GRADE 6 Flight Inquiry Project
By Mr. R
Curriculum Areas: Art, Language, Math, Science
Use: This is used as a project to explore many of the expectations in the Flight Unit in Grade
6.
Minds On Context: We first begin by investigating paper airplanes and trying to understand
how air, flowing over the surface of the plane, can allow us to control the direction of the
plane. We used paper because were familiar with it as a material that was light enough to not
impede the flight. This is the point where the forces of flight are introduced and used as
vocabulary. NOTE: Teacher should co-create a recording sheet with the students to help them
understand the idea of recording and averaging their data.
Social Justice Context: Many areas around the world are currently in crisis. With humanitarian
aid often unable to reach those in need via road vehicle, alternative and innovative ideas are
needed. The challenge was to investigate ways to design a gliding plane out of re-useable
materials that could deliver a payload to an area in need. The plane itself should be able to be
disassembled and used as building materials.
Initial Guiding Question: How does a Jumbo Jet get off the ground when it is 735,000 lbs?
Brainstorm with the students: (On a flipchart, whole class discussion)
What forces must be acting on the plane AND if is flying, which forces are greater and smaller
and how is the situation that results in flight created?
Investigation: We didn’t have a jumbo jet to play with so we revised our question. What
changes do we need to make in order to use a material that was heavier than paper?
NOTE: My philosophy of STEM is that one of the key requirements is to limit materials and put
the designers to a choice based on what they have available. Requiring students to think about
the advantages and disadvantages of design choices is essential.
Boundaries:
- Can only use cardboard or foam board (brought from home)
- 1 roll of tape (limit here or the plane will be made out of tape)
- Final model must glide at least 3 meters
- must be able to carry 100 gram payload
Tips: Use a STEM process that involves iterative cycles of Design, Create, Test, Observe,
Adjust, Retest (or Redesign), Observe, Adjust, Retest, …….. In the past I have set the length of
tape they can use and surface area of cardboard but that is a professional preference. You will
need lots of scissors… if the students are having trouble, I opened a Teacher Chop Shop…if the
students mark it, I cut it with a box cutter… ONLY THE TEACHER CAN USE IT and has it in
control at all times.
Creating Groups:
There are many options and it is the teacher’s discretion of course. This is a fun activity and
the teacher may choose groups to ensure that all students get to take part or take a random
approach. For random, using an online randomizer with all student names works well. Call it
“letting the universe decide”. No more than 4 in a group is my limit. Depending on the needs
of the students, I often decide after group selection which groups I need to check-in on more
frequently and which I can leave on their own and know they will advocate for themselves.
Possible Mini-Lessons Before Beginning:
1) Log book creation as a class – create a success criteria
2) Blueprint creation – have students back-map a blueprint from a common classroom
item such as a desk or a chair.
3) Calculations that will be involved – use examples, math problems
4) Creating a table for results
5) The concept of iteration (can be done during paper airplane phase)
6) What goes into a good presentation – create a success criteria
Project: In your groups, you must design a glider using heavier than paper materials that can
glide at least 5 meters carrying a payload of 100 grams.
1) Students need to keep a log book for each step, recording what, why, and how for
their decision making process. It is a fun activity to design and create this with the
students. These days, I have them create a formatted google doc that is shared with
me so that I can read them whenever I need to.
2) Student must create a blueprint that is approved by the teacher before going on to the
next step. This involves presenting their ideas that went into their document, not just
handing it in. Teacher should be prepared to ask questions about decisions they made.
Designing online might be a good idea, but I have found that my students have liked
using 11.5” by 17” paper for their drawings.
3) Once approved that students will work in their group to build a 3D version of their
glider.
4) Testing – students must provide organized, recorded evidence of their testing. They
had a test run of this in the initial minds on activities with paper airplanes. It is useful
for the teacher and the student to co-create a recording sheet at that stage.
5) Based on their testing, students will redesign their glider to make improvements and
re-present their new glider to the teacher. They will quickly outline what they have
changed and why and what the anticipated outcome will be.
6) Re-Testing – see Step 4… iterate!
7) Once they have met the goals or the teacher feels it is has gone on long enough it is
time to share with the class. Each group will present their design and discuss the
decisions they made.
8) Celebrate the learning – all groups test their gliders together, repeat tests using more
and more weights to come up with an overall, combined class design.
Project Evaluation Rubric
Art
Language
Science
Math
Level 4
With great detail and
organization, can
Create 2D works of art
for the purpose of
blueprints.
When reading, can
make effective and
insightful connections,
by using schema and
information from the
non-fictional texts.
Present and justify the
findings that you have
made using
appropriate tone and
voice for the context.
Use the scientific and
technological design
process effectively to
build a flying device.
Described fluently, in
qualitative terms, the
relationships between
the forces of lift,
weight, thrust and drag
that are required for
flight and how they can
be altered.
Efficiently collect,
analyze and evaluate
data.
With efficiency, can
effectively calculate
area and surface area
of different 2D shapes
Level 3
With detail and
organization, can
Create 2D works of art
for the purpose of
blueprints.
When reading, can
make connections, by
using schema and
information from the
non-fictional texts.
Always measures linear
dimensions and weight
of materials to
effectively justify
design decisions.
Measures linear
dimensions and weight
of materials and can
mostly justify design
decisions with the
calculation.
Mostly uses
proportional reasoning
to justify decisions by
evaluating
relationships of Scale
and Ratio
Always uses
proportional reasoning
to justify decisions by
evaluating
relationships of Scale
and Ratio
Present and justify the
findings that you have
made using mostly
appropriate tone and
voice for the context.
Use the scientific and
technological design
process effectively to
build a flying device.
Described mostly in
qualitative terms, the
relationships between
the forces of lift,
weight, thrust and drag
that are required for
flight and how they can
be altered.
Mostly with efficiency
can collect, analyze and
evaluate data.
Can effectively
calculate area and
surface area of
different 2D shapes
Level 2
With some detail and
organization, can
Create 2D works of art
for the purpose of
blueprints.
When reading, can
make some
connections, by using
schema and
information from the
non-fictional texts.
Present and justify the
findings that you have
made using some
appropriate tone and
voice for the context.
Use the scientific and
technological design
process effectively to
build a flying device.
Described, in a few
qualitative terms, the
relationships between
the forces of lift,
weight, thrust and drag
that are required for
flight and how they can
be altered.
With some efficiency
can collect, analyze and
evaluate data.
With some
effectiveness, can
calculate area and
surface area of
different 2D shapes
Measures linear
dimensions and weight
of materials with some
effectiveness and will
sometimes justify
design decisions.
Sometimes uses
proportional reasoning
to justify decisions by
evaluating
relationships of Scale
and Ratio
Level 1
With limited detail and
organization, can
Create 2D works of art
for the purpose of
blueprints.
When reading, can
make limited
connections, by using
schema and
information from the
non-fictional texts.
Present and justify the
findings that you have
made using limited
appropriate tone and
voice for the context.
Use the scientific and
technological design
process effectively to
build a flying device.
Described, in limited
terms, the
relationships between
the forces of lift,
weight, thrust and drag
that are required for
flight and how they can
be altered.
With limited efficiency
can collect, analyze and
evaluate data.
With limited
effectiveness, can
calculate area and
surface area of
different 2D shapes
Measures linear
dimensions and weight
of materials with
limited effectiveness
and will rarely justify
design decisions.
Rarely uses
proportional reasoning
to justify decisions by
evaluating
relationships of Scale
and Ratio