Wingin' It Unit Plan

Wingin It
http://aigcampwingin-it.weebly.com
Lets Go Fly a Kite and Flight Superheroes

Wing Structure
Wing Tester
Flight Simulator
How can you tell if something is flying or is merely being propelled through the sky? Lets glide
and soar together as we investigate the physics behind flight. LIFT, WEIGHT, THRUST, and
DRAG! Come join the exciting world of flying as you make your own plane, airfoil, turbine, and
fly your own kite. The skys the limit!
What are the essential components that must be in place for an object to fly?
Stephen Frederick and Robin Hill

2015 Summer 2 Practicum in Gifted Education
East Carolina University
Wingin It
CONTENT RESEARCH PAPER

What is flight? How can you tell if something is flying or is merely being propelled
through the sky? Mellett (1997) provides the example of a paper airplane versus a football. The
football has nothing to keep itself in the air so it falls more quickly to the ground than the paper
airplane. Things that fly include birds, air planes, rockets, and balloons. All of these stay off the
ground longer than objects that are simply thrown, such as footballs, stones, or arrows.
So what makes these objects fly? Balloons filled with helium fly because helium is
lighter than air. Birds, bats, and insects use their muscles to power their takeoff and their wings
to help them move forward in the air. Like birds, gliders have wings that keep them in the air,
and the pilot uses wind currents to modify the shape of the wings. A kite uses wind to rise and
stay in the air, and a long string which is a tether. Space flight uses gravity as a tether, and uses
booster rockets to power themselves into the air. Airplanes use engine power to get them into the
air and push them through the air. Their wings help them to stay in the air (Mellett, 1997).
There are four important forces that are at work when something is flying. These forces
are lift, weight, thrust, and drag. These forces work together to keep an object in flight, although
they seem to oppose each other. For example, lift pulls the plane up while weight pulls the plane
down. Force pulls the plane forward while drag pulls the plane back. Becklake (2008) states that
a flying plane is pushed and pulled by four different forces in four different directions (p. 1415). Asimov & Kaplan (1993) identified two of these forces as those which must be overcome in
order for a bird or other flying object to soar through the air: gravity (weight) which pulls things
toward the ground, and air resistance (drag) which slows things down as they move through the
air. The counteraction of both the lift/weight and the force/drag is critical in the flight process.
Lift - The upward force that happens as the wings move through the air is called lift. As
the air flows over the wings, the upward lift occurs. In order for this to happen properly, the
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wings must be designed in a special shape, called an airfoil. The top of the airfoil wings are
curved upward while the bottom of the airfoil wings are flatter. As the plane moves forward, air
flowing over the top has further to go and is more spread out than the air beneath. The air
beneath pushes the wing harder than the air above it, so the wing lifts, taking the plane with it
(Becklake, 2008, p. 14-15). Lift works against the weight of the plane. Birds, gliders, and
airplanes all have airfoil wings (Mellett, 1997).
Weight - Gravity works to pull the plane down, so plane designers build planes with
strong yet light materials (Becklake, 2008).
Thrust - Engines give planes the thrust that moves the plane forward in the air. Thrust and
lift must work together in the following way: As the plane travels faster, the lifting force grows
stronger. This force must be equal to the weight of the plane before it can rise into the air and
fly (Becklake, 2008, p. 15). The thrust must be forceful enough to give the plane adequate lift to
fly. Planes use either jet engines, for airliners and fighter planes, or propellers, for slower planes
or those that fly nearer to the ground (Becklake, 2008). Just as the airfoil wings provide lift, the
propeller blades are also shaped like long, thin airfoil wings, making lift in a forward direction
(thrust). The propeller blades in more modern planes are adjustable. Similar to a ten-speed
bicycle, the blades must work much harder during takeoff but not as much during cruising once
the plane is flying through the sky. Propellers work like a screwdriver, cutting their way into the
oncoming air and pushing it backward, which makes thrust and pushes the airplane forward.
(Mellett, 1997).
Drag - Mellett (1997) states that drag is a force that slows down, holds back, or resists
the movement of something in the direction intended (p. 64). Drag basically slows down things
that are flying through the air. When the speed of an object in the air increases, the drag also
increases. In fact, when you double the speed, the drag is quadrupled. Not only is drag impacted
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by speed. It is also impacted by the shape of the object flying through the air. Angular shapes
create more drag than rounded ones, and this is important to remember as we consider what
makes objects fly (Mellett, 1997). Becklake (2008) mentions that aircraft builders have a goal of
minimizing the drag as much as possible by designing a smooth plane that cuts through the air
easily.
The Bernoulli Effect is an important concept in flight. The Bernoulli Effect is when air
movement increases and causes a decrease in air pressure. According to Asimov and Kaplan
(1993), air flowing over a surface changes the air pressure on that surface [and] the faster the air
flows, the lower the pressure (p. 11). The Bernoulli Effect is essentially what carries the plane
into the air, because the wings are lifted up by the greater pressure under the wings (Asimov &
Kaplan, 1993).
A plane can move in three directions: yaw, pitch, and roll. Yaw means the plane is
turning left or right. Pitch means the nose of the plane is tilting up or down. Roll means the plane
is rolling from one side to the other, and the wings tilt up or down. The pilot controls the plane
by using foot pedals and the control column. The pedals and control column are connected the
control surfaces on the wings and tail, and these steer the plane. Control surfaces are small,
hinged flaps that determine how air will flow around the plane (Mellett, 1997, p. 36). The
control surfaces include the rudder (attached to the fin), elevators (flaps attached to the back of
the tail), and ailerons (flaps on the wings). When an airplane rolls, the aileron on one side raises
and the aileron on the other side drops. The pilot moves the control column to the left or right to
make the roll happen. When an airplane moves up or down (pitch), the elevators on a planes tail
are either raised or lowered. In order for the pilot to make the plane climb higher, he must pull
the control column towards him. For the plane to dive, the pilot must push the control column
forward. When an airplane turns left or right, the rudders and the ailerons are used together
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(Mellett, 1997). For a left or right turn, the pilot pushes the corresponding pedal (left or right)
(Becklake, 2008). In summary, to control an aircraft, the pilot moves the control column from
side to side to operate the ailerons, moves the column backward or forward to operate the
elevators, and maneuvers the foot pedals to move the rudder (Mellett, 1997).
A plane has many important parts. According to Michael Giddens, the most important
parts of the plane are the fuselage, the cockpit, and the wings (personal communication, January
29, 2015). The main body of the plane is called the fuselage, and is typically long and thin which
helps it to move through the air. The cockpit sits at the front of the plane and is the place where
the pilot controls the plane. The wings, curved on top and flatter on the underside, are attached
on either side to the fuselage. Engines are attached to the wings, and fuel tanks are inside the
wings. The control surfaces are also found along the front and back edges of the wings. At the
back of the fuselage is a tail, which looks like a fin going up with two wings on the sides. Other
control surfaces (the elevators and the rudder) are attached to the tail. Wheels fold up under the
fuselage and provide a way for take-off and landing as well as moving along the ground
(Becklake, 2008).
In summary, flight requires four forces working together: lift, weight, thrust, and drag.
These forces work in opposition to each other and keep a plane flying. The Bernoulli Effect
carries the plane into the air, caused by a greater pressure beneath the wings. Planes move in
three directions (yaw, pitch, and roll) and the pilot maneuvers the plane in these directions by
using the control surfaces, which are some of the most important parts of the plane.
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References
Asimov, I., & Kaplan, E. (1993). How do airplanes fly? Milwaukee: Gareth Stevens Publishing.
Becklake, S. (2008). 100 things you should know about flight. Pennsylvania: Mason Crest
Publishers.
(M. Giddens, personal communication, January 29, 2015).
Maurer, R. (1990). Airborne: the search for the secret of flight. New York: Simon and Schuster
Books for Young Readers.
Mellett, P. (1997). Flight. Milwaukee: Gareth Stevens Publishing.
Quackenbush, R. (1976). Take me out to the airfield! New York: Parents Magazine Press.
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CONNECTION TO THE THEME

What are PERSPECTIVES?
Perspectives are different ways of looking at something. Perspectives vary
according to the person who is viewing the object. However, perspectives not only have
to do with vision. One might also have a perspective in regards to hearing something,
tasting something, smelling something, and feeling something. Perspectives are very
individualized. In other words, one persons perspective of an experience may be similar
in some ways and different in other ways with regards to another persons perspective.
A persons perspective is based on his or her own prior experiences as well as
individual strengths and shortcomings. What a person brings to the experience impacts
that experience. Considering the story of the Six Blind Men and the Elephant gives
evidence to this. Six blind men encountered an elephant. They began to touch the
elephant to determine what it was. Because each man touched a different part of the
elephant, they each determined that it was something different than the five other men.
For example, the man who touched the elephants tusk said that it was a solid pipe
while the man who touched the elephants tail said that it was a rope. Each man
touched a different part and had a different perspective on what object the elephant
was. After each of the six men argued their case, a wise man who had come by
explained to them that all of them were correct. Initially, their perspective was impacted
only by the part of the elephant they were touching. After speaking with the wise man,
their perspective was changed because they gained new information. Often, as we
share experiences with others, our perspectives become broader and deeper because
we begin to see the perspectives of others and not just our own. Rather than just basing
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our perspective on our own experiences, we can benefit from the experiences of others
to learn that each persons perspective may be different but is often valid.
How is the concept of PERSPECTIVES depicted by your topic?
When our camp sessions on flight begin, students will have varying perspectives
about flight. Perhaps some have flown in a commercial jet before while others may have
never been on a plane. Some may enjoy flying while others are fearful of flying. Each of
the students participating in the sessions will have their own unique perspective about
flying. For the most part, we assume that the majority of the students lack basic
knowledge about the ins and outs of how flight works. Therefore, their thoughts and
feelings about flight may be varied, but many students will have a limited perspective on
how flight actually happens. As part of our unit plan, we have included an activity to
determine the students prior knowledge of flight is. Around the room posters with flight
questions (questions having to do with the basics of flight) will be displayed. Students
will write their answers on the left side of the poster. Students will revisit these posters
at the end of the first day and write their answers on the right side of the poster.
Teachers will use the students responses on this introductory activity to determine
where students are in their knowledge of flight, and to determine their individual
perspectives on flight. If there are students who are well-versed in how flight happens,
the teachers can modify their instruction to enhance these students learning. Initially
gauging the students perspectives will in turn affect the teachers perspectives on how
to carry out the camp sessions to give students the best opportunity for learning about
flight.
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On the first day, students will be given instruction on the four forces of flight lift,
weight, thrust, and drag. These will be presented as superheroes. We are choosing to
present them as superheroes so that these four new concepts dont run together. These
four forces do work together and opposite each other in order for an object to fly, but it
is critical for students to learn about what each force means on its own prior to
understanding the relationship between each of the four forces. When the first
superhero is introduced (either a picture or a live person), he will be introduced as Lift.
Lift will begin in the following manner I am Lift. I am a force pushing upward. Air
flowing over the wings is how I happen. The wings of an airplane must be a special
shape called an airfoil. This is only the beginning of what Superhero Lift will say. By
having Superhero Lift speak in first person, students will learn about Lift from his own
perspective. Then each of the other three superheroes will be introduced. By planning
this part of the session in this particular way, students will have the experience of
hearing the individual perspective of each of the four forces. By considering one force at
a time, students perspectives about how the forces work individually will build from less
knowledgeable to more knowledgeable. It is critical for students to gain perspective of
each force individually, so that they are experts on each different force before beginning
to see how they work as a team to get an airplane into the sky.
On the second day of our camp, students will get to experience being the pilot by
learning about how the different parts of the plane work together to maneuver the plane
in the sky. Students will learn about how the foot and hand controls in the cockpit work
with the control surfaces to turn, tilt, or roll the plane. Learning how to work from the
cockpit will give students a new perspective about how flight works. More complicated
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than just driving a bicycle or a car, students will gain perspective about how the pilot
works with the parts of the plane to get it to go where you want it to go in the sky.
Students will make models throughout the camp sessions. They will make or
work with models of airfoil wings, parachutes, airplanes, propellers, jet engines, turbine
engines, and paper planes. These hands-on experiences will impact their perspectives
on flight. Rather than merely hearing about these different topics in flight, students can
work with them and see them in action to broaden their own perspectives about flight
and how it happens.
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TECHNOLOGY INTEGRATION
Technology will be integrated into the content of our unit in many exciting ways. These
include Wing Caddy, Wing Tester, and Flight Simulator (www.pitsco.com).
The Wing Caddy is a tool that students can use as they make paper airplanes. Students
will learn about airfoils, which are the wings that provide lift for the plane. The Wing Caddy is a
tool that helps students make paper airfoils. It helps by securely holding the wing paper while the
student glues airfoil fins in place. This tool has individual fin-holding slots which guarantee
airfoils that are in the right place every time. We are using this technological tool in our unit
because we would like for our students to have the maximum amount of time working with
planes that fly correctly.
We are also going to use the Wing Tester, which provides students the opportunity to see
the principle of lift up close. The Wing Tester also gives students a chance to evaluate the design
and performance of model wing airfoil sections. Using this tool, students will be able to
manipulate the wing to accomplish the desired balance of lift and drag, and they will learn about
Bernoullis principle and Newtonian physics as we use this tool. The Wing Tester works by
suspending the wing in a moving airstream, making it similar to actual flight. As the fans are
turned on, the wing rises (lift). Also, students will work with varying weights to determine how
much weight a wing can support, and will learn about efficient design of a wing. Students will
have opportunities to experiment with adding weight to the wing in other ways and see its impact
on lift as well as work with the concept of stall using the Wing Tester.
To allow students to use a flight simulator, we will bring computers for the students to
use. We are going to use the X-Plane 10, which provides a realistic flight model that predicts the
flying qualities of aircraft. This engineering tool includes upwards of 30 different aircraft models
as well as many more that can be downloaded. Students will add scenery for the world they are
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flying in. They will also have to fly in many types of weather with this simulator, including
controllable wind, wind shear, turbulence, microbursts, rain, snow, and clouds. As part of the
instruction in our unit, students will learn about how the controllers in the cockpit as well as the
control surfaces help the pilot to maneuver the plane. Students will have a full control column to
work with, and will have practice at making their airplane move in yaw, pitch, and roll. The
control surfaces (ailerons, elevators, and rudders) are also part of this simulator. Maneuvering the
control column will give students a feel for how real airplanes work.
As a culminating activity, students will have access to cameras that they will use to make
videos to explain flight to a peer. To kick this culminating activity off, we will introduce preselected videos about flight from YouTube. By viewing a few YouTube videos, students will get
to hear how flight works via a video. Many of these videos have graphics which make the
concepts of air flow, air pressure, and lift a little more clear, rather than just hearing about them
and seeing a picture or diagram. Coupling these videos with our instruction will enable students
to make their learning about flight more solid. We will let the students know that they will be
making their own videos by the end of the week. As we work through the content and activities
during the week, students will work and plan together on what information their video will
contain and how they will present it.
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CONTENT OUTLINE
I.
What is Flight?
A. Definition of flightFlight is an act or instance of passing through the air by the
use of wings.
B. What makes objects fly? How can you tell if something is flying or is merely
being propelled through the sky?
C. How do these particular objects fly?
1. Helium balloons helium is lighter than air
2. Birds, bats, and insects use their muscles to power their takeoff and their
wings to help them move forward in the air
3. Gliders have wings that keep them in the air, the pilot uses wind currents to
modify the shape of the wings
4. Kites uses wind to rise and stay in the air, long string acts as a tether
5. Space flight uses gravity as a tether, uses booster rockets to power
themselves into the air
6. Airplanes use engine power to get them into the air and push them through
the air, wings help them stay in the air
II.
Four Forces of Flight A flying plane is pushed and pulled by four different forces in
four different directions, this counteraction is critical in the flight process
A. Lift pulls the plane up
1. As the air flows over the wings, the upward lift occurs.
2. In order for this to happen properly, the wings are designed in a special shape
(airfoil) in which the top is curved upward and the bottom is flatter.
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3. The air flowing over the top has further to go and is more spread out than the
air beneath.
4. The air beneath pushes the wing harder than the air above it, which makes the
wing lift.
5. The Bernoulli Effect is when air movement increases and causes a decrease in
air pressure. This is what carries the plane into the air.
B. Weight pulls the plane down, planes should be built with strong yet light
materials
C. Thrust (force) pulls the plane forward
1. Engines give planes the thrust that moves the plane forward in the air.
2. As the plane moves along faster, the lift also gets strong. The thrust must be
equal to the weight of the plane so that lift can occur.
3. Planes use either jet engines, for airliners and fighter planes, or propellers, for
slower planes or those that fly nearer to the ground.
4. Propellers have the same shape as the airfoil wings, which makes lift in a
forward direction (thrust). Propellers work like a screwdriver by cutting into
the oncoming air.
D. Drag pulls the plane back
1. As the speed of an object in the air increases, the drag also increases.
2. When the speed is doubled, the drag is quadrupled.
3. Angular shapes create more drag than rounded ones.
4. Aircraft builders have a goal of minimizing the drag as much as possible by
designing a smooth plane that cuts through the air easily.
III.
How to Maneuver a Plane

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A. Three directions
1. Yaw the plane is turning left or right. The pilot pushes the
corresponding pedal (left or right) to make the plane turn.
2. Pitch the nose of the plane is tilting up or down. The pilot pulls the
control column towards him to make the plane climb higher. For the
plane to dive, the pilot must push the control column forward.
3. Roll the plane is rolling from one side to the other and the wings tilt
up or down. The pilot moves the control column to the left or right to
make the plane roll.
B. Control surfaces The pilot controls the plane by using foot pedals and the
control column. The pedals and control column are connected to the control
surfaces on the wings and tail, and these steer the plane.
1. Control surfaces are small, hinged flaps that determine how air will flow
around the plane.
a. Rudder attached to the fin. When an airplane turns left or right (yaw),
the rudders and the ailerons are used together.
b. Elevator flaps attached to the back of the tail. When an airplane moves
up or down, the elevators on a planes tail are either raised or lowered
(pitch)
c. Aileron flaps on the wings. When an airplane rolls, the aileron on one
side raises and the aileron on the other side drops.
IV.
Parts of a Plane
A. Fuselage the main body of a plane. It is typically long and thin which helps it to
move through the air. At the back of the fuselage is a tail which looks like a fin
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going up with two wings on the sides. The elevators and the rudder are attached to
the tail. Wheels fold up under the fuselage and provide a way for take-off and
landing as well as moving along the ground.
B. Cockpit sits at the front of the plane. This is the place where the pilot controls
the plane.
C. Wings attached on either side to the fuselage. Engines are attached to the wings,
and fuel tanks are inside the wings. The control surfaces are also found along the
front and back edges of the wings.
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LESSON #1
Forces of Flight Superheroes and Bernoulli Effect
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the
content you will
teach in this
lesson.
I. DEFINE OBJECTIVES AND CONTENT

The learner will explain the four different forces that work
together to make flight happen (thrust, drag, lift, and weight). The
learner will explain the Bernoulli effect and how the shape of the
wing affects flight.
Once you have tasted flight, you will forever walk the earth with
your eyes turned skyward, for there you have been, and there
you will always long to return.
How do thrust, drag, lift, and weight work together to make flight
happen? How does the shape of the wing affect flight? What is
the Bernoulli effect?
I. What is Flight?
A. Definition of flightFlight is an act or instance of
passing through the air by the use of wings.
B. What makes objects fly? How can you tell if
something is flying or is merely being propelled
through the sky?
C. How do these particular objects fly?
1. Helium balloons helium is lighter
than air
2. Birds, bats, and insects use their
muscles to power their takeoff and their
wings to help them move forward in the
air
3. Gliders have wings that keep them in the
air, the pilot uses wind currents to modify
the shape of the wings
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4. Kites uses wind to rise and stay in the

air, long string acts as a tether
5. Space flight uses gravity as a tether,
uses booster rockets to power
themselves into the air
6. Airplanes use engine power to get
them into the air and push them through
the air, wings help them stay in the air
II.
Four Forces of Flight A flying

plane is pushed and pulled by
four different forces in four
different directions, this
counteraction is critical in the
flight process

1. As the air flows over the wings, the upward lift occurs.
2. In order for this to happen properly, the wings are

designed in a special shape (airfoil) in which the top
is curved upward and the bottom is flatter.
3. The air flowing over the top has further to go and is
more spread out than the air beneath.
4. The air beneath pushes the wing harder than the air
above it, which makes the wing lift.
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5. The Bernoulli Effect is when air movement increases

and causes a decrease in air pressure. This is what
carries the plane into the air.
B. Weight pulls the plane down, planes should be built with
strong yet light materials

1. Engines give planes the thrust that moves the plane
forward in the air.
2. As the plane moves along faster, the lift also gets
strong. The thrust must be equal to the weight of the
plane so that lift can occur.
3. Planes use either jet engines, for airliners and fighter
planes, or propellers, for slower planes or those that
fly nearer to the ground.
4. Propellers have the same shape as the airfoil wings,
which makes lift in a forward direction (thrust).
Propellers work like a screwdriver by cutting into the
oncoming air.
1. As the speed of an object in the air increases, the
drag also increases.
2. When the speed is doubled, the drag is
quadrupled.
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3. Angular shapes create more drag than rounded

ones.
4. Aircraft builders have a goal of minimizing the
drag as much as possible by designing a smooth

plane that cuts through the air easily.
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
II. PRE-PLANNING
The student will demonstrate their understanding of the interplay
between the four forces of flight (thrust, drag, lift, and weight),
the Bernoulli effect, and how the shape of the wing impacts flight
by correctly answering the essential question.
Students will be able to explain the four forces of flight and the
Bernoulli principle as they revisit the posters and answer the
questions with their new knowledge. They will be able to
demonstrate what they learned about the forces of flight as they
write a Superhero Song.
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HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching
materials with
your unit.
III. PLANNING
TIME: 10 minutes Take students outside and have them fly a
kite. Ask them what they know about kites and how kites work.
Ask them to share what they know about flight. Students will
begin by participating in a What Do You Know About Flight?
activity. Posters will be placed around the room with questions
about the basics of flight. The questions for the posters are
1 How can you tell if something is flying or merely being
propelled through the sky?
2 What are the four forces of flight?
3 What is the Bernoulli Effect?
4 What is your perspective on flight?
Students will write their answers on the poster with red markers.
These answers will show where they began in their
understanding of these flight questions. (Later in the lesson,
students will revisit these posters with green markers to
demonstrate what they know about flight after learning during the
first lesson.) Photographs of these posters are included with this
unit.
TIME: 50 minutes (I moved this (step #1) from the hook to the
beginning part of the lesson instruction.)
1 - Students will begin by participating in a What Do You Know
About Flight? activity. Posters will be placed around the room
with questions about the basics of flight. The questions for the
posters are
1 How can you tell if something is flying or merely being
propelled through the sky?
Students will write their answers on the poster with red markers.
These answers will show where they began in their
understanding of these flight questions. (Later in the lesson,
students will revisit these posters with green markers to
demonstrate what they know about flight after learning during the
first lesson.) Photographs of these posters are included with this
unit.
2 Introduce Flight Superheroes by showing the posters for each
superhero (Larry Lift, Wendy Weight, Thad Thrust, and Davy
Drag).Pictures of these posters are included with this unit.
Posters will be pictures of generic superheroes, labeled with the
superhero names, and have definitions and more information
included on the poster about each one of the four forces of flight.
After introducing the superheroes, display the posters around the
room so that students can use these visuals as needed while
they work throughout the week.
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3 Discuss what flight is and what it is not (plane versus

football). Model with a football and a plane. When you throw a
football, it is being propelled through the air and is mainly staying
in the air because of the force of the person who threw it. A plane
uses all of the four forces of flight. Have students throw footballs
to each other, and then have them make paper airplanes and
watch as they fly through the air. Explain how the superheroes
(lift, weight, thrust, and drag) are at work in the paper airplane.
4 Explain the Bernoulli principle with the following activities
a. Paper Tent Have students fold a piece of paper
lengthwise in half and make a paper tent. Ask
students to predict what will happen when they blow
into the tent. Will it appear to get larger, will it
remain unchanged, or will it bend down toward the
table? Make sure students notice that the tent
flattens. This is because the air moving through the
inverted V has less pressure, so the higher
pressure on the outside of the paper tent flattens
the paper. Have students experiment with their
paper tents and discuss their results. Ask these
guiding questionsWhen you blew through the
tent, was the air velocity greater on the inside or
outside of the tent? Did the tent walls move in, out,
or up when I blew through the tent? According to
Bernoullis Principle, as air moves faster over a
surface, does the pressure exerted on the surface
increase or decrease?
b. Moving Balloons Blow up two balloons. Tie them
off, and then attach a string to each one. Have
students hold the two balloons together. Ask them
to predict what will happen when they blow between
the two balloons. Have students hold the balloons
4-6 inches apart and blow between them. If they
hold the balloons too close together, the balloons
simply move away from the student. The balloons
must be sufficiently far apart so that students can
blow between the balloons, not at the balloons.
Expect students to see the balloons come together
just like the paper in the Paper Tent part of this
lesson.
c. Magic Moving Ball Place two plastic cups about 6
inches apart. Place a ping pong ball in one of the
cups. Ask the students to predict how to get the ball
from one cup to the other without touching either
the ball or cup. Have the students try a few of their
ideas. Tell the students to gently blow across the
top of the cup with the ball in it. The ball should
jump from one cup to the next. This is because the
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Wingin It
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
air pressure moving across the top of the cup is less

than the pressure inside the cup. The higher
pressure inside the cup forces the ping pong ball to
jump out of the cup. Have the students experiment
with how far apart they can place the cups and still
get the ping pong ball to jump from one to the other.
d. Bernoullis Water Gun Give the students one cup
filled with water and two straws. Have students
place one of the straws in the water. Then have
students cut the second straw in half to use as a
blower. Ask the students to predict what will
happen if they blow across the top of one straw in
the water with the other straw. Have students blow
across the top of the straw with the other straw.
Expect the water to rise up in the first straw and
blow across the table. This happens because the air
blowing across the straw in the cup reduces the air
pressure at that point. The normal pressure
underneath pulls the water up the straw and the
moving air blows the water out and across the
room. Have students experiment with different straw
lengths as the blower.
Bernoulli lessons taken from
www.teachengineering.org
TIME: 10 minutes
Students will now use a green marker to revisit the posters
around the room, answering the questions again to show what
they have learned. Discuss the answers to each of these poster
questions (forces of flight, Bernoulli effect) to check for
understanding. Also discuss with the students how the shape of
the wing affects flight, and check for understanding in their
answers and conversation. Also, with partners students will begin
to work on a theme song for their favorite superhero (Flight
Forces), including what they know about the superhero in the
song. The guidelines for the Superhero Songs areChoose a
superhero. Choose a familiar tune to set your words to. Create
lyrics that tell the name of the superhero you chose, what this
superhero (force of flight) means, and how this superhero (force
of flight) works together with its opposing force of flight to make
flight happen. Teachers will monitor students progress and check
for accurate content in their songs. Students will continue work
on these songs during Day 2.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? Yes Students
answers (in green marker at the end of the lesson) as well as their beginning work on
their Superhero Forces of Flight Songs will help me to determine whether or not the
students have met the stated lesson objective.
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ASSESSMENT AND INSTRUCTIONAL MATERIALS

Kites (10)
Posters What do you Know about Flight?
1 How can you tell if something is flying or merely being propelled through the
sky?
Posters Superheroes Each poster will have a generic superhero labeled with its
name and force (Larry Lift, Wendy Weight, Thad Thrust, and Davy Drag). Also included
on the poster will be general information about each of the forces of flight.
Football
Red and green markers
Materials for each student for Bernoulli activities:
- 1 sheet of paper
- 2 round balloons
- 2 pieces of string (18 inches long)
- 2 small plastic cups
- 2 straws
- 1 ping pong ball
- Water
Kites
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Poster 1
Poster 2
Poster 3
Poster 4
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Superhero Poster
Superhero Poster
Superhero Poster
Superhero Poster
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Football
Paper Tent
Balloons/String
Plastic Cups
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Ping Pong Balls
Straws
Red and Green Markers
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LESSON #2
Wing Structure (Wing Caddy)
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.

The learner will make a wing to show understanding of the
proper design of an airfoil wing.
The process of scientific discovery is, in effect, a continual flight
from wonder. Albert Einstein
What is the proper design of an airfoil wing and what are the
desired lift and drag properties of the wing?
I. Four Forces of Flight A flying plane is pushed and
pulled by four different forces in four different
directions, this counteraction is critical in the flight
process
1. As the air flows over the wings, the upward lift
occurs.
2. In order for this to happen properly, the wings
are designed in a special shape (airfoil) in which
the top is curved upward and the bottom is
flatter.
3. The air flowing over the top has further to go
and is more spread out than the air beneath.
4. The air beneath pushes the wing harder than the
air above it, which makes the wing lift.
5. The Bernoulli Effect is when air movement
increases and causes a decrease in air pressure.
This is what carries the plane into the air.
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Wingin It
B. Weight pulls the plane down, planes should be

built with strong yet light materials
1. Engines give planes the thrust that moves the
plane forward in the air.
strong. The thrust must be equal to the weight of
the plane so that lift can occur.
3. Planes use either jet engines, for airliners and
fighter planes, or propellers, for slower planes or
those that fly nearer to the ground.
4. Propellers have the same shape as the airfoil
wings, which makes lift in a forward direction
(thrust). Propellers work like a screwdriver by
cutting into the oncoming air.
1. As the speed of an object in the air increases, the

drag also increases.
2. When the speed is doubled, the drag is
quadrupled.
3. Angular shapes create more drag than rounded
ones.
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4. Aircraft builders have a goal of minimizing the

drag as much as possible by designing a smooth
plane that cuts through the air easily.
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
II. PRE-PLANNING
The students will understand how a wing works as wind is blown
over its surface.
Students will build their own wings and will compare wings of
different sizes and thicknesses.
III. PLANNING
HOOK
TIME: 10 minutes
Describe how you Challenge students to make a paper airplane. Have students test
will grab students out their airplanes and see which one flies the furthest. Is the
attention at the
length of the flight based solely on the wind? What else might
beginning of the
come into play in the longer flight of a paper airplane?
lesson.
BE CREATIVE.
INSTRUCTION
TIME: 40 minutes
Explain Step-by1 Have students get back into groups from yesterdays lesson
step what you will and have them finish their Superhero Song from yesterdays
do in this lesson. lesson. This Superhero Song was mentioned in Lesson 1 in the
Be explicit about
Assessment Portion. After students finish, have them share their
ties to Points to
Superhero Songs with the whole group. Lead discussionWhat
Ponder, Essential do you know about the forces of flight? Which forces of flight are
Question, and
considered opposite each other?
Interactions here. 2 - Share with students that we are going to build our own wings
Include ALL
today. Materials they will have to build their wings are: balsa
support and
wood, construction paper, Wing Caddy, glue, scissors, and
teaching
cardstock. Students will begin building their own wings and I will
materials with
demonstrate how to use the Wing Caddy. Students will listen and
your unit.
follow the following instructions step by step. I will walk around
and monitor as students work through each of the following steps.
Wing Caddy instructions
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Wingin It
a. On a piece of paper, draw the airfoil that will

give the wing its shape. For successful lift,
your design must cause the air that flows
over the wing to travel faster than the air that
flows under the wing.
b. To use the wing Caddy, the individual fins
must be no longer than 4 inches and no taller
than one inch at the leading edge. When you
are happy with the airfoil design, carefully cut
it out with scissors and use it as a pattern for
the first fin.
c. Trace the fin onto cardboard and cut it out.
Inspect it carefully for adherence to your
original design. When you are satisfied, use it
as your pattern.
d. Trace 10 more fins onto the cardboard and
cut them out. When finished, there should be
11 identical fins. Make sure they are all the
same size. If they are not, discard those that
do not match and cut out new ones.
e. Locate the 9 x 12 piece of heavy paper.
Draw a line 4 from the bottom of one of the
wide sides.
f. Fold along that line and then crease it to
create an L-shaped piece of paper.
g. Remove the upper portion of the Wing Caddy
and set it aside. Sit the folded paper on the
Caddy with the four-inch side on the bottom.
The edge of the paper should line up with the
edge of the Caddy.
h. Replace the upper portion of the Wing
Caddy. The paper should rest behind the
front black dowel. Center the paper and push
it back so it is flush with the back of the
Caddy.
i. Squeeze a line of glue onto a scrap
of cardboard.
j. Dip the bottom edge of a fin into the
glue. Carefully slide the fin, leading
edge forward, into one of the slots in
the Wing Caddy. Gently push the fin
back until it touches the paper at the
bottom and the back. Repeat until all
11 fins are glued into place.
k. Place a strip of masking tape over
the top of the fins and secure the
ends of the tape on the edges of the
paper and the base of the Wing
Page 32 of 46
Wingin It
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
Caddy. Gently tap the tape down on

top of each fin.
l. Squeeze a line of glue along the top
of the masking tape. Carefully
remove the upper portion of the
Wing Caddy and roll the heavy
paper down over the airfoil fins.
Gently press the paper into the glue.
m. While holding the paper down,
unstuck the ends of the masking
tape from the base of the Caddy.
n. Carefully remove the wing from the
Caddy. Seal the edges of the paper
with transparent tape and cut off the
ends of the masking tape.
o. Trim both ends of the wing flush with
the airfoil.
These directions were taken from the Pitsco Education
Wing Caddy User Guide.
3 Share videos about basic facts of flight.

https://www.youtube.com/watch?v=5ltjFEei3AI - We will narrate
this video to help students relate these concepts to what we have
already learned.
TIME: 20 minutes
Pass out flight journals. Ask students to write down their thoughts
about what they have learned and what else they are interested
in learning about flight, questions they have, etc. Ask students to
share what they wrote in their flight journals with the group and
facilitate discussion about new flight knowledge gained through
todays lesson.

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? Yes The teacher
will facilitate discussion as students share what they have learned through todays
lesson and what they recorded in their flight journal.
4 Wing Caddies
Paper and pencils
Flight Journals one per student
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Wingin It
Items required for Wing Caddies 1 per student: 9 x 12 piece of heavy paper for
making the wing, a piece of cardboard for drawing 11 fins
scissors
glue
masking tape
transparent tape
ruler
pencil
Paper Airplane
Wing Caddy
Flight Journal
Thoughts about what I have learned so far about flight
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Wingin It
How my perspective on flight has changed
What I would like to learn about flight now
LESSON #3
Flight Tester (Wing Tester)
The learner will learn how to test a wing with a wind test, with and without
LESSON
weights added to the wing, and measure the lift of the wing. The learner
OBJECTIVE will determine how weights impact the lift of the wing.
POINT TO
PONDER
Same with anyone whos been flying for years and loves it stillwere
part of a world we deeply love. Just as musicians feel about scores and
melodies, dancers about the steps and flow of music, so were one with
the principle of flight, the magic of being aloft in the wind. Richard Bach
ESSENTIAL How can one use weights to determine the efficiency of the airfoil wing?
QUESTION
A. Four Forces of Flight A flying plane is pushed and pulled
CONTENT
Outline the
by four different forces in four different directions, this
content you
will teach in
counteraction is critical in the flight process
this lesson.
B. Lift pulls the plane up
1. As the air flows over the wings, the
upward lift occurs.
2. In order for this to happen properly, the
wings are designed in a special shape
Page 35 of 46
Wingin It
(airfoil) in which the top is curved upward

and the bottom is flatter.
C. The air flowing over the top has further to go and is more
spread out than the air beneath.
D. The air beneath pushes the wing harder than the air above it,
which makes the wing lift.
E. The Bernoulli Effect is when air movement increases and
causes a decrease in air pressure. This is what carries the
plane into the air.
F. Weight pulls the plane down, planes should be built with
strong yet light materials
G. Thrust (force) pulls the plane forward
1. Engines give planes the thrust that moves the plane
forward in the air.
strong. The thrust must be equal to the weight of the
plane so that lift can occur.
3. Planes use either jet engines, for airliners and fighter
planes, or propellers, for slower planes or those that
fly nearer to the ground.
4. Propellers have the same shape as the airfoil wings,
which makes lift in a forward direction (thrust).
Propellers work like a screwdriver by cutting into the
oncoming air.
Page 36 of 46
Wingin It
5. Drag pulls the plane back
6. As the speed of an object in the air increases, the drag

also increases.
7. When the speed is doubled, the drag is quadrupled.
8. Angular shapes create more drag than rounded ones.
9. Aircraft builders have a goal of minimizing the drag as
much as possible by designing a smooth plane that

cuts through the air easily.
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
II. PRE-PLANNING
The students will understand how the speed of the wind impacts
how a wing works. By using the Wing Tester with their own
wings, students will be able to answer the Essential Question.
Students will be able to test their own wings to see how they
perform in a wind-test, and will add weights to the wing to see
how much lift their wings produce.
III. PLANNING
TIME:10 minutes
Have students work with rubber band gliders and discuss
principles of flight learned thus far in camp.
TIME: 50 minutes
The Pitsco Wing Tester is designed to visually demonstrate the
principle of lift and to evaluate the design and performance of
model wing airfoil sections. The Wing Tester accomplishes this
by suspending the wing in a moving airstream, simulating actual
flight. As the air moved by the testers fans passes a properly
Page 37 of 46
Wingin It
Question, and
Interactions here.
Include ALL
support and
teaching
materials with
your unit.
constructed wing, lift is generated and the wing rises. Weights

representing cargo can be added to the wing while it is in flight.
The amount of weight supported by a wing before it sinks is a
measure of its design efficiency. This visual demonstration is an
excellent way to introduce students to the hard-to-grasp concepts
of lift, drag,
Bernoullis principle, and Newtonian physics. (Pitsco Wing Tester
User Guide) Model how to use the Wing Tester with a teachermade wing. Then have students use the Wing Tester by following
these instructions
a. The wing support bracket is held on to the
balance arm by a magnet carefully, pull the
bracket at an angle until it comes free of the
balance arm.
b. Loop the rubber band onto the bracket. Place
the test wing on the bracket so the two
bracket ends are visible in front of the airfoil.
Stretch the rubber band over the top of the
wing and loop it over the bracket ends in
front of the test wing.
c. Reattach the bracket to the balance arm so
the bracket ends face the tester.
d. Balance the wing, which counters the effect
of gravity on the wing. Hold the wing so the
pointer is at zero on the weight gauge. Adjust
the counterweight and release the
mechanism. Make adjustments to the
counterweight and then the micro
counterweight until the pointer stays at zero.
To ensure the wing is balanced, move it up
or down and release it. When released, the
wing should not move. A properly balanced
wing can be moved to any position and will
stay in that position when released.
e. Turn on the fan switch. If the wing has an
efficient shape, it will rise.
f. While the wing is in the raised position,
carefully drop washers in the funnel on the
balance arm until the wing descends to the
original level position.
g. Now verify that the wing has lift by turning off
the Wing Tester. After the motor has
stopped, turn on the Wing Tester to the
previous setting. The wing should rise to the
zero point.
h. On a piece of paper, record the number of
washers the wing supported. This is the load
Page 38 of 46
Wingin It
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
that your airfoil supported. Efficient designs

support the heaviest loads.
These directions were taken from the Pitsco Education Wing
Tester User Guide.
5 - Lead discussion using these guiding questionsHow do the
weights change what the wing does? How does this impact the lift
of the wing? Why do you think this happens in this way? Which of
the wings we tried out worked the best? What is the cause for
this? What do you notice about the design of the wings that work
the best? How is your perspective on flight changing as a result
of todays lesson?
TIME: 10 minutes
Pass out Flight Journals and have students record new
understandings about flight. Lead with these questionsHow is
your perspective on flight different as you have learned more
about flight? What else would you like to know about flight?

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? Yes The teacher
will facilitate discussion as students share what they have learned through todays
lesson and what they recorded in their flight journal.
Paper and pencils
Wing Tester 3
Wings made during Lesson 2
Flight journals
Rubber Band Gliders
Wing Tester
Page 39 of 46
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Rubber Band Gliders
Flight Journal
Page 40 of 46
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LESSON #4
Flight Simulator
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the
content you will
teach in this
lesson.

The students will learn how a flight simulator works. They will
learn how the control surfaces are connected with the cockpit by
using a flight simulator yoke to maneuver a plane.
One of the greatest joys known to man is to take a flight into
ignorance in search of knowledge. Robert Staughton Lynd
What are the control surfaces and how do they make the plane
move in many directions?
How to Maneuver a Plane
A. Three directions
1. Yaw the plane is turning left or right.
The pilot pushes the corresponding pedal
(left or right) to make the plane turn.
2. Pitch the nose of the plane is tilting up
or down. The pilot pulls the control
column towards him to make the plane
climb higher. For the plane to dive, the
pilot must push the control column
forward.
3. Roll the plane is rolling from one side
to the other and the wings tilt up or down.
The pilot moves the control column to the
left or right to make the plane roll.
B. Control surfaces The pilot controls the plane by
using foot pedals and the control column. The pedals
and control column are connected to the control
Page 41 of 46
Wingin It
surfaces on the wings and tail, and these steer the

plane.
1. Control surfaces are small, hinged flaps that
determine how air will flow around the plane.
a. Rudder attached to the fin. When an
airplane turns left or right (yaw), the
rudders and the ailerons are used
together.
b. Elevator flaps attached to the back of
the tail. When an airplane moves up or
down, the elevators on a planes tail are
either raised or lowered (pitch)
c. Aileron flaps on the wings. When an
airplane rolls, the aileron on one side
raises and the aileron on the other side
drops.
II.
Parts of a Plane
A. Fuselage the main body of
a plane. It is typically long
and thin which helps it to
move through the air. At the
back of the fuselage is a tail
which looks like a fin going
up with two wings on the
Page 42 of 46
Wingin It
sides. The elevators and the

rudder are attached to the
tail. Wheels fold up under
the fuselage and provide a
way for take-off and landing
as well as moving along the
ground.
B. Cockpit sits at the front

of the plane. This is the
place where the pilot
controls the plane.
2. Wings attached on either side to the fuselage.
Engines are attached to the wings, and fuel tanks
are inside the wings. The control surfaces are
also found along the front and back edges of the
wings.
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
II. PRE-PLANNING
By using a flight simulator, students will understand moving a
plane in yaw, pitch, or roll. Students will understand how the
control surfaces actually move the plane in particular directions.
By using the flight simulator, students will be able to answer the
essential question.
Students will use a flight simulator to maneuver a plane in

different directions. They will experience piloting a plane through
clouds and many different kinds of weather.
Page 43 of 46
Wingin It
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
III. PLANNING
TIME: 10 minutes
Airplane pilot Michael Giddens (through skype) will speak about
his experiences as a pilot. Students will have the opportunity to
hear about first-hand flight from a pilot and ask questions.
TIME:50 minutes
1 Show a large drawing of an airplane. Go through each of the
control surfaces (rudder, elevator, and aileron) and identify where
they are on the plane. Also go through the other parts of the
plane (cockpit, fuselage) and identify these on the big drawing.
2 Introduce yaw, pitch, and roll using the picture of the plane to
demonstrate how these happen.
3 Model for students how to use the flight simulator and the
yoke. Then have students take turns using the flight simulator.
Students can experiment with clouds, weather, and many
different options for testing a plane. Monitor students and
facilitate discussion about how the students are applying what
they have learned.
4 Facilitate discussionHow has your use of the flight
simulator changed your perspective on flight?
TIME: 10 minutes
Pass out Flight Journals and have students record new
understandings about flight. Lead with these questionsHow is
your perspective on flight different as you have learned more
about flight? What else would you like to know about flight?

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES By listening
in on discussion about flight journals as well as new perspectives on flight, I will assess
students understandings of what students have learned from this lesson.
Michael Giddens guest speaker, flight expert
Markers
Laptops 2
Flight Journals
Flight simulators 2
Page 44 of 46
Wingin It
Flight yokes 2
Picture of a plane with the parts labeled
Picture of a plane with yaw, pitch, and roll labeled
Flight yoke
Picture of a plane with the parts labeled
Picture of a plane with yaw, pitch, and roll labeled
Page 45 of 46
Wingin It
Flight Journal
Laptops
Page 46 of 46

Wingin&#39; It Unit Plan

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Wingin It

Lets Go Fly a Kite and Flight Superheroes

Stephen Frederick and Robin Hill

CONTENT RESEARCH PAPER

CONNECTION TO THE THEME

How is the concept of PERSPECTIVES depicted by your topic?

How to Maneuver a Plane

I. DEFINE OBJECTIVES AND CONTENT

4. Kites uses wind to rise and stay in the

Four Forces of Flight A flying

A. Lift pulls the plane up

2. In order for this to happen properly, the wings are

5. The Bernoulli Effect is when air movement increases

C. Thrust (force) pulls the plane forward

3. Angular shapes create more drag than rounded

drag as much as possible by designing a smooth

What will students

3 Discuss what flight is and what it is not (plane versus

air pressure moving across the top of the cup is less

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Ping Pong Balls

Red and Green Markers

I. DEFINE OBJECTIVES AND CONTENT

B. Weight pulls the plane down, planes should be

1. As the speed of an object in the air increases, the

4. Aircraft builders have a goal of minimizing the

What will students

a. On a piece of paper, draw the airfoil that will

Caddy. Gently tap the tape down on

3 Share videos about basic facts of flight.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Thoughts about what I have learned so far about flight

How my perspective on flight has changed

What I would like to learn about flight now

(airfoil) in which the top is curved upward

5. Drag pulls the plane back

6. As the speed of an object in the air increases, the drag

much as possible by designing a smooth plane that

What will students

constructed wing, lift is generated and the wing rises. Weights

that your airfoil supported. Efficient designs

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Rubber Band Gliders

Thoughts about what I have learned so far about flight

How my perspective on flight has changed

What I would like to learn about flight now

I. DEFINE OBJECTIVES AND CONTENT

surfaces on the wings and tail, and these steer the

sides. The elevators and the

B. Cockpit sits at the front

What will students

Students will use a flight simulator to maneuver a plane in

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Picture of a plane with the parts labeled

Picture of a plane with yaw, pitch, and roll labeled

Thoughts about what I have learned so far about flight

How my perspective on flight has changed

What I would like to learn about flight now

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