Making a Kite
1. Title of the Lesson: Making a Kite
2. NJ Core Curriculum Content Standards addressed in the lesson.
 5.1.12.A.3 (Revisions of predictions and explanations are based on systematic
observations, accurate measurements, and structured data/evidence): Use scientific
principles and theories to build and refine standards for data collection, posing controls,
and presenting evidence.
 5.1.D (Participate Productively in Science): The growth of scientific knowledge involves
critique and communication, which are social practices that are governed by a core set
of values and norms.
 5.1.12.D.1 (Science involves practicing productive social interactions with peers, such as
partner talk, whole-group discussions, and small-group work): Engage in multiple forms
of discussion in order to process, make sense of, and learn from others' ideas,
observations, and experiences.
 5.2.12.C.1 (Gas particles move independently and are far apart relative to each other.
The behavior of gases can be explained by the kinetic molecular theory, The kinetic
molecular theory can be used to explain the relationship between pressure and volume,
volume and temperature, pressure and temperature, and the number of particles in a gas
sample. There is a natural tendency for a system to move in the direction of disorder or
entropy.): Use the kinetic molecular theory to describe and explain the properties of
solids, liquids, and gases.
 5.2.E (Forces and Motion): It takes energy to change the motion of objects. The energy
change is understood in terms of forces.
 5.2.12.E.1 (The motion of an object can be described by its position and velocity as
functions of time and by its average speed and average acceleration during intervals of
time.): Compare the calculated and measured speed, average speed, and acceleration of
an object in motion, and account for differences that may exist between calculated and
measured values.
 5.2.12.E.2 (Objects undergo different kinds of motion (translational, rotational, and
vibrational).): Compare the translational and rotational motions of a thrown object and
potential applications of this understanding.
 5.2.12.E.3 (The motion of an object changes only when a net force is applied.): Create
simple models to demonstrate the benefits of seat belts using Newton's first law of motion.
 5.2.12.E.4 (The magnitude of acceleration of an object depends directly on the strength
of the net force, and inversely on the mass of the object. This relationship (a=Fnet/m) is
independent of the nature of the force.): Measure and describe the relationship between
the force acting on an object and the resulting acceleration.
3. Identify Resources needed.
a. Teacher Use: Open space for kite testing (need indoor space if rainy/ cold)
b. Student Use: Straws, tissue paper, ribbon, tape, scissors, string, ruler/ meter stick
4. Describe what students should know before they start the lesson.
Page 1 of 7



Students should be able to work cooperatively in small groups. They should listen to and
have respect for others' ideas.
Students should understand the steps involved in the engineering design process.
Students should understand force, torque, and pressure (force per unit area) and be to
apply those concepts to the kite building task.
5. State the objectives of the lesson.
 Students will increase their ability to work cooperatively to solve a problem.
 Students will learn how to use a systematic approach to solving a problem.
 Students will learn about torque and how it relates to kite design.
 Students will learn how to use the engineering design process to solve a problem.
 Students will learn that engineering involves using their ideas and knowledge to solve
real-world problems.
 Students will learn about how to balance the cost of materials with the benefits they
provide.
 Students will learn about engineering as it applies to kite design, but also that other
engineers are responsible for developing stronger, cheaper, or more environmentally
friendly construction materials. Students will learn how the work done by engineers
affects society for the better.
 Students will apply their knowledge of physics to solve a real world problem.
6. Identify important ideas in terms the subject area - describe in detail. Real life connections
(make a list).
 The engineering problem-solving strategy (which mimics the ISLE cycle for
experimentation) involves devising a series of possibilities that are tested and revised.
 The eight steps of the engineering design process are: identify the need or problem,
research the need or problem, develop possible solutions, select the best possible
solution, draw a prototype, test & evaluate, communicate the solution, and redesign.
 The engineering design process includes constructing a physical prototype: starting with
plans and ideas, using materials to build the physical model. This prototype can then be
tested, and the results applied to redesign and improve.
 Many different types of engineers work together on a single project.
 Torque: Sum of (force * radius from pivot point). For a structure to be stable, not only
must the sum of the forces exerted on it be zero, but the sum of the torques exerted on it
must also be zero. If the building materials (straws, tissue paper, tape & ribbon) can't
provide a sufficient force and torque to counter those exerted on the kite by the air as the
student runs with the kite, the kite will begin to break apart.
 Pressure = force per unit area. In this project, the air exerts a force on the kite (when the
student runs with the kite), which can cause a net torque (above) or can cause the kite to
break/t
7. Describe potential difficulties students may experience with the content. Describe all
formative assessments that you plan to use and how you will provide feedback.
 Students may have difficulty working cooperatively. One group member may dominate,
especially boys in mixed gender groups.
Page 2 of 7




Students may have difficulty applying the engineering design process, rather than just
employing a trial and error strategy. I will remind the students to plan ahead. Also, I can
present the problem but not make the materials available for the first five minutes, which
will force students to plan (steps 2-5) before building their prototype.
I will monitor the groups, and make sure to engage group members whose opinions don't
appear to be being listened to. This will demonstrate to the dominating group members
that the others' ideas are to be valued. This also will ensure that all group members are
contributing equally, and that all group members understand the successes and failures of
their prototypes.
Students may have difficulty determining why their prototype isn't working. I will ask
groups what problems they are having, or what is standing in the way of their meeting
their goals, to engage them in a discussion about the possible strategies they could
employ to solve their problems, rather than just using trial and error. Students may need
to be prompted to systematically change one aspect of their design at a time to solve the
problem. I will ask students what assumptions they made in their initial plan that turned
out to not be valid, and how they have revised their assumptions.
If a group adopts a new approach, I will ask them to explain what they changed and the
reason for the change. In addition, I will try to get them thinking about the physics
explanation for the failure of their prior prototype.
8. Provide a description of the lesson including an agenda for the lesson.
 See handout attached at end of lesson plan
9. Time Table – who is going to be doing what and when during the lesson to make sure that
students are actively engaged.
Clock reading
“Title of the
Students doing
Me doing
during the lesson
activity”
0 – 3 minutes
Introduction
Listening
Talking
3 – 10 minutes
Planning
Planning, brainstorming,
Listening, monitoring
discussing ideas
student group work
10 -35 minutes
Construction
Constructing the prototype Monitoring student work
& Testing
kite, testing & redesigning
35 – 40 minutes Testing
Testing kites, sharing with Supervising testing
classmates
40 – 45 minutes Reflection
Talking
Listening, summarizing
10. Describe the homework you will assign. What guidance will you provide the students?
 The homework will be for students to assess the strengths and weaknesses of their own
design, and also that of at least one other group, and make at least one suggestion for a
modification they could make that would meet a different need/ solve a different
problem. This engages the students in the engineering design process. Discuss the
homework the next day so students can learn from the ideas of others. Students will be
instructed to think about how real world engineers apply the engineering design process,
and which types of engineers might work together on a project. Students will also be
Page 3 of 7
instructed to research one commercially available kite and compare it to the kite they
designed. What are the differences? Why do you think it was designed the way it was?
11. Teacher's Guide
 Straws should be straight, not bendable, unless you intentionally want to add that
challenge.
 Make sure students are divided into effective groups. Group together students with
differing strengths. Make sure all group members are actively participating.
 Make sure students follow the engineering design process and plan before building.
 Ensure that you are familiar with the materials and their benefits/ pitfalls.
 Student groups may focus on different aspects of kite design, including stability, mass of
materials used, surface area, durability, etc. After final testing is complete, engage class
in discussion where each group presents the aspect(s) they focused on, and the different
solutions they tried.
 With the homework, make sure students think about how many different types of
engineers might try to improve the kite. Materials cost? More environmentally friendly
materials? More durable? Waterproof? And so on. Make sure a full class discussion of
the homework assignment is included in a subsequent class period.
Page 4 of 7
Making a Kite
Version A (High School)
Goal: Design and build a kite that meets the design criteria below at the lowest possible cost.
Design Criteria:
 The kite must be at least 12” long.
 Only materials listed below may be used.
 Make sure you follow the engineering design process (on the back of the page). You must
plan your kite and show me your design before you may start building your prototype.
Testing Criteria:
 Your kite will be attached to a 6' long string. One member of the group will run with the
kite by holding only the other end of the string, and the kite must be able to stay airborne
for at least 10 seconds.
Available materials and cost:
Material
Quantity Used
Cost per piece
Straw
$0.10
Tissue Paper
$0.25
Ribbon
$0.10 per foot
Tape
$0.25 per foot
TOTAL COST:
Page 5 of 7
Total (Quantity * Amount)
Be sure to follow the Engineering Design Process and document your work:
Step Number
1: Identify the need
or problem
2: Research the need
or problem
3: Develop possible
solutions
4: Select the best
possible solution
5: Draw a prototype
6: Test and evaluate
(Note here what
aspect of the design
caused difficulty in
the testing process.)
7: Communicate the
solution
8: Redesign
Page 6 of 7
Comments and Observations
Making a Kite
Version B (Middle School/ Target)
Goal: Design and build a kite that meets the design criteria below.
Design Criteria:
 The kite must be at least 12” long.
 Only materials listed below may be used.
 Your kite should be able to fly when tested (see below) and be both sturdy and stable.
Available materials:
 Straws
 Tissue paper
 Ribbon
 Tape
Testing Criteria:
 Your kite will be attached to ribbon. One member of the group will run with the kite by
holding only the other end of the ribbon, and the kite must be able to stay airborne for at
least 10 seconds.
You must follow the engineering design process when building your kite:
1. Identify the need or problem.
2. Research the need or problem.
3. Develop possible solutions.
4. Select the best possible solution.
5. Draw then construct your prototype.
6. Test and evaluate.
7. Redesign.
8. Communicate your solution.
You must plan first and show me your design before building your prototype.
Also, please record each step in your notebook, including all of your designs,
sketches of your prototypes, your test results and any plans for redesigning your
kite.
Have fun!!!
Page 7 of 7