NEWARK PUBLIC SCHOOLS
Curriculum Guide:
FUNDAMENTALS OF
AVIATION
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
2
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
3
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, NPS Director of Board Relations
4
TABLE OF CONTENTS
Title Page………………………………………………………………………..
1
Board Members………………………………………………………………….
2
Administration…………………………………………………………………..
3
Curriculum Committee………………………………………………………….
4
Table of Contents………………………………………………………………..
5
District Mission Statement………………………………………………………
6
District Goals and Guiding Principles…………………………………………..
7
Course Philosophy………………………………………………………………
9
Course Description………………………………………………………………
10
Recommended Textbooks ………………………………,………………………
11
Course Proficiencies…………………………………………………………….
12
Curriculum Units………………………………………………………………..
14
Course Pacing……………………………………………………………………
15
Standards, Goals, and Objectives………………………………………………..
16
Appendix…………………………………………………………………………
X
5
THE NEWARK PUBLIC SCHOOLS DISTRICT
MISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen
who is distinguished in all aspects of academic endeavors and willing to challenge the status
quo in our society. We are committed to ensuring that our policies and practices will prepare
our students for a world that is increasingly diverse and knowledge driven. We expect our
schools and classroom environments to be emotionally safe and intellectually challenging.
We pledge to partner with parents, groups, and organizations that add support to the mission
by changing hearts and minds to value education.
6
GOALS AND PRIORITIES
Great Expectations: 2009-13 Strategic Plan
OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK,
AND CITIZENSHIP
Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of
the best new jobs require not just a high school diploma but at least two years of college. We need to raise
the bar, and we are. Our goals for 2013 are very challenging. Students need to be:

Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten,
up
from 64 percent in 2008–09.

Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and
writing
by the end of 3rd grade, up from 40 percent in 2008–09.

Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts
literacy and 85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.

Ready for high school. 80 percent will be “on track for graduation,” up from 38 percent of
freshmen
who are on track to begin the 2009–10 school year.

Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in
college,
up from 54 percent and 38 percent, respectively, in 2008–09.
7
GOALS AND PRIORITIES
Great Expectations: 2009-13 Strategic Plan
PRIORITIES
PRIORITY 1. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and
assessment

Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging,
and consistently implemented.

Create a highly effective professional development system for teachers and administrators that is
more focused on delivering quality instruction and aligned to the learning needs of each student.

Ensure there is a highly effective teacher in every classroom and a highly effective principal in every
school by strengthening the preparation, recruitment, induction, evaluation, recognition, and
compensation of effective teachers and principals.
PRIORITY 2. Build a system of great schools that serve students, their families, and the community

Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten,
reading by grade 3, and prepared to move forward.

Transform the middle grades experience to ensure students are prepared for high school —
academically, socially, and emotionally.

Dramatically transform our high schools, building a system of themed, college and career-oriented
schools that ensure all students graduate prepared for college, work, and citizenship.

Implement an aggressive strategy for turning around low-performing schools that includes
reconstitution, external partnerships, full-service “community schools,” and other effective strategies.
PRIORITY 3. Ensure that schools are safe, welcoming, and working collaboratively with parents,
families, and community partners to support student success

Ensure that all students, parents, families, and community members are respected and all schools are
safe and “family-friendly.”

Actively work to help parents and families become more informed and involved.

Expand and strengthen quality partnerships, including the “full-service community school” model to
provide services,
PRIORITY 4. Improve our educational practice by creating an accountability system that promotes datainformed, effective, and efficient management and operations

Reorganize central and regional offices, and streamline operations to strengthen support to schools
and
students.

Create a culture of accountability that uses data to inform decision-making at every level in support
of
the district’s strategic priorities.

Increase the transparency of how we make decisions and report on outcomes of our work together.
8
Newark Public Schools
FUNDAMENTALS OF AVIATION
Course Philosophy
5.0 Credit Course (one semester or one year)
Aviation is based on the belief that all students should understand and appreciate the enormous
impact of aviation and space on their lives; be aware of the many vocational and career possibilities
related to the aviation and space industry; and appreciate the potential of aviation and space in
serving mankind and improving their daily lives.
Students enrolled in Fundamentals of Aviation are actively engaged in a technological based course
designed to arouse their interest and appreciation for careers in the field of aviation/aerospace. The
coursework is intended to motivate students and encourage them to attain the skills required to excel
in post secondary institutions, the job market, and society. This course provides students
opportunities to apply their newly acquired skills to other subject areas as well as providing various
experiences relating to workplace readiness.
Supplementary to the curriculum are the following:
The Port Authority Activity
Twice monthly selected students enrolled in the Barringer/Port Authority of New York New & New
Jersey Mentor Program meet with their mentors at Newark International Airport to discuss students’
academics, career goals, and other topics.
Special Guest at Barringer High School
Periodically, notable guests are invited to visit and speak with the students enrolled in the Aerospace
Academy. Students have been visited by Airline Pilots, Private Pilots, Air Force Pilots, Army
Helicopter Pilots, FAA Pilot Designated Examiner, FAA Personnel, Aircraft Mechanics, Civil Air
Patrol Cadets, and other Aerospace/Aviation Professionals.
9
Newark Public Schools
Fundamentals of Aviation
Course Description
5.0 Credit Course (one semester or one year)
Fundamentals of Aviation is the prerequisite to Aviation Technology I, Aviation Technology II, Aviation
Maintenance I, and Aviation Maintenance II, which are specialized courses. The course is designed to
provide students the opportunity to learn about aviation/aerospace and focuses on the history of aviation,
principles of flight, aerodynamics, navigation, the aerospace community, air environment, aviation weather,
as well as aerospace travel and exploration.
The overall design of the course is to introduce students to aviation/aerospace from which they can begin
selecting specialized course of study in technology or maintenance, courses which will prepare them to meet
the demands of the 21st century workplace or enter post secondary institutions of higher learning.
10
Recommended Textbooks/Resources
Federal Aviation Administration. (2010). Pilot’s Handbook of Aeronautical Knowledge. City:
Publisher. ISBN#
FAA-H-8083-25A.
Civil Air Patrol, (2010). Aerospace: The Journey of Flight. City: Maxwell Air Force Base, Alabama
Publisher. ISBN# CAP0038D
Teacher Reference Texts
Civil Air Patrol. (n.d,). Study Guide: Teachers Guide for Aerospace: The Journey of Flight.
CAP0038H
Gleim, I. N, & Gleim, G. W. (2006). Learn to Fly. Become a Pilot.
Jeppersen Sanders, Inc. (1999). Pre Solo Written Exam. Englewood: CA.
11
Course Proficiencies
Upon completion of Fundamentals of Aviation each student will:
Unit I: The History of Flight






Understand the unique aspects of Air and Space Power.
Understand the Adolescence of Air power.
Understand how the Golden Age (period between the WWI and WWII) contributed to modern
aviation.
Understand how Air Power influenced war fighting as well as aircraft development.
Understand how Aviation has been influenced from the Cold War to Desert Storm.
Recognize the advances in aeronautics.
Unit II: Principles of Flight





Understand Atmosphere and Theories of Flight.
Be able to explain Forces of Flight.
Know the Aircraft Structure and Design.
Aircraft Stability and Controls
Be able to identify Aircraft Instruments
Unit III: The Aerospace Community







Exhibit knowledge of different types of Airports.
Explain the functions of Air Carriers.
Understand General Aviation.
Compare Business Aviation to Commercial Aviation.
Become familiar with Military Aircraft.
Know the various Aerospace Organizations.
Be aware of Aerospace Careers and Training Requirements.
Unit IV: Navigation




Decipher information found on Sectional Aeronautical Charts.
Understand basic navigation principles.
Demonstrate navigation techniques.
Demonstrate effective use of electronic aids.
Unit V: Air Environment





Understand the composition of weather.
Understand Pressure weight and density.
Know how Temperature and Humidity relate to aviation.
Understand how Wind and Air Currents are formed.
Know the effects of Altitude and Relative Wind.
12
Unit VI: Rockets and Space







Learn the fundamentals of rockets.
Examine the effects of chemical propulsion.
Understand the importance of orbits and trajectories.
Examine the space environment.
Examine our solar system.
Examine unmanned exploration.
Examine manned space explorations.
13
Curriculum Units
Unit I:
The History of Flight
Unit II: Principles of Flight
Unit III: The Aerospace Community
Unit IV: Navigation
Unit V: Air Environment
Unit VI: Rockets and Space
14
Suggested Course Pacing
Full Year
Block
Schedule
Unit I: The History of Flight
12
6
Unit II: Principles of Flight
10
5
Unit III: The Aerospace Community
50
25
Unit IV: Navigation
50
25
Unit V: Air Environment
40
20
Unit VI: Rockets and Space
10
5
This suggested pacing guide provides a suggested time schedule for an effective presentation of the
course content. Be sure to place the correct page number in the Table of Contents for this section.
(Must include regular-50 minutes and block 80 minutes for 185 day school year)
15
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 1: The History of Flight
Content Area: Fundamentals of Aviation
Target Course/Grade Level: 9 through 10
Unit Summary:
The air and space domain is special and unique in that prior to air travel, the most efficient means of
world travel was by ship. Today, with the development of jumbo jets, helicopters, and military
fighting aircraft, vast numbers of people and cargo can be moved around the globe within hours,
while fighting forces use the most sophisticated methods of air power in defense of their countries.
Primary interdisciplinary connections: This unit targets English Language Arts skills related to
conducting research, understanding technical vocabulary, participating in collaborative discussions,
following multistep procedures, writing or speaking to describe technical content, and reading
technical texts. Health, science, and technical content related to sanitation, the use of chemicals, and
the proper guidelines for food storage are also addressed in this unit.
21st century themes:
Having learned of the evolution of air and space power, students will begin considering their role in
the aerospace/aviation industry. Students will begin thinking of how they too can contribute to the
aerospace/aviation industry and how their daily lives are impacted by the industry. Students will
begin applying their newly gained knowledge on air and space power to prepare for their particular
field(s) of study.
Learning Targets
Standard 9.4 Career and Technical Education. All students who complete a Career and Technical
Education program will acquire academic and technical skills for careers in emerging and
established professions that lead to technical skill proficiency, credentials, certificates, licenses, and
degrees.
Strand O. Science, Technology, Engineering, & Mathematics Career Cluster
Content Statements:
Academic Foundations; Communication; Problem Solving and Critical thinking; Information
Technology Applications; Employability and Career Development.
CPI#
9.4.12.P.1
9.4.12.P.4
9.4.12.P.84
Cumulative Progress Indicator (CPI)
Demonstrate language arts knowledge and skills required to
pursue the full range of postsecondary education and career
opportunities.
Select and employ appropriate reading and communication
strategies to learn and use technical concepts and vocabulary in
practice.
Assess and evaluate career opportunities in one or more
pathways to broaden awareness of careers available in the
cluster.
16
Unit Essential Questions
Unit Enduring Understandings
 What are the unique aspects of Air and
Space Power?
 What are the contributions made during the
Adolescence of Air power?
 How did the Golden Age (period between
the WWI and WWII) contribute to modern
aviation?
 How has Air Power influenced war fighting
and aircraft development?
 How has aviation been influenced from the
Cold War to Desert Storm?
 What are some of the advances made in
aeronautics?
 Prior to the invention of the airplane it took
many hours to travel from one location to
another. Within the last 100 years we have
moved from gliders, balloons, and rotary
aircraft to jet engines, making it possible to
move people and cargo anywhere around the
world within hours. At the conclusion of this
unit students will have a clear understanding of
the historic factors which contributed to the
development of flight and the significant
accomplishments of individuals who made air
travel possible.
Unit Learning Targets
Students will…







Research and write about the past, present, and future of aviation to develop an
understanding of the present.
[CCSS: ELA.WHST.7–9; HSPA: Writing]
Investigate the inevitability of change in aviation/aerospace technology.
[CCSS: ELA.WHST.7–9]
Discuss the human desire to expand our knowledge and control over materials and things
within any given period of time.
[CCSS: ELA.SL.1]
Understand the need in space exploration for written agreements between nations.
Research the courage of past and present explorers and pioneers.
[CCSS: ELA.WHST.7–9]
Write about the effects of aviation on society, economics, 21st century technology, or our
environment.
[CCSS: ELA.WHST.2; HSPA: Writing]
Use key terms and concepts associated with the history of aviation.
[CCSS:ELA.RST.4]
Evidence of Learning
Summative Assessment (30 days)
Test and Quizzes
 Teacher designed based on the lesson
Written Assignments
 Research papers on pioneers in aviation/aerospace
 Write a five paragraph essay based on the history of flight.
17
Individual and Group Projects
 Allow students to investigate the process and developments in aviation and how they have
impacted 21st century development and its impact on the global community.
 Have students design a flying automobile.
 Facilitate an in class debate among students using facts regarding how the Golden Age
contributed to modern aviation.
End of Unit Exam
 What will future aircraft look like?
 Have students design a future aircraft
 Write a five paragraph essay on any of the following: the effects of aviation on our society,
the effects on economics, effects on 21st century technology, and effects on our
environment.
Equipment needed:
Textbooks, Computer with internet access.
Teacher Resources:
Aerospace Education Services Project
http://www.nasa.gov/offices/education/programs/descriptions/Aerospace_Education_Services_Proje
ct.html
Aviation & Space Careers
http://www.faa.gov/education/careers/
Federal Aviation Administration (FAA) Educator’s Corner.
http://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912
NASA 9-12 Education Programs
http://www.nasa.gov/audience/forstudents/9-12/programs/index.html
NASA Ultra-Efficient Engine Technology. History of Flight
http://www.ueet.nasa.gov/StudentSite/historyofflight.html
Teacher’s Desk
http://virtualskies.arc.nasa.gov/teachers/index.html
18
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments:
 Observations
 Verbal Quizzes
 Student Record Keeping
 Setting Criteria and Goals
 Peer and self assessments
Lesson Plans
Lesson
Lesson 1
Introduction to Air Power
Lesson 2
The Adolescence of Air Power
Lesson 3
The Golden Age
Lesson 4
Air Power Goes to War
Lesson 5
Aviation: From the Cold War to Desert Storm
Lesson 6
Advances in Aeronautics
Teacher Notes:
Timeframe
3.0 hours/5 days
4.0 hours/5 days
3.0 hours/5 days
3.5 hours/5 days
3.0 hours/5 days
3.5 hours/5 days
Additional classroom activities can be found at the following sites:
NASA Quest's Women of NASA. The Women of NASA is intended to inspire young women to
pursue careers in math and science. The materials provide profiles of successful women and the
opportunity to participate in interactive events. http://quest.nasa.gov/women/intro.html
The Wright Way. Learn about the development of the first manned powered flight from conception
through research and experimentation. http://wright.nasa.gov
Reliving the Wright Way Activities http://wright.nasa.gov/activities.htm
PBS KIDS - U.S. History for Kids. This site highlights aviators from the past to the modern day
including barnstormers, aviation jokes, and more http://pbskids.org/wayback/flight/
Curriculum Development Resources:
Aircraft Dynamics. http://www.dynamicflight.com/aerodynamics/
Civil Air Patrol, (2010). Aerospace: The Journey of Flight. City: Maxwell Air Force Base, Alabama
Publisher. ISBN# CAP0038D
Lindmann, M. R. (n.d.) Flight and Aviation: An Aviation Curriculum Guide. Department of
Transportation, Federal Aviation Administration, Washington: DC
Minnesota Department of Transportation office of Aeronautics. (1998). The History and Physics of
Flight. St. Paul: MN
Oregon Department of Aviation, Youth Aviation Education & Activities.
19
http://www.oregon.gov/Aviation/youth_aviation.shtml
Strickler, M. K . A Model Aerospace Curriculum. Based on August Martin High School. U.S.
Department of Transportation, Federal Aviation Administration office of Public Affairs, Aviation
Education Program, Washington: D.C.
20
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Use the following chart to reflect on (and guide the revision of) the lessons you have developed for
this unit and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria
below.
Lesson Activities:
Are challenging and require higher order thinking
and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted
knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary
connection and transfer of knowledge and skills
Foster student use of technology as a tool to
develop critical thinking, creativity and
innovation skills
Are varied to address different student learning
styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a
facilitator and co-learner during the teaching and
learning process
Provide means for students to demonstrate
knowledge and skills and progress in meeting
learning goals and objectives
Provide opportunities for student reflection and
self-assessment
Provide data to inform and adjust instruction to
better meet the varying needs of learners
Strongly
Moderately
Weakly
21
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit II: Principles of Flight
Content Area: Fundamentals of Aviation
Target Course/Grade Level: 9 through 12
Unit Summary
Aircraft are capable of moving in three directions away from the center of a sphere through the air,
unlike motor vehicles which move only in two dimensions on the earth’s (the sphere’s) surface.
Through this unit on Principles of Flight, students will begin a journey of discovery into aeronautics,
aerodynamics, and aviation where they will learn how aircraft gain and sustain lift. Students will be
able to connect scientist and inventors to their principles and inventions.
Primary interdisciplinary connections: This unit targets English Language Arts skills related to
understanding technical vocabulary, writing or speaking to describe technical content, and reading
technical texts. In addition, students are using the mathematical skills of using ratios and solving
proportions, using simple formulas to calculate lift, and using measurement tools to create a scale
model of an airplane wing. Scientific concepts around aviation and Newtonian physics are also
addressed.
21st century themes: Having learned the Principles of Flight, students will be prepared to select a
field of study in flight training or aircraft mechanics which will prepare them to enter the demanding
career of aircraft pilots, aviation engineers, airplane mechanics, or selected military careers in
aviation/aerospace.
Learning Targets
Standard 9.4 Career and Technical Education. All students who complete a Career and Technical
Education program will acquire academic and technical skills for careers in emerging and
established professions, and that lead to technical skill proficiency, credentials, certificates, licenses,
and degrees.
Strand O. Science, Technology, Engineering, & Mathematics Career Cluster
Strand P. Transportation, Distribution, & Logistics Career Cluster
Content Statements:
Academic Foundation; Communication; Problem Solving and Critical Thinking; Information
Technology; Technical Skills
CPI#
9.4.12.O.(1).4
9.4.12.O.(1).6
9.4.12.O.(1).7
Cumulative Progress Indicator (CPI)
Demonstrate the ability to use Newton’s laws of motion to
analyze static and dynamic systems with and without the
presence of external forces.
Explain relationships among specific scientific theories,
principles, and laws that apply to technology and
engineering.
Use mathematics, science, and technology concepts and
22
9.4.12.O.(1).12
9.4.12.O.(2).2
9.4.12.P.1
9.4.12.P.2
9.4.12.P.3
9.4.12.P.4
9.4.12.P.5
9.4.12.P.15
9.4.12.P.29
9.4.12.P.85
processes to solve problems in projects involving design
and/or production (e.g., medical, agricultural,
biotechnological, energy and power, information and
communication, transportation, manufacturing, and
construction).
Model technical competence by developing and applying
processes and concepts in the design process.
Apply science and mathematics when developing plans,
processes, and projects to find solutions to real world
problems.
Demonstrate language arts knowledge and skills required to
pursue the full range of postsecondary education and career
opportunities.
Demonstrate mathematics knowledge and skills required to
pursue the full range of postsecondary education and career
opportunities.
Demonstrate scientific knowledge and skills required to
pursue the full range of postsecondary education and career
opportunities.
Select and employ appropriate reading and communication
strategies to learn and use technical concepts and
vocabulary in practice.
Demonstrate use of the concepts, strategies, and systems for
obtaining and conveying ideas and information to enhance
communication.
Employ critical thinking skills (e.g., analyze, synthesize,
and evaluate) independently and in teams to solve problems
and make decisions.
Employ collaborative/groupware applications to facilitate
group work.
Employ information management techniques and strategies
to assist in decision-making.
Unit Essential Questions
Unit Enduring Understandings
 What are the differences between basic
aeronautics and aerodynamics?
 How does the atmosphere affect flight?
 What are the forces acting on an aircraft in
flight?
 How does aircraft design and structure
affect flight?
 How does stability and control affect
flight?
 What are the instruments found in an
aircraft?
 At the conclusion of this unit, students will
understand how aeronautics and aerodynamics
relate to flight (fluids in motion). Students will
understand that aircraft are three dimensional and
understand how aircraft are able to obtain and
sustain lift. Students will understand how the
development of science affected the development
of aircraft technology.
Unit Learning Targets
23
Students will…
 Understand the forces acting upon an aircraft in flight.
[no related math or ELA content]
 Use ratios and solve proportions to convert measurements, determine mach number, or determine
aircraft fuel consumption.
[CCSS:MTH 6.RP.3, MTH 7.RP.3; HSPA: I.B]
 Calculate lift using the appropriate equation (lift = pressure x area).
[CCSS: MATH.6.EE.2; HSPA: MTH.IV.B]
 Select and use tools such as a ruler, protractor, compass, or architect’s scale to create a scale
model of an airplane wing.
[HSPA: MTH.II.C]
 Understand the designs of airfoils.
[no related math or ELA content]
 Apply Bernoulli’s Principle.
[no related math or ELA content]
 Apply Newton’s Action and Reaction Theory.
[no related math or ELA content]
 Know how aircraft designs and structure affects aircraft performance.
[no related math or ELA content]
 Understand the applicability of aircraft stability and control.
[no related math or ELA content]
 Apply the use of aircraft instruments to flight controls.
[no related math or ELA content]
 Write about the historic and scientific advancements in aircraft design and performance.
[CCSS:ELA.WHST.2; HSPA: Writing]
 Use key terms and phrases associated with principles of flight.
[CCSS:ELA.RST.4]
Evidence of Learning
Summative Assessment (25 days)
Test and Quizzes
 Teacher designed quizzes based on lesson.
 Test students on concepts of the force of motion.
 Demonstrate understanding of ratios, measurements, mass, lift, and wind flow.
Written Assignments
 Write an essay based on historic and scientific advancements in aircraft design and
performance.
 Compare and contrast aircraft wing with a bird’s wing. Document findings in an essay
format or journal entry.
Individual and Group Projects
 Demonstrate understanding of ratio, measurement, mass, lift, and wind flow.
 Create/design an aviation calendar depicting the year selected aircraft were built.
 Design a scale model of an aircraft wing to demonstrate understanding of Bernoulli’s
24
principle and Newton’s third law of motion.
End of Unit Exam
 Write a sequence of events leading to a logical ending.
 Demonstrate understanding of the significance of major scientific events
 Student design and test their own wing structure to observe the Bernoulli Effect, air pressure,
lift, and drag.
Equipment needed:
Textbooks, Flight Simulator, Aircraft models
Teacher Resources:
Aeronautics
http://virtualskies.arc.nasa.gov/aeronautics/index.html
Astronomy and Space Classroom Resources
http://www.nsf.gov/news/classroom/astronomy.jsp
Educator’s Corner
http://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912
Introduction to Newton’s Three Laws
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Introduction_to_Newtons_L
aws.html
Principles of Flight
http://www.allstar.fiu.edu/aero/princ1.htm
Regimes of Flight: A Supplemental Aeronautics Guide
http://quest.nasa.gov/aero/teachers/Regimes_of_Flight.pdf
Re-Living the Wright Way
http://www.grc.nasa.gov/WWW/Wright/index.htm
Teacher’s Desk
http://virtualskies.arc.nasa.gov/teachers/index.html
Welcome to the Beginner's Guide to Aerodynamics
http://www.grc.nasa.gov/WWW/K-12/airplane/bga.html
Welcome to the Beginner's Guide to Compressible Aerodynamics
http://www.grc.nasa.gov/WWW/K-12/airplane/bgc.html
Welcome to the Beginner's Guide to Propulsion
http://www.grc.nasa.gov/WWW/K-12/airplane/bgp.html
25
26
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
 Observations
 Verbal Quizzes
 Student Record Keeping
 Setting Criteria and Goals
 Peer and self assessments
Lesson Plans
Lesson
Lesson 1
The Atmosphere
Lesson 2
Theories of Flight
Lesson 3
Forces of Flight
Lesson 4
Aircraft Design and Structure
Lesson 5
Stability and Controls
Lesson 6
Aircraft Instruments
Timeframe
hours/10 days
hours/10 days
hours/10 days
hours/10 days
hours/10 days
hours/10 days
Teacher Notes:
Provide students hands-on activities for the following: parts of an aircraft, flight instruments, forces
of flight, and aircraft weight and balance worksheets.
Additional classroom activities can be found at the following sites:
Teamwork in Aerospace. This activity presents instructions and slides for a teamwork activity built
around aerospace. Groups of students design and test fly paper airplanes in a competition to produce
aircraft for NASA. Approximately one hour .
http://www.grc.nasa.gov/WWW/K-12/airplane/TeamAct/teamwork.html
Smoke Tunnel Plans. This activity presents instructions for building a flow visualization (smoke)
wind tunnel and requires moderate shop skills with hand tools. The tunnel can be used as part of a
science fair project, or used to study how air flows past a variety of models.
http://wright.nasa.gov/smokie/SmokeyWindTunnelFinal3.pdf
Curriculum Development Resources:
Aircraft Dynamics. http://www.dynamicflight.com/aerodynamics/
Civil Air Patrol, (2010). Aerospace: The Journey of Flight. City: Maxwell Air Force Base, Alabama
Publisher. ISBN# CAP0038D
Lindmann, M. R. (n.d.) Flight and Aviation: An Aviation Curriculum Guide. Department of
Transportation, Federal Aviation Administration, Washington: DC
27
Minnesota Department of Transportation office of Aeronautics. (1998). The History and Physics of
Flight. St. Paul: MN
Oregon Department of Aviation, Youth Aviation Education & Activities.
http://www.oregon.gov/Aviation/youth_aviation.shtml
Strickler, M. K . A Model Aerospace Curriculum. Based on August Martin High School. U.S.
Department of Transportation, Federal Aviation Administration office of Public Affairs, Aviation
Education Program, Washington: D.C.
28
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities:
Are challenging and require higher order thinking
and problem solving skills
Strongly
Moderately
Weakly
Allow for student choice
Provide scaffolding for acquiring targeted
knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary
connection and transfer of knowledge and skills
Foster student use of technology as a tool to
develop critical thinking, creativity and
innovation skills
Are varied to address different student learning
styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a
facilitator and co-learner during the teaching and
learning process
Provide means for students to demonstrate
knowledge and skills and progress in meeting
learning goals and objectives
Provide opportunities for student reflection and
self-assessment
Provide data to inform and adjust instruction to
better meet the varying needs of learners
29
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit III: The Aerospace
Community
Content Area: Fundamentals of Aviation
Target Course/Grade Level: 9 Through 12
Unit Summary
The aerospace community has evolved from simple grass-strip runways in rural areas to large
metropolitan airports where hundreds of thousands of people and cargo move through daily.
Through this unit, students will learn of the different types of airports, airport requirements and
functions, as well as daily aircraft operations.
Primary interdisciplinary connections: This unit targets English Language Arts skills related to
conducting research, understanding technical vocabulary, writing or speaking to describe technical
content, and reading technical texts. In addition, students are using the mathematical skills of using
ratios and solving proportions to convert measurements for scale models and to draft plans for an
airport. Historic, economic, and civic content related to aviation is also addressed in this unit.
21st century themes: When students are versed in the different types and classes of airports, airport
operations, and operations of commercial service airports, students will be better prepared to make
decisions in selecting careers paths within the Aerospace Academy which will prepare them for
study in aerospace/aviation. Students will be encouraged to consider how they can make positive
contributions to aerospace/aviation.
Learning Targets
Standard 9.4 Career and Technical Education. All students who complete a Career and Technical
Education program will acquire academic and technical skills for careers in emerging and
established professions, and that lead to technical skill proficiency, credentials, certificates, licenses,
and degrees.
Content Statements:
Academic foundation; Communication; Problem Solving and Critical Thinking; Information
technology Applications; Systems; Safety, Health, and Environment; Ethics and Legal
Responsibility; Employability and Career Development; Technical Skills
Strand O. Science, Technology, Engineering, Mathematics Career Cluster
Strand P. Transportation, Distribution, & Logistics Career Cluster
CPI#
Cumulative Progress Indicator (CPI)
9.4.12.O.(2).3 Assess the impact that science and mathematics have on society when used to
develop projects or products.
9.4.12.O.(2).4 Use scientific and mathematical problem-solving skills and abilities to develop
realistic solutions to assigned projects, and illustrate how science and mathematics
impact problem-solving in modern society.
30
9.4.12.P.1
9.4.12.P.4
9.4.12.P.21
9.4.12.P.30
9.4.12.P.36
9.4.12.P.37
9.4.12.P.38
9.4.12.P.40
9.4.12.P.53
9.4.12.P.57
9.4.12.P.68
9.4.12.P.78
9.4.12.P.81
9.4.12.P.87
Demonstrate language arts knowledge and skills required to pursue the full range of
postsecondary education and career opportunities.
Select and employ appropriate reading and communication strategies to learn and
use technical concepts and vocabulary in practice.
Develop, implement, and evaluate solutions related to problems in this cluster using
a structured problem solving process to improve business functioning.
Employ computer operations applications to manage tasks.
Analyze and summarize the roles and business functions involved in organizations
in this cluster to demonstrate understanding of the industry as a system.
Analyze performance of organizations in this cluster using industry-accepted
metrics to demonstrate understanding of how organizations manage and improve
business functioning.
Demonstrate understanding of important trends influencing the field by assessing
and summarizing the impact of various economics, social, and technological
changes on an organization as well as on the cluster as a whole.
Demonstrate an understanding of the impact that regulations have on business
functioning by analyzing and summarizing the roles and functions of government in
regulating and supporting organizations in the cluster.
Assess methods to reduce workplace hazards common in the cluster in order to
promote safe and accident-free work environments.
Analyze and explain how government agencies promote compliance and improve
health, safety, and environmental performance in organizations in this cluster.
Interpret and explain written organizational policies and procedures that help
workers perform their tasks according to employer rules and expectations.
Identify and explore careers in one or more career pathways to build an
understanding of the opportunities available in the cluster.
Examine licensing, certification, and credentialing requirements at the national,
state, and local levels to maintain compliance with industry requirements.
Analyze and assess the roles and functions of transportation related technological
systems used in this cluster in order to demonstrate awareness of necessary
technical skills.
Unit Essential Questions
Unit Enduring Understandings




 Commercial aviation is expanding and
technology continues to play a key role in
the challenges and benefits of 21st century
aviation. At the conclusion of this unit, all
students will have a clear understanding of
the aerospace community, the functions of
airports, and the many career choices
available in the aviation/aerospace career
field.
What are the different types of Airports?
What are the functions of Air Carriers?
Understand general aviation.
What are the differences between general
aviation, business aviation, and commercial
aviation?
 What are the various aerospace organizations?
 What are some of the aerospace careers and
training requirements?
Unit Learning Targets
Students will be able to:
 Differentiate between civil aviation and military aviation .
31









[CCSS: ELA.RST.4]
Investigate the impact of aviation science and technology on the 21st century.
[CCSS:ELA.WHST.7–9]
Determine whether aviation and aerospace have progressed as it was intended.
[no related math or ELA content]
Investigate and write about the need for government regulations in the aviation industry.
[CCSS: ELA.WHST.7, ELA.WHST.10; HSPA: Writing]
Explore the requirement and need for safer air travel.
[no related math or ELA content]
Research and write about select airports, including the economic impact they had on their
communities.
[CCSS: ELA.WHST.2, ELA.WHST.7–9; HSPA: Writing]
Differentiate between types of airports, including their designs, system, and carriers.
[CCSS: ELA.RST.4]
Differentiate between types of airports, including their designs, system, and carriers.
[CCSS: ELA.RST.4]
Convert measurements for a scale model using ratios given on a set of plans.
[CCSS: MTH 6.RP.3; HSPA: MTH.I.B]
Select and use tools such as a ruler, protractor, compass, or architect’s scale to draft plans for a
airport.
[CCSS: MTH 7.G.2; HSPA:MTH.II.C]
Evidence of Learning
Summative Assessment (35 days)
Test and Quizzes
 Teacher designed based on the lessons.
Effects of various weather phenomenon on airport capacity.
Identification Test
 Four classes of airports defined by FAR Part 139.
 Movement and safety areas of an airport.
 Types of airport lighting systems.
Differentiate civil and military aviation.
Written Assignments
 Research main provisions and impacts on safety of the Federal AA regulations affecting
airports and post in a journal.
 Write an essay explaining the concept and components of an airport’s economic impact the
community.
 Conduct research on selected major airports.
 Research and analyze particular expectations and realities of aviation over the last 100 years.
Individual and Group Projects
 Have students design a scale model of an airport.
 Design a standard traffic pattern and a non standard traffic pattern.
 Delineate descriptions and codes of airport markings to scale.
End of Unit Exam
32





Advantages and disadvantages of the various types of airport ownership.
Airport systems, their various elements
Markings and signage requirements at airports.
Requirements for heliports and vertiports.
The impact that various runway configurations have on airfield capacity and location of
airport buildings.
Equipment needed:
Textbooks, video clips, and computer.
Teacher Resources:
Aeronautics Research Mission Directorate
http://www.aeronautics.nasa.gov/
Airport Design
http://www.centennialofflight.gov/essay/Social/architecture/SH15.htm
Airport Designs Overview
http://virtualskies.arc.nasa.gov/airport_design/index.html
Communication
http://virtualskies.arc.nasa.gov/communication/index.html
Education Careers
http://www.faa.gov/education/careers/
Educator’s Corner
http://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912
Teacher’s Desk
http://virtualskies.arc.nasa.gov/teachers/index.html
33
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
 Observations
 Verbal Quizzes
 Student Record Keeping
 Setting Criteria and Goals
 Peer and self assessments
Lesson Plans
Lesson
Lesson 1
The Airport Environment
Lesson 2
Air Carriers
Lesson 3
General Aviation
Lesson 4
Business and Commercial Aviation
Lesson 5
Military Aircraft
Lesson 6
Helicopters, STOLs, VTOLs, and UAVs
Lesson 7
Aerospace Organizations
Teacher Notes:
Timeframe
X hours/days
X hours/days
X hours/days
Students will be served well when taken on trips to airports and other aviation/science themed
locations. The use of video clips from the Aerospace Video Library should be used as lesson
supplement. Invite guest speakers from the Aerospace Academy Advisory Board to speak with the
students and encourage students enrolled in Technology I and II to make presentations to students
enrolled in Fundamental of Aviation.
Additional classroom activities can be found at the following sites:
Aeronautics Learning Laboratory for Science Technology (ALLSTAR). This site provides
additional lesson plans and experiments on the Principles of Aviation and Aerospace.
www.K-16star.fiu.edu
Curriculum Development Resources:
Aircraft Dynamics. http://www.dynamicflight.com/aerodynamics/
Civil Air Patrol, (2010). Aerospace: The Journey of Flight. City: Maxwell Air Force Base, Alabama
Publisher. ISBN# CAP0038D
Lindmann, M. R. (n.d.) Flight and Aviation: An Aviation Curriculum Guide. Department of
Transportation, Federal Aviation Administration, Washington: DC
Minnesota Department of Transportation office of Aeronautics. (1998). The History and Physics of
Flight. St. Paul: MN
34
Oregon Department of Aviation, Youth Aviation Education & Activities.
http://www.oregon.gov/Aviation/youth_aviation.shtml
Strickler, M. K . A Model Aerospace Curriculum. Based on August Martin High School. U.S.
Department of Transportation, Federal Aviation Administration office of Public Affairs, Aviation
Education Program, Washington: D.C.
35
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Use the following chart to reflect on (and guide the revision of) the lessons you have developed for
this unit and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria
below.
Lesson Activities:
Are challenging and require higher order thinking
and problem solving skills
Strongly
Moderately
Weakly
Allow for student choice
Provide scaffolding for acquiring targeted
knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary
connection and transfer of knowledge and skills
Foster student use of technology as a tool to
develop critical thinking, creativity and
innovation skills
Are varied to address different student learning
styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a
facilitator and co-learner during the teaching and
learning process
Provide means for students to demonstrate
knowledge and skills and progress in meeting
learning goals and objectives
Provide opportunities for student reflection and
self-assessment
Provide data to inform and adjust instruction to
better meet the varying needs of learners
36
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit IV: Navigation
Content Area: Fundamentals of Aviation
Target Course/Grade Level: 9 through 12
Unit Summary
Aircraft Navigation is the process of piloting an aircraft from one location to another while
monitoring the aircraft’s position over the earth throughout the flight’s progress. During this unit of
navigation, students will be introduced to all aspects of cross country flying under visual flight rules.
Primary interdisciplinary connections: This unit targets English Language Arts skills related to
conducting research, understanding technical vocabulary, writing or speaking to describe technical
content, and reading technical texts. In addition, students are using the mathematical skills of using
ratios and solving proportions, using simple formulas to calculate lift, and using measurement tools
to create a scale model of an airplane wing. Scientific concepts around aviation and Newtonian
physics are also addressed. Historic, economic, and civic content related to aviation is also
addressed in this unit.
21st century themes: Pilotage is navigation by reference to visual landmarks, while dead reckoning
is the computation of direction and distance from a know position. Upon completion of this unit,
students will be familiar with the avionics and navigational equipment used in aircraft. This
knowledge will prepare students to consider careers within the aerospace industry where they can
continue to learn, design, invent, or utilize such technology.
Learning Targets
Standard 9.4 Career and Technical Education. All students who complete a Career and Technical
Education program will acquire academic and technical skills for careers in emerging and
established professions, and that lead to technical skill proficiency, credentials, certificates, licenses,
and degrees.
Content Statements:
Academic foundation; Communication Skills; Problem Solving and Critical Thinking; Information
Technology Applications; Systems; Safety, Health, and Environment; Technical Skills;
Employability and Career Development
Strand O. Science, Technology, Engineering, & Mathematics Career Cluster
Strand P. Transportation, Distribution, & Logistics Career Cluster
CPI#
9.4.12.O.3
9.4.12.O.4
Cumulative Progress Indicator (CPI)
Demonstrate science knowledge and skills required to pursue the full range of
postsecondary education and career opportunities.
Select and employ appropriate reading and communication strategies to learn and
use technical concepts and vocabulary in practice.
37
9.4.12.O.11
9.4.12.O.17
Apply active listening skills to obtain and clarify information.
Employ critical thinking skills (e.g., analyze, synthesize, and evaluate)
independently and in teams to solve problems and make decisions.
9.4.12.O.30 Employ computer operations applications to manage tasks.
9.4.12.O.37 Identify how key organizational systems affect organizational performance and the
quality of products and services to demonstrate an understanding of how systems
are managed and improved in this cluster.
9.4.12.O.41 Identify response techniques to create a disaster and/or emergency response plan.
9.4.12.P.78 Identify and explore careers in one or more career pathways to build an
understanding of the opportunities available in the cluster.
9.4.12.O.(2).6 Demonstrate the knowledge and technical skills needed to obtain and succeed in a
chosen scientific and mathematical field.
Unit Essential Questions
Unit Enduring Understandings
 How is the information found on Sectional
Aeronautical Charts deciphered?
 What are the basic navigation principles?
 How are navigation techniques demonstrated?
 How are electronic aids used in navigation?
 Although navigation principles are the
same for all types of navigation, pilots must
learn, practice, and master the skill of
navigation. Upon completion of this unit,
the mysticism of how pilots are able to
navigate the globe without getting lost will
be cleared. Students will be know the
techniques used in air navigation.
Unit Learning Targets
Students will…











Decipher the information on charts and graphs, such as Sectional Aeronautical Charts.
[CCSS: ELA.RST.4, ELA.RST.7; HSPA: MTH.III.C, Reading everyday text]
Explain the basic navigation principles.
[CCSS: ELA.WHST.2; ELA.SL.4; HSPA: Writing; GEPA: Speaking]
Write a narrative about life without airplanes.
[CCSS: ELA.W.3; HSPA: Writing]
Demonstrate navigation techniques.
[no related math or ELA content]
Conduct research on navigation before the advent of airplanes.
[CCSS: ELA.WHST.7–9]
Demonstrate effective use of electronic aids.
[no related math or ELA content]
Navigate by reference to the navigation systems found in the aircraft.
[no related math or ELA content]
Understand and use aviation terms for radio communication.
[CCSS:ELA.SL.6, ELA.RST.4]
Understand and use the degree measurements of a circle as it applies navigation procedures.
[HSPA: MTH.III.C]
Convert measurements within and between measurement systems to find distances and speeds
for navigation purposes.
[no related math or ELA content]
Add vectors using the law of cosines and or law of sines to determine the ground speed, air speed
38
and/or course of an airplane.
[CCSS: MTH HS.G-SRT.11; HSPA: MTH.II.C]
 Solve problems involving rates to find flight times, flight speed, and fuel requirements.
[CCSS: MTH. 6.RP.3; HSPA: MTH.I.B]
Evidence of Learning
Summative Assessment (35 days)
Test and Quizzes
 Teacher designed test and quizzes based on the lessons taught.
 Use of the E-6-B Flight Computer to calculate time and distance, fuel burn, wind direction.
 Identify symbols on the aeronautical sectional chart.
Written Assignments
 Compose a creative story about life without airplanes.Target 3
 Conduct research on navigation from before aircraft to the 21st century, then use a timeline
to show data.
 Describe navigation principles. Target 2
Individual and Group Projects
 Use effective radio communication including aviation terms when speaking over the radio.
 Planning a one leg cross country flight.
 Calculate time and distance, fuel burn, wind direction.
End of Unit Exam
 Plan a two leg cross country flight.
 Have students demonstrate pilotage and dead reckoning in the flight simulator.
Equipment needed:
Textbooks, E6B Flight Computer, Protractors, Navigation Logs, VFR Section Charts, Map of the
United States, Clocks (12 AND 24 hour)
Teacher Resources:
Aviation Systems Division
http://www.aviationsystemsdivision.arc.nasa.gov/facilities/ffc/index.shtml
Air Traffic Management
http://virtualskies.arc.nasa.gov/atm/index.html
Aviation Systems Division: Future flight Central
http://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912
Aviation Navigation
http://virtualskies.arc.nasa.gov/navigation/index.html
39
Basic Navigation
http://stoenworks.com/Tutorials/Navigation%20tutorial.html
How Air Traffic Control Works
http://science.howstuffworks.com/transport/flight/modern/air-traffic-control.htm
Understanding Air Traffic Control: Bad Weather
http://dsc.discovery.com/videos/understanding-air-traffic-control-bad-weather.html
Teacher’s Desk
http://virtualskies.arc.nasa.gov/teachers/index.html
.
40
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
 Observations
 Verbal Quizzes
 Student Record Keeping
 Setting Criteria and Goals
 Peer and self assessments
Lesson Plans
Lesson
Lesson 1
Maps and Map Projections
Lesson 2
Sectional Aeronautical Charts
Lesson 3
Basic Navigation Principles
Lesson 4
Navigation Techniques
Lesson 5
Electronic Aids
Lesson 6
Navigation Systems
Teacher Notes:
Timeframe
X hours/days
X hours/days
X hours/days
Radio communication is very important in aviation. Students must be familiar with the phonetic
alphabets and should be encouraged to use the phonetic alphabets in classroom communication.
Students must be taught to convert military time to standard and Zulu time.
Additional classroom activities can be found at the following sites:
Curriculum Development Resources:
Aircraft Dynamics. http://www.dynamicflight.com/aerodynamics/
Civil Air Patrol, (2010). Aerospace: The Journey of Flight. City: Maxwell Air Force Base, Alabama
Publisher. ISBN# CAP0038D
Lindmann, M. R. (n.d.). Flight and Aviation: An Aviation Curriculum Guide. Department of
Transportation, Federal Aviation Administration, Washington: DC
Minnesota Department of Transportation office of Aeronautics. (1998). The History and Physics of
Flight. St. Paul: MN
Oregon Department of Aviation, Youth Aviation Education & Activities.
http://www.oregon.gov/Aviation/youth_aviation.shtml
Strickler, M. K . A Model Aerospace Curriculum. Based on August Martin High School. U.S.
Department of Transportation, Federal Aviation Administration office of Public Affairs, Aviation
Education Program, Washington: D.C.
41
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Use the following chart to reflect on (and guide the revision of) the lessons you have developed for
this unit and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria
below.
Lesson Activities:
Are challenging and require higher order thinking
and problem solving skills
Strongly
Moderately
Weakly
Allow for student choice
Provide scaffolding for acquiring targeted
knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary
connection and transfer of knowledge and skills
Foster student use of technology as a tool to
develop critical thinking, creativity and
innovation skills
Are varied to address different student learning
styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a
facilitator and co-learner during the teaching and
learning process
Provide means for students to demonstrate
knowledge and skills and progress in meeting
learning goals and objectives
Provide opportunities for student reflection and
self-assessment
Provide data to inform and adjust instruction to
better meet the varying needs of learners
42
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit V: Air Environment
Content Area: Fundamentals of Aviation
Target Course/Grade Level: 9 through 12
Unit Summary
Weather and aviation are inextricably linked. A concrete understanding of weather theory is required
to understand the impact of weather on aviation. To be able to determine the impact of weather on
aviation, students must be familiar with weather principles. Through this unit of Air Environment,
students will gain a basic understanding of the nature of the atmosphere which will aide in their
development of decision making skills relating to weather interpretation.
Primary interdisciplinary connections: This unit targets English Language Arts skills related to
conducting research and writing or speaking to describe technical content. In addition, students are
using the mathematical skills of representing proportional relationships between quantities as they
determine the effects of pressure, weight, and density on aircraft. Scientific concepts around
aviation, the concepts of pressure, weight, and density, and atmospheric science are also addressed.
Historic and civic content related to aviation is also addressed in this unit.
21st century themes: Upon completion of this unit, all students will have the basic understanding of
weather principles as they apply to aviation. Students will be provided enough information to
consider a career in the field of Meteorology.
Learning Targets
Standard 9.4 Career and Technical Education. All students who complete a Career and Technical
Education program will acquire academic and technical skills for careers in emerging and
established professions, and that lead to technical skill proficiency, credentials, certificates, licenses,
and degrees.
Content Statements:
Academic Foundations; Communication Skills: Problem-Solving and Critical Thinking:
Employability and Career Development; Technical Skills
Strand O. Science, Technology, Engineering, Mathematics Career Cluster
CPI#
9.4.12.O.3
Cumulative Progress Indicator (CPI)
Demonstrate science knowledge and skills required to pursue the full range of
postsecondary education and career opportunities.
9.4.12.O.4
Select and employ appropriate reading and communication strategies to learn and
use technical concepts and vocabulary in practice.
9.4.12.O.20 Conduct technical research to gather information necessary for decision-making.
9.4.12.O.62 Examine requirements for career advancement to plan for continuing education and
training.
9.4.12.O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to
solve problems.
43
9.4.12.O.(1).5 Explain relevant physical properties of materials used in engineering and
technology.
9.4.12.O.(1).6 Explain relationships among specific scientific theories, principles, and laws that
apply to technology and engineering.
9.4.12.O.(2).3 Assess the impact that science and mathematics have on society when used to
develop projects or products.
9.4.12.O.(2).6 Demonstrate the knowledge and technical skills needed to obtain and succeed in a
chosen scientific and mathematical field.
Unit Essential Questions
Unit Enduring Understandings
 What is the composition of weather and its
relationship to aviation?
 What are pressure weight and density?
 What are temperature and humidity?
 What are wind and air currents?
 What are three effects of altitude and relative
wind?
 Students will develop a mental image of
weather patterns and gain a broad
understanding of how the patterns interact
to cause weather, as well as how weather
patterns have molded the development of
aviation
Unit Learning Targets
Students will…

 Explore and present information on the composition and behavior of weather patterns, using
visual displays as needed.
[CCSS: ELA.SL.4–6; HSPA: Speaking]
Determine the effects of pressure, weight, and density on aircraft.
[CCSS: MTH.7.RP.2; HSPA: MTH.III.C]
 Explore and explain temperature and humidity as they relate to aircraft.
[CCSS.ELA.WHST.2, ELA.SL.4; HSPA: Writing; GEPA: Speaking]
 Explore wind and air currents.
[no related math or ELA content]
 Explore the effects of altitude and relative wind on aircraft.
[no related math or ELA content]
 Research the Montgolfier brothers of France and their impact on aviation and society.
[CCSS: ELA.WHST.7–9; HSPA: Reading ]
Evidence of Learning
Summative Assessment (25 days)
Test and Quizzes
 Teacher designed test and quizzes based on the lessons taught.
Written Assignments
 Write a fully developed paragraph of an observation of rising and falling temperature.
Target 3
 Conduct research on the Montgolfier brothers of France and write a research paper. Target
6
 Create a power point presentation on weather phenomenon. Targets 1, 4
44
Individual and Group Projects
 Create an experiment in which students can observe how differences in temperature cause
changes in density to demonstrate how hot air balloons obtain altitude.
 Why do lakes not freeze from the bottom up if cold water goes to the bottom of the lake?
Students conduct research on the process of lake water turn over when the seasons change.
 Explore the effects of high and low pressure on air movement based on the study of wind
and other weather events such as tornadoes and hurricanes.
 Create color posters illustrating the principles of airstreams.
End of Unit Exam
 Rising and falling temperature
 Principles of air pressure
 Bernoulli’s Principle
 How does the difference in air pressure around objects affect the behavior of the object?
Equipment needed:
Textbooks, Film Clips, Internet Access, Telephone, and Computer Access to Flight Service
Teacher Resources:
Atmospheric and Oceanic Circulation
http://funnel.sfsu.edu/courses/geol103/labs/currents/currents.home.html
Aviation & Space Careers
http://www.faa.gov/education/careers/
Educator’s Corner
http://www.faa.gov/education/educator_resources/educators_corner/index.cfm?item=912
Hydrometeorological Prediction Center
http://www.hpc.ncep.noaa.gov/
Studying the Earth’s Environment from Space
http://www.ccpo.odu.edu/~lizsmith/SEES/
Teacher’s Desk
http://virtualskies.arc.nasa.gov/teachers/index.html
Weather concepts
http://www.aviators.net/weather.html
This site explains weather concepts such as cloud formation as well as how weather relates to
aviation.
Weather Education
http://www.weather.gov/om/edures.shtml
45
Weather with satellite images
http://www.weather.com/weather/us/cities/MN_Rochester.html
46
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
 Observations
 Verbal Quizzes
 Student Record Keeping
 Setting Criteria and Goals
 Peer and self assessments
Lesson Plans
Lesson
Lesson 1
The Atmosphere
Lesson 2
Pressure, Weight and Density
Lesson 3
Temperature and Humidity
Lesson 4
Wind and Air Currents
Teacher Notes:
Timeframe
X hours/days
X hours/days
X hours/days
Additional classroom activities can be found at the following sites:
Wind, Water, and Wings. These activities are designed to provide students with hands on experience
with weather and flight related phenomena.
http://www.dot.state.mn.us/aero/aved/pdf/windwaterwings.pdf
Evil-doer or Do-gooder: Getting the Goods on Ozone. This activity explains the different roles the
ozone plays in Earth's atmosphere depending on its altitude and introduces the concept of
spectroscopy and how a NASA instrument can measure ozone at different altitudes.
http://spaceplace.jpl.nasa.gov/en/educators/tes_spectroscope.pdf
Curriculum Development Resources:
Aircraft Dynamics. http://www.dynamicflight.com/aerodynamics/
Civil Air Patrol, (2010). Aerospace: The Journey of Flight. City: Maxwell Air Force Base, Alabama
Publisher. ISBN# CAP0038D
Lindmann, M. R. (n.d.) Flight and Aviation: An Aviation Curriculum Guide. Department of
Transportation, Federal Aviation Administration, Washington: DC
Minnesota Department of Transportation office of Aeronautics. (1998). The History and Physics of
Flight. St. Paul: MN
Oregon Department of Aviation, Youth Aviation Education & Activities.
http://www.oregon.gov/Aviation/youth_aviation.shtml
Strickler, M. K . A Model Aerospace Curriculum. Based on August Martin High School. U.S.
Department of Transportation, Federal Aviation Administration office of Public Affairs, Aviation
Education Program, Washington: D.C.
47
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Use the following chart to reflect on (and guide the revision of) the lessons you have developed for
this unit and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria
below.
Lesson Activities:
Are challenging and require higher order thinking
and problem solving skills
Strongly
Moderately
Weakly
Allow for student choice
Provide scaffolding for acquiring targeted
knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary
connection and transfer of knowledge and skills
Foster student use of technology as a tool to
develop critical thinking, creativity and
innovation skills
Are varied to address different student learning
styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a
facilitator and co-learner during the teaching and
learning process
Provide means for students to demonstrate
knowledge and skills and progress in meeting
learning goals and objectives
Provide opportunities for student reflection and
self-assessment
Provide data to inform and adjust instruction to
better meet the varying needs of learners
48
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit VI: Rockets and Space
Content Area: Fundamentals of Aviation
Target Course/Grade Level: 9 through 12
Unit Summary
Rocketry is based on the laws of physics and the nature of rocket propellant. Throughout this unit of
Rockets and Space, students will learn of the early development and uses of rocketry. Students will
learn laws applicable to rocketry, explore chemicals and their combinations, identify rocket systems
and components, and consider the basis of rocket propellant efficiency.
Primary interdisciplinary connections: This unit targets English Language Arts skills related to
conducting research and writing or speaking to describe technical content. In addition, students are
using the mathematical skills using simple formulas to calculate rocket flight times, distances, and
speeds, and using measurement tools to measure parts of a model rocket. Scientific concepts around
aviation, chemical propulsion, orbital trajectories, rocketry, and outer space are also addressed.
Historic and civic content related to aviation is also addressed in this unit.
21st century themes: NASA, the Air Force, and private corporations continue to experiment with
space operations and technology. As students learn about the space environment many may become
interested in the aerospace industry and consider careers in space technology.
Learning Targets
Standard 9.4 Career and Technical Education. All students who complete a Career and Technical
Education program will acquire academic and technical skills for careers in emerging and
established professions, and that lead to technical skill proficiency, credentials, certificates, licenses,
and degrees.
Content Statements:
Academic Foundations; Problem-Solving and Critical Thinking; Systems; Employability and Career
Development; Technical Skills
Strand O. Science, Technology, Engineering, & Mathematics Career Cluster
Strand P. Transportation, Distribution, & Logistic Career Cluster
CPI#
9.4.12.O.37
9.4.12.O.62
9.4.12.O.(1).1
Cumulative Progress Indicator (CPI)
Identify how key organizational systems affect organizational
performance and the quality of products and services to
demonstrate an understanding of how systems are managed
and improved in this cluster.
Examine requirements for career advancement to plan for
continuing education and training.
Apply the concepts, processes, guiding principles, and
49
9.4.12.O.(1).2
9.4.12.O.(1).4
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(2).6
9.4.12.P.3
9.4.12.P.11
9.4.12.P.15
9.4.12.P.36
9.4.12.P.87
Unit Essential Questions
 How is rocketry defined?
 How does chemical propulsion
relate to rocketry?
 How do orbital trajectories relate
to rocketry?
 Define the space environment.
 How does the solar system relate
to rocketry?
 How has unmanned exploration
been of benefit to the 21st century?
 How does manned space
exploration contribute to the 21st
century?
standards of school mathematics to solve science, technology,
engineering, and mathematics problems
Apply and use algebraic, geometric, and trigonometric
relationships, characteristics, and properties to solve
problems.
Demonstrate the ability to use Newton’s laws of motion to
analyze static and dynamic systems with and without the
presence of external forces.
Explain relevant physical properties of materials used in
engineering and technology.
Explain relationships among specific scientific theories,
principles, and laws that apply to technology and engineering.
Demonstrate the knowledge and technical skills needed to
obtain and succeed in a chosen scientific and mathematical
field.
Demonstrate science knowledge and skills required to pursue
the full range of postsecondary education and career
opportunities.
Apply active listening skills to obtain and clarify information.
Employ critical thinking skills (e.g., analyze, synthesize, and
evaluate) independently and in teams to solve problems and
make decisions.
Analyze and summarize the roles and business functions
involved in organizations in this cluster to demonstrate
understanding of the industry as a system.
Analyze and assess the roles and functions of transportationrelated technological systems used in this cluster in order to
demonstrate awareness of necessary technical skills.
Unit Enduring Understandings
 An interesting fact about the historical development of
rockets is that while rockets and rocket-powered devices
have been in use for more than two thousand years, only
in the last three hundred years have experimenters
provided a scientific basis for understanding how they
work. Students will learn that the science of rocketry
began with the publishing of Sir Isaac Newton’s
Mathematical Principles of Natural Philosophy in 1687,
describing the physical principles in nature, and how
space exploration continue to evolve.
Unit Learning Targets
Students will…
50










Research the history of rockets.
[CCSS:ELA.WHST.7–9]
Demonstrate the relationship between chemical propulsion and rocketry.
[no related math or ELA content]
Observe, record, and discuss the relationship of orbital trajectories to rocketry.
[CCSS: ELA.SL.1, ELA.WHST.10]
Define the space environment.
[CCSS: ELA.RST.4]
Explain how the solar system relates to rocketry.
[CCSS: ELA.WHST.2, ELA.SL.4; HSPA: Writing; GEPA: Speaking]
List the benefits of unmanned exploration to the 21st century.
[no related math or ELA content]
Explain how manned space exploration contributes to the 21st century.
[CCSS:ELA.WHST.2, ELA.SL.4; HSPA: Writing; GEPA: Speaking]
Present information on the development of NASA.
[CCSS: ELA.SL.4–6; HSPA: Speaking]
Select and use tools such as a ruler, tape measure, or protractor to measure parts of a model
rocket.
[CCSS: MTH 7.G.2; HSPA: II.C)
Solve problems involving rates to find rocket flight times, distances, and speeds.
[CCSS: MTH 6.RP.3; HSPA: I.B)
Evidence of Learning
Summative Assessment (30 days)
Test and Quizzes
 Teacher designed based on lessons.
 Measure a rocket using customary measures.
 Measure angles of the rocket’s fins.
Written Assignments
 Predict the flight behavior of rockets then record their observations in their journals
 Conduct research on the history of rocketry and write a research report.
Individual and Group Projects
 Demonstrate understanding of Newton’s Third Law of Motion (the principle of
action/reaction).
 Design and build a model rocket.
 Construct a rocket showing the application of Newton’s Third Law of Motion.
End of Unit Exam
 Calculate distance, time, and speed of rockets.
 Conduct research on the history of rocketry and create a tri-fold display of the results.
 Conduct research on the history and development of NASA and write a report.
 Using the information from the report on the development of NASA, students will create
power point presentations and make oral presentations to the class.
51
Equipment needed: Textbook, Model Rockets, Internet Access, Video Clips
Teacher Resources:
A Timeline of Rocket History. Marshall Space Flight Center
http://history.msfc.nasa.gov/rocketry/
Activity: Space Decontamination
http://www.faa.gov/education/educator_resources/educators_corner/grades_9_12/space_decontamin
ation/
Educators Features and Articles
STS-134 Space Shuttle Mission: Resources for Educators
http://www.nasa.gov/audience/foreducators/sts134-index.html
Rockets, Educator Guide
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Rockets.html
Space Shuttle Ascent
http://www.nasa.gov/audience/foreducators/9-12/index.html
Teacher’s Desk
http://virtualskies.arc.nasa.gov/teachers/index.html
52
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
 Observations
 Verbal Quizzes
 Student Record Keeping
 Setting Criteria and Goals
 Peer and self assessments
Lesson Plans
Lesson
Lesson 1
Rocket Fundamentals
Lesson 2
Chemical Propulsion
Lesson 3
Orbits and Trajectories
Lesson 4
Space Environment
Lesson 5
Our Solar System
Teacher Notes:
Timeframe
X hours/days
X hours/days
X hours/days
Additional classroom activities can be found at the following sites:
Space Place Musings: Podcast. NASA scientists explain space science and technology concepts as
well as answer questions submitted by community museums, libraries, planetariums, zoos, and
aquariums across the nation. http://spaceplace.jpl.nasa.gov/en/educators/podcast/
Curriculum Development Resources
Aircraft Dynamics. http://www.dynamicflight.com/aerodynamics/
Civil Air Patrol, (2010). Aerospace: The Journey of Flight. City: Maxwell Air Force Base, Alabama
Publisher. ISBN# CAP0038D
Lindmann, M. R. (n.d.) Flight and Aviation: An Aviation Curriculum Guide. Department of
Transportation, Federal Aviation Administration, Washington: DC
Minnesota Department of Transportation office of Aeronautics. (1998). The History and Physics of
Flight. St. Paul: MN
Oregon Department of Aviation, Youth Aviation Education & Activities.
http://www.oregon.gov/Aviation/youth_aviation.shtml
Strickler, M. K . A Model Aerospace Curriculum. Based on August Martin High School. U.S.
Department of Transportation, Federal Aviation Administration office of Public Affairs, Aviation
Education Program, Washington: D.C.
53
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities:
Are challenging and require higher order thinking
and problem solving skills
Strongly
Moderately
Weakly
Allow for student choice
Provide scaffolding for acquiring targeted
knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary
connection and transfer of knowledge and skills
Foster student use of technology as a tool to
develop critical thinking, creativity and
innovation skills
Are varied to address different student learning
styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a
facilitator and co-learner during the teaching and
learning process
Provide means for students to demonstrate
knowledge and skills and progress in meeting
learning goals and objectives
Provide opportunities for student reflection and
self-assessment
Provide data to inform and adjust instruction to
better meet the varying needs of learners
54
Common Core Mathematics and Language Arts Standards
Found in Fundamentals of Aviation
CCSS code
Math
MTH 6.RP.3
MTH.6.EE.2
MTH 7.G.1
MTH 7.G.2
MTH.7.RP.2
Common Core State Standard
Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
 Make tables of equivalent ratios relating quantities with whole-number
measurements, find missing values in the tables, and plot the pairs of
values on the coordinate plane. Use tables to compare ratios.
 Solve unit rate problems including those involving unit pricing and
constant speed. For example, if it took 7 hours to mow 4 lawns, then at
that rate, how many lawns could be mowed in 35 hours? At what rate
were lawns being mowed?
 Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity
means 30/100 times the quantity); solve problems involving finding
the whole, given a part and the percent.
 Use ratio reasoning to convert measurement units; manipulate and
transform units appropriately when multiplying or dividing quantities.
Write, read, and evaluate expressions in which letters stand for
numbers.
c. Evaluate expressions at specific values of their variables.
Include expressions that arise from formulas used in real-world problems.
Perform arithmetic operations, including those involving whole number
exponents, in the conventional order when there are no parentheses to
specify a particular order (Order of Operations). For example, use the
formulas V = s3 and A = 6 s2 to find the volume and surface area of a
cube with sides of length s = 1/2.
Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing
a scale drawing at a different scale.
Draw (freehand, with ruler and protractor, and with technology) geometric
shapes with given conditions. Focus on constructing triangles from three
measures of angles or sides, noticing when the conditions determine a
unique triangle, more than one triangle, or no triangle.
Recognize and represent proportional relationships between quantities
b. Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional
relationships.
MTH 7.RP.3
c. Represent proportional relationships by equations. For example, if
total cost t is proportional to the number n of items purchased at a
constant price p, the relationship between the total cost and the
number of items can be expressed as t = pn.
Use proportional relationships to solve multistep ratio and percent
55
CCSS code
Common Core State Standard
problems. Examples: simple interest, tax, markups and markdowns,
gratuities and commissions, fees, percent increase and decrease, percent
error.
MTH HS.G-SRT.11
(+) Understand and apply the Law of Sines and the Law of Cosines to find
unknown measurements in right and non-right triangles (e.g., surveying
problems, resultant forces).
English Language Arts and Literacy for Technical Subjects
ELA.RST.4
Grades 9–10: Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 9–10 texts and topics.
Grades 11–12: Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 11–12 texts and topics.
ELA.RST.7
ELA.SL.1
Grades 9–10: Translate quantitative or technical information expressed in
words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation)
into words.
Grades 11–12: Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem.
Grades 9–10: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding to questions that relate
the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Grades 11–12: Initiate and participate effectively in a range of
collaborative discussions (one on-one, in groups, and teacher-led) with
56
CCSS code
ELA.SL.4
ELA.SL.5
Common Core State Standard
diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and conclusions;
and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional
information or research is required to deepen the investigation or
complete the task.
Grades 9–10: Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task
Grades 11–12: Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow
the line of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks
Grades 9–10: Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Grades 11–12: Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
ELA.SL.6
ELA.WHST.2
Grades 9–10: Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate.
(See grades 9–10 Language standards 1 and 3 for specific expectations.)
Grades 11–12: Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or
appropriate. (See grades 11–12 Language standards 1 and 3 for specific
expectations.)
Grades 9–10: Write informative/explanatory texts, including the narration
of historical events, scientific procedures/ experiments, or technical
processes.
a. Introduce a topic and organize ideas, concepts, and information to
57
CCSS code
ELA.WHST.7
Common Core State Standard
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the discipline
and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Grades 11–12: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or
technical processes.
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it
to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
c. Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques
such as metaphor, simile, and analogy to manage the complexity of the
topic; convey a knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of likely readers.
Provide a concluding statement or section that follows from and supports
the information or explanation provided (e.g., articulating implications or
the significance of the topic).
Grades 9–10: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the
subject under investigation
Grades 11–12: Conduct short as well as more sustained research projects
58
CCSS code
Common Core State Standard
to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the
subject under investigation.
ELA.WHST.8
Grades 9–10: Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
Grades 11–12: Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
ELA.WHST.9
Grades 9–10: Draw evidence from informational texts to support analysis,
reflection, and research.
Grades 11–12: Draw evidence from informational texts to support
analysis, reflection, and research.
ELA.WHST.10
Grades 9–10: Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
Grades 11–12: Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
HSPA Mathematics and Language Arts Specifications
Found in Fundamentals of Aviation
HSPA
Writing Test
Specifications







NJ High School Proficiency Assessment
Writing prompts will invite responses that are:
age- and grade-level appropriate;
clearly focused with a clear purpose;
effectively elaborated with details;
logically organized, with a clear opening and closing;
varied in their vocabulary and sentence structure;
reflective of a strong stance;
sensitive to audience.
Writing prompts will introduce the following elements:
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HSPA
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Reading Test
Specifications
NJ High School Proficiency Assessment
meaningful topics that challenge, broaden, and enrich students'
perspectives;
a clear focus;
a clearly identifiable theme or central idea;
a clearly stated purpose;
a context for reflection as an aid to elaboration.
Everyday Text
"Everyday text" is defined as text that people encounter in their everyday lives.
It is text written and designed to explain and show how to do something.
Everyday texts of varying formats will be selected and/or adapted from
previously published sources, such as magazines, newspapers, "how to" books,
and hands-on activity kits and workbooks. For the eighth- and eleventh- grade
tests, these texts will have a strong link to the central idea or purpose of the
informational text and will serve as a resource for students to draw upon in
developing and completing the writing project in the Extending Understanding
section of the test.
Everyday text will contain the following elements:
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Reading Test
Specifications
topics that are age- and grade-level appropriate;
performable activities or actions;
a clear, positive purpose;
a clearly developed sequence of activities or actions;
a clearly developed explanation of activities or actions;
vivid and clear illustrations;
a range of vocabulary for which adequate context is provided
Informational Text
"Informational text" is text written primarily to convey information.
Informational passages will be selected from previously published materials
and will be strongly linked to a theme for extending understanding.
Informational texts of between 800 and 1200 words (ESPA) or 1200 and 1800
words (GEPA or HSPA) may be used in full or adapted from media articles or
texts and will convey a clear central purpose, major ideas, and supporting
details. Students will respond to open-ended and multiple-choice questions
about those passages.
Informational text will contain the following elements:
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topics that are age- and grade-level appropriate;
a clear focus;
clearly developed elaboration of ideas and supporting details;
one or more of the commonly occurring text structures
(sequence/chronological order cause/effect, comparison/contrast);
signals to text organization and/or visual aids, including, but not limited
to, headings, subheadings, bold and italic typefaces, signal words, maps,
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HSPA

Speaking Test
Specifications
NJ High School Proficiency Assessment
graphs, charts, and illustrations;
a range of vocabulary for which adequate context is provided.
Speaking requires students to generate, organize, and orally convey information
for a variety of purposes and audiences. Effective speakers can relate thoughts
and ideas, express an opinion, present information, and tell a story... Students
taking the eleventh-grade assessment will prepare and deliver a four-minute
speech "to persuade."
Speaking prompts will invite responses that are:
 age- and grade-level appropriate;
 clearly focused with a clear purpose;
 effectively elaborated with details;
 logically organized, with a clear opening and closing;
 varied in their vocabulary and sentence structure;
 reflective of a strong stance;
 sensitive to audience;
 clear and audible.
Speaking prompts will introduce the following elements:
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MTH: I.B
topics that are age- and grade-level appropriate;
a clear focus;
a clearly identifiable theme or central idea;
a clearly stated purpose with an identified audience;
questions for reflection as an aid to elaboration.
Apply ratios, proportions, and percents to a variety of situations.
KNOWLEDGE: The student should have conceptual understanding of ratio
(2). The student should be able to solve proportions (5)
PROBLEM-SOLVING SKILLS: In problem settings, using abilities that
comprise the power base, the student should be able to illustrate and model
ratios, proportions, and percents in real-life situations; solve a variety of
problems using proportions and percents (9)
MTH: II.A
MTH: II.C
MTH.III.C
MTH: IV.C
MTH: IV.B
Recognize, visualize, analyze, and apply geometric properties, relationships,
and patterns in real-world and/or problem-solving contexts using models,
manipulatives, or technology.
Apply the principles of measurement and geometry to solve problems
involving direct and indirect measurement.
Collect, organize, represent, analyze, and interpret data.
Use algebraic concepts and processes to concisely express, analyze, and model
real-world situations.
Use various types of functions to represent mathematical or real-world
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HSPA
NJ High School Proficiency Assessment
situations
GEPA Language Arts Specification
Found in Fundamentals of Aviation
GEPA
Speaking Test
Specifications
NJ High School Proficiency Assessment
Speaking requires students to generate, organize, and orally convey information
for a variety of purposes and audiences. Effective speakers can relate thoughts
and ideas, express an opinion, present information, and tell a story. During this
component of the assessment...eighth-grade students will prepare and deliver a
three-minute speech "to explain."
Speaking prompts will invite responses that are:
 age- and grade-level appropriate;
 clearly focused with a clear purpose;
 effectively elaborated with details;
 logically organized, with a clear opening and closing;
 varied in their vocabulary and sentence structure;
 reflective of a strong stance;
 sensitive to audience;
 clear and audible.
Speaking prompts will introduce the following elements:
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topics that are age- and grade-level appropriate;
a clear focus;
a clearly identifiable theme or central idea;
a clearly stated purpose with an identified audience;
questions for reflection as an aid to elaboration.
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