NCTM Content and Process Standards

Standard 1: Mathematics as Problem Solving Standard 2: Mathematics as Communication Standard 3: Mathematics as Communication Standard 4: Mathematical Connections Standard 6: Number Sense and Numeration Standard 7: Concepts of Whole Number Operations Standard 8: Whole Number Computation Standard 9: Geometry and Spatial Sense Standard 10: Measurement Standard 11: Statistics and Probability

Objectives

The Team members will be able to:
1. Keep a journal describing the steps the team took to design, construct, and fly a paper airplane.
2. Complete the web quest data sheet for the attempts to fly the team's paper plane.
3. Write a detailed list of instructions, including sketches, for making a paper airplane.
4. Write an explanation of why a plane can fly, which includes the definitions of drag and lift, after completing the lesson.

Materials and Resources

1. Paper Airplane Web Quest
2. One journal for each team (seven sheets of paper folded in half and stapled to make a booklet)
3. Ten sheets of 8 1/2" X 11" paper for each team
4. Several sheets of 8 1/2" X 11" index paper available for team requests
5. Crayons or colored pencils for decorating planes
6. Ten paper clips for each team
7. Data Sheet from the Web Quest

General Instructions

This lesson plan is to be used when having your students complete the Paper Airplane Web Quest. The web quest was designed for fourth grade students. However, it can be adapted for higher grades. Websites used as resources include more detailed, sophisticated information and airplane plans suitable for higher grades. All student handouts are included in the web quest. You may print out enough for your class or let the students print them out as needed. The web quest is designed for teams of four students but could work with teams of three if necessary. It is not advisable to have a team with more than four. There aren't enough tasks to ensure that each student has an active role. It is best to conduct the quest research in a computer lab. This will reduce the overall time spent on the quest activity. This quest may be conducted in the classroom if there are computers which are Internet connected. Teams could take turns doing their research. It is also best to bookmark the web quest site to make connection smoother and easier. If possible enlist the help of parents on the airplane testing and contest days. This will enable you to help individual teams which are behind in the quest activities or are having difficulties.

Lesson Activities and Instructions

Day 1 Introduce web quests in the classroom. Describe the activity in general. Brain storm, using a web drawn on the blackboard, what the students know about paper airplanes. List questions, using another web, of what they don't know on the board. Divide the students into teams of four. Take the class to the computer lab. Guide the students through the Internet and website connection process. Have team members choose the roles. Let them explore the resource links. Make sure that all teams check the safety resource site first. The teams should find the definitions for lift and drag. Have the recorder write them in the journal. Time allotted is one hour.

Day 2 Continue research. Have the teams focus on designs for making paper airplanes. The students may print web pages they think are important for their quest. Tell them they must get teacher approval before printing any web page. This helps keep ink and paper costs down. Time allotted is one hour.

Day 3 Last day for research if needed. Have the teams double check their notes, etc. to make sure they have everything they need to build their planes. Teams may begin building their planes. Have a supplies table set up so that teams have access to materials as they need them. Review safety rules. Remind students that they will be strictly enforced. If time allows and any teams have built paper planes, take the class outside (or set aside part of the classroom) so that the teams can test their planes. Help teams fill in the data sheets as they test their planes. Time allotted is at least one hour (preferably one and a half hours).

Day 4 Continue building paper airplanes. Take the class out (or use anarea set aside in the classroom) to test the planes. Organize the flight practice similar to that of take-off procedures at the airport. One adult can function as the filght controler in the control tower. The pilots from the teams line up at the flight line. The first pilot in line waits for permission from the flight controller before launching the airplane. Other team members watch the flight from the sidelines to check for design flaws, etc. Help teams, if needed, fill out the data sheets. Teams must choose the design for the plane they will enter in the contest. Remind teams that all team members must help the recorder write the instructions for making their chosen design. Time allotted is at least one hour (preferably one and a half hours).

Day 5 Contest Day! Set the paper airplane flying course up according to the instructions on the Paper Airplane Web Quest in the Evaluation section. Teams must not enter the contest without handing in their journals, data sheets, and the written instructions for building their plane. Help those teams not eligible to become eligible to enter the contest. Conduct the contest according to the directions in the quest. No specific time is allotted for the contest, but at least one and a half hours should be set aside for the contest.

Evaluation

The journals, written paper airplane instructions, and the data sheet are the evaluation measures used for the Paper Airplane Quest.

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