. An impressive list of figures including the Wright Brothers, Sir George Cayley, Samuel Langley, Alexander Graham Bell, and Lawrence Hargrave all tested ideas with kites, furthering knowledge and theories about aeroplanes. The 1800s and 1900s also witnessed a burgeoning of new kite designs. There was even a fascination with man-lifting kites, for surveying and military use. While less needed with the advancement of the airplane, kites still had important functions in World War I and II. In World War I, kites could offer signaling and observation opportunities. For instance, man-lifting kites helped submarines gain a better view of their above-surface surroundings, raising radio antennae for improved signaling, and even rescuing pilots lost out on the ocean.

Traction kites are much larger because they must lift a person off the ground or water, such as in kite surfing or kite buggying. Smaller kites are normally unable to lift a person off the ground.

#### **Purposes of Kites**

* Kites are widely used around the world in many forms of recreation, or enjoyment. Some examples of kites as recreation are the children and adults alike who can be spotted flying a kite on a windy beach. Kite surfers, surfing waves with the help of a large traction kite may also frequent the same beaches.  Thrill seekers flying in hang-gliders are actually also flying in a very large kite.  
* Kite competitions take place around the world every year.  Competitors may show off trick moves, fly in formation with teammates, or compete for the largest or most artistic kite.  Some types of competitions may also involve grounding opponents’ kites, forcing them downward, or simply cutting their opponents’ lines.There are large festivals around the world every year which mark a special celebration or day by flying a kite.  Some of these festivals are Uttarayan, in India, the Barrilete festival in Guatemala, and the international kite festival in Weifang, China.  Other festivals may have kite fighting competitions as part of the celebration.
* Kites have also had many other types of uses besides recreation, including a long scientific inquiry into weather and flight, as a radio, or as lights. Kites can also be used for aerial photography instead of drones.

Common Core ELA

Florida - NGSSS

Warm-up

#### Tetrahedral Kites

* Alexander Graham Bell was a famous inventor, perhaps best known for inventing the telephone. However, one of his greatest passions was flight. Just as Bell had figured out how to send sound through the air, he now desired a way to send, or fly, a person through the air.

* To test this theory he started to experiment with an existing invention, kites, to create a practical airplane. Alexander saw a kite could carry weight depending on its size and shapes. This brought him to the idea of making a modular kite, which contained many small triangle-shaped kites attached together. Bell knew that the **tetrahedron**, a triangular pyramid, was a very strong yet lightweight shape. He combined **tetrahedrons** into a variety of shapes and structures and covered them with silk.

* The size of this kite could be changed depending on what it was to carry, perhaps a person and even a motor. Alexander Graham Bell built the largest and most complex kites in all sizes and shapes that the world had ever seen. Sadly none of them did carry a human successfully, but Alexander never stopped believing that one day humans would fly. Eventually, his research and work did pass on to future inventions to create the solution of airplanes we enjoy today.

Tetrahedrons are a very strong, rigid, but also lightweight enough of a structure when not filled solid. It is important in kite-flying for kites to be lightweight durable.  In addition, the pyramids could be combined into huge structures, and added comparatively little weight. Making a larger kite allowed Alexander Bell to test the kite flying different objects.

#### Kite Control and Forces

* Kite fliers must successfully overcome gravity in order for their kite to fly. Four **forces** are at work in this process, pushing or pulling on the kite. **Forces** have both a size or amount, and a direction.
* **Lift** is the **force** that pushes upward on the kite. Air is composed of molecules that flow, which makes it a fluid. Just as a rock blocks the flow of water and forces water around it, so air molecules also flow around a curved surface. As the wind blows horizontally and hits a kite at an angle, it generates another **force** called **lift**. **Lift** is perpendicular to the wind and pushes the kite up into the air. The upward push of **lift** must be greater than the downward pull of gravity.
* In kite flying, **drag** and **tension** are two opposing **forces** acting on the kite. **Tension**, or thrust, is the pull that comes from the person pulling on the string. It is balanced by the **drag** or backward push of the wind, and is also known as air resistance. Wind therefore creates two of the **forces** acting on the kite, the backward **drag** and a slight upward **lift**.

Wind generates the **lift force** which pushes kites into the air, as well as the **drag force**, which stabilizes the kite in the air. Birds use the drafts of wind to fly, and the beat of their wings generates their own wind to **lift** off the ground.

Benefits to **collective** transportation include being able to move large amounts of people at a low cost to passengers and less congestion in cities. A drawback is that **collective** transportation may be expensive to maintain and provide at a low cost during non-peak hours. Individual transportation can be beneficial to the environment if people are walking or biking, but could be harmful if many individuals are driving personal cars.

#### Kite Structure and Materials

Although kites have many forms, sizes, and functions, they all have certain similar parts which enable them to generate **lift** and fly.

* The **sail** is the most recognizable part of a kite. **Sails** can be simple and handmade, from any type of paper, or lightweight plastic. **Sails** can also be made from fabrics, both natural types or synthetic ones. The **sail** is important as it is the part of the kite which the wind lifts.
* Kites also need a structure to help them spread out and have the greatest possible surface area. Many kites, such as delta kites and diamond kites owe their structure to very thin and lightweight cylindrical pieces called **spars** that are joined together to make a frame. **Spars** can also be made out of many materials, from natural ones like bamboo or graphite, to man made products such as fiberglass or plastic. Other kites, such as parafoil kites, do not have spars, but depend upon the wind to provide the kite with its structure.
* Another component of kites are the tails. Tails are often beautiful and aesthetic, but they also serve a purpose. Tails increase the drag of the kite which stabilizes it in high winds.

Imagine

#### Facilitation and Collaboration Work

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](#build) section of this lesson.

Build a tetrahedron

Cut a plastic sheet into a diamond shape

Poke holes into corners of plastic sheet and tape

Insert connectors in holes of plastic sheet

Wrap sheet over two triangle faces of the tetrahedron then click connectors in place

Tape the plastic sheet around the straws of tetrahedron

Complete a drop test

Measure a string to 100 cm (39.40 in) long then trim

Tie the string to each connector using a Lark's knot

Replace a 1-leg connector from the tetrahedron with connector tied to the string

Test fly the single tetrahedron kite

NGSS

Create

#### Facilitation and Collaboration Work

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.

Create 3 tetrahedrons

Cut 3 plastic sheets into diamond shapes

Poke holes the corners of the 3 plastic sheets and tape

Insert connectors in holes of each plastic sheet

Wrap sheets around two faces of each tetrahedron and click connectors to secure

Tape the plastic sheet around the straws of each tetrahedron

Place two tetrahedra next to each other then connect

Connect a third tetrahedron

Add fourth tetrahedron on top and connect

Push the legs 1-leg connectors further into the vertices of the tetrahedron to lock

Fold all the 1-leg connectors on the joints to lock

On the 100 cm string, measure 60 cm and mark

Tie a connector at 60 cm mark with a Lark’s knot

Attach the string to the Sierpinski kite

Make a bowline knot at the end of a ball of string

Lock bowline knot from ball of string onto connector

Fly your Sierpinski kite and test the forces at work

Experiment with altitude and lift!

Build

#### Facilitation and Collaborative Work

For this section of the lesson the following questions below 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 and distributed beforehand.

Reflect

ISTE Students

Challenges

References and Extra Resources

STEAM Classroom

United States

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-1

Support an argument that the gravitational force exerted by Earth on objects is directed down.

5-PS2-1

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*

MS-PS2-1

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-1

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.

3-5-ETS1-2

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.

3-5-ETS1-3

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.

MS-ETS1-1

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-2

Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

1.4.a Innovative Designer

Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.4.b Innovative Designer

Students develop, test and refine prototypes as part of a cyclical design process.

1.4.c Innovative Designer

Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

1.4.d Innovative Designer

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.c Creative Communicator

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.

CCSS.ELA-Literacy.RI.4.3

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-Literacy.RI.4.7

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.

CCSS.ELA-Literacy.RI.5.3

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.

CCSS.ELA-Literacy.RI.5.7

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

CCSS.ELA-Literacy.RI.6.3

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.

CCSS.ELA-Literacy.RI.6.7

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

CCSS.ELA-Literacy.RI.7.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.RI.8.3

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

CCSS.ELA-Literacy.RI.8.7

The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

TEKS Science

3.1A

3.1B

3.1C

3.1D

3.1E

3.1G

The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.

3.2B

3.2D

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

3.3A

3.3B

3.3C

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.

3.4A

3.4B

The student understands that recurring themes and concepts provide a framework for making connections across disciplines.

3.5A

3.5C

3.5D

3.5F

The student knows the nature of forces and the patterns of their interactions.

3.7A

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.

3.8A

The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

TEKS Mathematics

3.4E

The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

3.6A

The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.

TEKS Technology Applications

The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.

The student defines data and explains how data can be found and collected.

The student identifies appropriate ways to communicate in various digital environments. The student is expected to participate in digital environments to develop responsible and respectful interactions.

4.1A

4.1B

4.1C

4.1D

4.1E

4.1G

4.2B

4.2D

4.3A

4.3B

4.3C

4.4A

4.4B

4.5A

4.5C

4.5D

4.5F

4.8A

The student uses mathematical processes to acquire and demonstrate mathematical understanding.

The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.

4.6D

The student uses digital strategies to collect and identify data.

The student communicates data through the use of digital tools to inform an audience. The student is expected to use digital tools to communicate results of an inquiry to inform an intended audience.