Paper Airplane Inquiry Lab Using Scientific Process SkillsAligning

Paper Airplane Inquiry Lab: Using Scientific Process Skills/Aligning Unit with ELA/Common Core and NGSS Unit Plan By Candace Hamilton

Paper Airplane Inquiry Lab Length of Unit and Standards Length of Unit: approximately 3 weeks Purpose: Students are given a real world challenge to learn the scientific inquiry process, research and evaluate various scientific informational and literary text. They, then, write a 2 page white paper ( a report informing readers in a concise manner about a problem and presenting possible solutions. It is meant to help readers understand an issue, solve a problem, or make a decision) about the problem and describe why someone would want to support their airplane design prototype. The whitepaper must include background research, challenge (scientific question), the solution ( hypothesis), results, benefits, analysis, and references. Finally, students present their data with clear and convincing arguments explaining to the “client” why their design best meets the given constraints and criteria. Next Generation Science Standards MS. ETS 1. 3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS. ETS 1. 4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Common Core/ELA RST. 6 8. 1 Cite specific textual evidence to support analysis of science and technical texts. RST. 6 8. 7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e. g. , in a flowchart, diagram, model, graph, or table). RST. 6 8. 8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. Common Core/Writing W 6 8. 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W 6 8. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Common Core/Speaking and Listening SL. 8. 4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

The Inquiry Process

Observations Research and Develop Scientific Questions RST. 6 8. 1 Cite specific textual evidence to support analysis of science and technical texts. RST. 6 8. 8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. W 6 8. 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Name ________________________ Date ____ Period ______ The Paper Airplane/Drone Lab Using the Scientific Method Challenge: A well-known package delivery company needs a paper drone to fly packages into an area that is blocked by road construction. The drone must fly packages a distance of 5 meters in a 3 meter wide air space. The packages must be delivered accurately and in a cost effective manner because of a tightening economic environment. In this lab, you will be using the scientific method to figure out how to make an airplane/drone that meets the above criteria, then write and present a white paper or mini-research paper using IEEE format to educate the client on the advantages of using your paper drone. Begin by reading pages R 28 -R 35 in the science book, then choose at least 2 -3 additional source from the list of text and literature sources for additional information (starting with easier text and then advancing to increasingly more challenging), and then at least 2 websites as resources. Choose from the list of approved websites provided or use the CARS activity to evaluate websites that are not on the list. Materials: • • Paper (8 x 10) • Tape Measure • Scissors • Metric ruler Meter stick • Calculator • Computer Day 1: Observations and Research Paper Airplane Design Notes: (Write on a separate sheet of paper) Scientific Question: How does _____________ affect ______________?

Approved Websites For Paper Airplane Inquiry Lab Research http: //www. sciencebuddies. org/science activities/paper airplanes aerodynamics retrieved August 24, 2014 These sites explain how paper planes and airplanes fly. Shaw, R. (2010, September 10). Dynamics of Flight. Retrieved August 24, 2014, from http: //www. grc. nasa. gov/WWW/K 12/UEET/Student. Site/dynamicsofflight. html#forces Doherty, P. (1999). Paper Airplanes. Exploratorium Magazine Online. Vol. 23, Number 2. Retrieved August 24, 2014, from http: //www. exploratorium. edu/exploring/paper/airplanes. html The following paper plane pattern is used in this science project. Lee, K. (2012, July 25). Basic Dart: Folding Instructions. Amazing Paper Airplanes. Retrieved August 24, 2014, from http: //www. amazingpaperairplanes. com/Basic_Dart. html Scientific Method Research: http: //www. biology 4 kids. com/files/studies_scimethod. html retrieved December 28, 2015 http: //physics. ucr. edu/~wudka/Physics 7/Notes_www/node 6. html retrieved December 28, 2015 The following resource can be used to convert inches and feet to metric units (i. e. , centimeters and meters): Science Made Simple, Inc. (n. d. ). Length conversion using online length converted by Science Made Simple. Retrieved August 24, 2014, from http: //www. sciencemadesimple. com/length_conversion. php For help creating graphs, try this website: National Center for Education Statistics, (n. d. ). Create a Graph. Retrieved June 2, 2009, from http: //nces. ed. gov/nceskids/createagraph/

Text and Literature for Additional Information Title Author Lexile ISBN Copyright date Publisher Page count Ageappropriateness range The Wright Sister: Katharine Wright and Her Famous Brothers 1010 L 0761315462 2003 Roaring Brook Press 128 None Newton's Laws 710 L 0792245849 2004 National Geographic Society 32 None 120 None Wilbur and Orville Wright: Taking Flight 950 L 1575054434 2004 Lerner Publishing Group (Carolrhoda Books) Fantastic Flights: One Hundred Years of Flying on the Edge 990 L 0802788807 2003 Walker & Company 1 None First Flight: The Story of Tom Tate and the Wright Brothers 460 L 0064442152 1997 Haper. Collins Publishers 48 None Taking Flight: The Story of the Aliki Wright Brohters 840 L 0689812256 2000 Simon & Schuster Children's Publishing 48 7 to 10 Flanagan, Alice K. 920 L 1567113281 1999 Cengage Gale (Blackbirch Press, Incorporated) 64 None The Wright Brothers: The Birth of Modern Aviation

Wilbur and Orville Wright: The Flight Hamilton, Virginia 740 L to Adventure 0893758523 None Troll Communications L. L. C. 48 None Flight and Fancy: The Airline La. Tourrette, Tom IG 890 L Industry 0531177963 2007 Scholastic Library Publishing (Children's Press) 36 None Hurtling Wings 860 L 159212285 X 2007 Galaxy Press, LLC 90 12 to Young Adult (19+) Johnny Moore and the Wright Brothers' Flying Machine 450 L 0761358765 2011 Lerner Publishing Group (Millbrook Press) 48 7 to 10 Brave Harriet: The First Woman to Fly the English Channel 810 L 0152023801 2001 Houghton Mifflin Harcourt 32 None Wilbur and Orville Wright: The Flight to Adventure 740 L 0439880076 2006 Scholastic Inc 50 None Three Across: The Great Transatlantic Air Race Of 1927 1110 L 1629791857 2008 Boyds Mills Press - (Calkins Creek) 104 None The Wright Brothers: How They Invented the Airplane 1160 L 0823408752 2013 Holiday House, Incorporated 144 None

Paper Airplane/Drone Pre Assessment Activity Retrieved from https: //kendrik 2. wordpress. com/2007/09/27/pre assessment strategies/ on Dec. 29, 2015 Boxing – On a large piece of paper, students draw a box in the center and a smaller box inside the first box. In the outside box, answer ‘what do I know? ’, in the inside box, answer ‘what do I want to learn? ’. Now in the outside box, write ‘what else do I know? ’ and ‘how does it fit? ’ In the inside box, draw a visual representation to explain the topic. Finally, in the middle of the box, look at all the information and summarize ‘what does that say? ’ What do I Know about drones, paper airplanes, and the scientific method? What do I want to learn? H Summarize “What does that say? ” Visual Representation to explain topic. What else do I know? How does It Fit?

Frontloading Plan • Introduce the content to the students through a guided discussion, asking them about prior experiences with the scientific process. • Generate a list of important words, targeted towards the words the teacher has already identified, discussing their importance. (10 mins) • Distribute the KWL chart with the targeted words already listed and instruct the students to fill in the second column. (5 mins) • Instruct the student to read from the text, pages RL 28 35, and as they are reading complete third column. (10 mins) The KWL chart is something that the students could eventually get back and add on to as newer content is Explored. (Adapted from St. Clair County ROE Vocabulary Shift Kit)

Name: __________________________ Date: ________ Period: _____ The Scientific Process Skills Important Words or Phrases Constants Control Dependent Variable Experiment Hypothesis Independent Variable Qualitative Data Quantitative Data Theory Why is this word important to science and the Scientific Process? Now I think the word means

Key for Frontloading Vocabulary Activity: (Answers will vary. ) Constants: All of the factors that are the same in both the experimental group and control group. Control: The standard for comparison in an experiment; receives no treatment. Dependent Variable: The factor measured in an experiment. Experiment: An organized procedure to study something under controlled conditions. Hypothesis: An educated guess; must be clear, testable, and specific. Independent Variable: Factor tested in an experiment that is changed. Theory: Well tested explanation that is consistent with all available evidence. Qualitative Data: Information that includes descriptions of sights, sounds smells, and textures. Quantitative Data: Information that can be expressed in numbers and include records of time, temperature, mass, distance, and volume.

Professional Learning: Student self-assessment Retrieved from http: //www. assessmentforlearning. edu. au/verve/_resources/Student. Self. Assessment_Questions. doc on Dec. 29, 2015. Designing reflective prompts Prompts can be designed to encourage students to reflect on: the knowledge they already have which might help them in a new situation or with a new topic o Where have I heard about this before? o What do I already know about this topic? the learning process as a whole and how they engage with it o What strategies best help me to remember what I’ve read? o What strategies do I use when I get into difficulties? previous schoolwork which they can draw on in a new situation o How is this like something I’ve done before? o What can I recall about a previous process that might help me with this one? the progress they have made o What do I understand? o What do I still need to understand? the learning that they still need to do in order to improve performance or reach designated standards and what might help them in that learning How can I improve? What steps will I take?

Professional Learning: Student self-assessment Gantt chart Adapted from http: //www. assessmentforlearning. edu. au/verve/_resources/Student. Self-Assessment_Gantt. doc TASK Days 1 -2 (Date) Days 3 -4 (Date) Days 5 -9 (Date) Days 10 -12 Days 13 -15 Days 16 -17 1. Decide on research topic (Date) question, and form hypothesis. 4. Continue research, experiment, and write, edit mini-research paper rough 2. Draw up a list of possible resources, read text and websites. 3. Assign group roles and begin research, observations, scientific Draft. 5. Finish Analysis, draw conclusions, final draft of mini-research paper, develop and 6. rehearse presentation 7. Make presentation

Scaffolding Strategies for Reading Comprehension Front Loading Academic Vocabulary – see slide #10 11 for details. Close Read – see slides # 16 18 for details. Small Group Discussion with teacher & aide targeted assistance Think Alouds http: //www. adlit. org/strategies/22735 Show students finished product (mini research paper) along side the rubric. Tap Into Prior Knowledge – ask students to share their own ideas or experiences regarding the use of drones, experiences making paper airplanes, and their experience using the scientific method. Fish Bowl Activity (http: //www. edchange. org/multicultural/activities/fishbowl. html Think Pair Share http: //www. readingquest. org/strat/tps. html

Scaffolding Strategies for Reading Comprehension Give Sufficient Wait Time for Students to Think and Respond Give Appropriate Feedback – give positive feedback, encourage all students to participate and highlight student responses to let them know their responses are valued. Paraphrase and Expand What Students say During Discussions – repeat the main idea using new vocabulary. Journal Writing – Students record thoughts as they read text or websites regarding, This is interesting because” Quick Writes – After students complete a chapter or section of their selected book, website, science text, they will write or draw about what they read for 3 minutes in their science notebooks.

The drawbacks of Lilienthal's method of control Otto Lilienthal controlled his glider by shifting his body weight from side to side, which altered the craft’s center of gravity and caused it to turn. The Wrights recognized that this technique severely limited the size of the aircraft, because the pilot and craft had to be similar in weight for body shifting to be effective. They reasoned that if they could control balance aerodynamically—using the forces air exerts on a wing—they could build an aircraft of any size and weight.

Fundamental Flight Problems Directions for Close Read: 1 st Read: Place a around new or interesting words. Then turn and talk with a partner sharing the words. (Should have at least 1 idea circled. If you know what it means, share what it means. If you don’t know what it means, try to come up with a definition or explanation with your partner. Share on Promethean Board 2 nd Read: Place a around clues that help to discover the word’s meaning. Turn and share with partner. If you don’t agree, tell your partner why you don’t agree. Then, share ideas on Promethean Board as a class. 3 rd Read: Place a * by the Wright Brother’s problem. Turn and share with partner. If you don’t agree, tell your partner why you don’t agree. Share ideas on Promethean Board

Directions for Close Read cont. : 4 th Read: Place ( ) around the central idea(s). At the most, you will have 2 or 3 boxes. You don’t want too many ( ). Place a ! by clues or supporting details that supports your central ideas as to what the author’s purpose was for writing this article and write an explanation in the annotations space as to why. Get up and move to find 2 other people. You will only have 3 minutes. Share with your group the central idea and supporting details. If you don’t agree, tell your group members why you don’t agree. At the end of 3 minutes, share central idea and 1 supporting piece of evidence with whole class on Promethean Board. At the bottom of the page, write this question: “What can we infer about the author’s purpose for writing this article? ” Now go through the article and annotate or write notes and explanations. Remember citation is evidence from the text and annotations are explanations. Now, answer the questions on the following page and use evidence from the text to support your answers. Include annotations or explanations in the space provided and number the evidence in the text.

Fundamental Flight Problems Questions 1. Based on the evidence, what are three categories of fundamental flight problems? 2. Based on the evidence, how was the Wright brother’s experiment different from those conducted before? 3. Based on the evidence, how did the Wright brother’s past experience help them solve the stability and control problem? 4. What problems do you anticipate occurring with your paper airplane design?

Fundamental Flight Problems Key Questions 1. Based on the evidence, what are three categories of fundamental flight problems? In paragraph 1, the articles state that the three categories of fundamental flight problems are: a set of lifting surfaces, or wings a method of balancing and controlling the aircraft a means of propulsion 2. Based on the evidence, how was the Wright brother’s experiment different from those conducted before? In paragraph 2, the author states that most earlier experimenters focused only on one or another of these problems and did not consider the final design from the outset. 3. Based on the evidence, how did the Wright brother’s past experience help them solve the stability and control problem? In paragraph 4, the article states that because of the Wrights’ extensive experience with the bicycle a highly unstable but controllable machine they saw no reason why an airplane

Format for Mini Research Paper (White Paper) (use IEEE formatting) Title for your paper Challenge: Results: A well known package delivery company needs a paper drone to fly packages into an area that is blocked by road construction. The drone must fly packages a distance of 5 meters in a 3 meter wide air space. The packages must be delivered accurately and in a cost effective manner because of a tightening economic environment. (Results from your paper airplane inquiry lab) Background: Benefits: (Include evidence and reasons to explain why would your paper drone be better than the other drones in the class. ) Analysis: (Include information such as percent accuracy with flight specifications, discuss modifications that were made to the airplane to make it more successful, cost cutting attempts and their effectiveness. ) (Include research here. Research could include: how an airplane flies, forces that act on planes during flight, how to make a paper airplane, use of drones for References: package delivery, etc. Please see page 1 of The Paper Airplane Inquiry Lab information packet for some (cite sources using IEEE formatting) helpful and approved websites. If you want to use a website that is not on the approved list then use the CARS activity to evaluate its usefulness before using it. ) The Solution: (Include hypothesis and possible solution ideas here. )

Mini-Research Paper Plan for Clear and Explicit Instruction Slides 20 -26 From Explicit Instruction: Effective and Efficient Teaching by Anita L. Archer and Charles A. Hughes. Copyright 2011 by The Guilford Press. All rights reserved.

FIGURE 1. 1. Sixteen elements of explicit instruction. • 1. Focus instruction on critical content. Teach skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future and match the students’ instructional needs. • 2. Sequence skills logically. Consider several curricular variables, such as teaching easier skills before harder skills, teaching high frequency skills before skills that are less frequent in usage, ensuring mastery of prerequisites to a skill before teaching the skill itself, and separating skills and strategies that are similar and thus may be confusing to students. • 3. Break down complex skills and strategies into smaller instructional units. Teach in small steps. Segmenting complex skills into smaller instructional units of new material addresses concerns about cognitive overloading, processing demands, and the capacity of students’ working memory. Once mastered, units are synthesized (i. e. , practiced as a whole). • 4. Design organized and focused lessons. Make sure lessons are organized and focused, in order to make optimal use of instructional time. Organized lessons are on topic, well sequenced, and contain no irrelevant digressions. • 5. Begin lessons with a clear statement of the lesson’s goals and your expectations. Tell learners clearly what is to be learned and why it is important. Students achieve better if they understand the instructional goals and outcomes expected, as well as how the information or skills presented will help them. • 6. Review prior skills and knowledge before beginning instruction. Provide a review of relevant information. Verify that students have the prerequisite skills and knowledge to learn the skill being taught in the lesson. This element also provides an opportunity to link the new skill with other related skills. • 7. Provide step by step demonstrations. Model the skill and clarify the decision making processes needed to complete a task or procedure by thinking aloud as you perform the skill. Clearly demonstrate the target skill or strategy, in order to show the students a model of proficient performance. • 8. Use clear and concise language. Use consistent, unambiguous wording and terminology. The complexity of your speech (e. g. , vocabulary, sentence structure) should depend on students’ receptive vocabulary, to reduce possible confusion. • 9. Provide an adequate range of examples and non examples. In order to establish the boundaries of when and when not to apply a skill, strategy, concept, or rule, provide a wide range of examples and non examples. A wide range of examples illustrating situations when the skill will be used or applied is necessary so that students do not underuse it. Conversely, presenting a wide range of non examples reduces the possibility that students will use the skill inappropriately. • 10. Provide guided and supported practice. In order to promote initial success and build confidence, regulate the difficulty of practice opportunities during the lesson, and provide students with guidance in skill performance. When students demonstrate success, you can gradually increase task difficulty as you decrease the level of guidance.

Cont. 11. Require frequent responses. Plan for a high level of student–teacher interaction via the use of questioning. Having the students respond frequently (i. e. , oral responses, written responses, or action responses) helps them focus on the lesson content, provides opportunities for student elaboration, assists you in checking understanding, and keeps students active and attentive. 12. Monitor student performance closely. Carefully watch and listen to students’ responses, so that you can verify student mastery as well as make timely adjustments in instruction if students are making errors. Close monitoring also allows you to provide feedback to students about how well they are doing. 13. Provide immediate affirmative and corrective feedback. Follow up on students’ responses as quickly as you can. Immediate feedback to students about the accuracy of their responses helps ensure high rates of success and reduces the likelihood of practicing errors. 14. Deliver the lesson at a brisk pace. Deliver instruction at an appropriate pace to optimize instructional time, the amount of content that can be presented, and on task behavior. Use a rate of presentation that is brisk but includes a reasonable amount of time for students’ thinking/ processing, especially when they are learning new material. The desired pace is neither so slow that students get bored nor so quick that they can’t keep up. 15. Help students organize knowledge. Because many students have difficulty seeing how some skills and concepts fit together, it is important to use teaching techniques that make these connections more apparent or explicit. Well organized and connected information makes it easier for students to retrieve information and facilitate its integration with new material. 16. Provide distributed and cumulative practice. Distributed (vs. massed) practice refers to multiple opportunities to practice a skill over time. Cumulative practice is a method for providing distributed practice by including practice opportunities that address both previously and newly acquired skills. Provide students with multiple practice attempts, in order to address issues of retention as well as automaticity.

FIGURE 1. 2. Six teaching functions. 1. Review a. Review homework and relevant previous learning. b. Review prerequisite skills and knowledge. 2. Presentation a. State lesson goals. b. Present new material in small steps. c. Model procedures. d. Provide examples and non examples. e. Use clear language. f. Avoid digressions. 3. Guided practice a. Require high frequency of responses. b. Ensure high rates of success. c. Provide timely feedback, clues, and prompts. d. Have students continue practice until they are fluent. 4. Corrections and feedback a. Reteach when necessary. • 5. Independent practice • a. Monitor initial practice attempts. • b. Have students continue practice until skills are automatic. • 6. Weekly and monthly reviews

FIGURE 1. 3. Principles of effective instruction. • 1. Optimize engaged time/time on task. The more time students are actively participating in instructional activities, the more they learn. • 2. Promote high levels of success. The more successful (i. e. , correct/accurate) students are when they engage in an academic task, the more they achieve. • 3. Increase content coverage. The more academic content covered effectively and efficiently, the greater potential for student learning. • 4. Have students spend more time in instructional groups. The more time students participate in teacher led, skill level groups versus one to one teaching or seatwork activities, the more instruction they receive, and the more they learn. • 5. Scaffold instruction. Providing support, structure, and guidance during instruction promotes academic success, and systematic fading of this support encourages students to become more independent learners. • 6. Address different forms of knowledge. The ability to strategically use academic skills and knowledge often requires students to know different sorts of information at differing levels: the declarative level (what something is, factual information), the procedural level (how something is done or performed), and the conditional level (when and where to use the skill).

Scaffolding Ideas 1. Taking a complex skill (e. g. , a multistep strategy) and teaching it in manageable and logical pieces or chunks. 2. Sequencing skills so that they build on each other. 3. Selecting examples and problems that progress in complexity. 4. Providing demonstrations and completed models of problems. 5. Providing hints and prompts as students begin to practice a new skill. 6. Providing aids such as cue cards and checklists to help students remember the steps and processes used to complete tasks and solve problems.

Name _______________ Hr _____ Date ______ Paper Airplane Inquiry Mini-Research Paper Objective: Write and present a 2 page mini-research paper that educates and informs how the paper drone flies and how it meets the criteria for delivering packages to an area blocked by road construction. Teacher approved rough draft _______ NOTES: • THIS IS A TWO PAGE ASSIGNMENT. [ONLY 2 PAGES] • Multiple revisions for this paper will be necessary using Google. classroom. Each student must log in and have meaningful contributions to the paper during provided class time and outside of class. Be sure to read the constructive feedback and make necessary corrections. All students in the group are responsible for a quality finished product. ______ Use IEEE heading, formatting https: //www. ieee. org/documents/trans_jour. docx ______ avoid contractions ______ avoid using the word “you” ______ Paragraphs 2, 3, 4, 5 all need to start with a TRANSITION word or phrase and indent paragraphs ______ Single space entire paper ______ Insert a HEADER (upper right hand corner -- last name page number) ______ Add a title to your paper ______ 12 pt. font, Times New Roman ______ Format all textual evidence with Sentence starter, “quote” (Doc A). or SS, paraphrase (Doc A). ______ While basic is better than none, spice up transitions and sentence starters if possible by using document name or author Use pages R 28 -R 35 in the science book, choose at least 1 additional source from the list of text and literature sources for additional information, and at least 2 websites as resources. Choose from the list of approved websites provided or use the CARS activity to evaluate websites that are not on the list. Each source should gradually increase in reading level complexity. ______ submitted on google classroom -- class code ________

I. INTRODUCTION/BACKGROUND (PARAGRAPH #1) A. Grabber (one sentence to grab the reader’s attention - not a question) (This assignment is done at the beginning of the school year, so students will be given much support. As the year progresses, students will be given numerous projects where they will practice their literary and writing skills starting with many supports and as I see student success, the supports will be removed gradually. (See slide #25 for scaffolding progression. ) The goal at the end of the year is for the students to have a checklist, template, and rubric in which they refer to in order to write a successful research paper. At first during class, I use the Hover Cam and with the students write a sample paper. The students contribute their ideas and I guide them during each step. Each day we address one paragraph of the paper in the order of the template students were given and allow students to help write the paragraph as a group. Then, the students are paired up and allowed class time to write their own paragraph using Google. docs. I am able to monitor the students as they write and provide immediate feedback, so they are practicing the appropriate way to write. The students then write an individual paragraph for homework. The next day, I have students review the paragraphs, show some of them using the Hover Cam, and correct them as a group if necessary. Then, we repeat these steps as we progress to the next paragraph. ) B. Background Information (Include research here. Research could include: how an airplane flies, forces that act on planes during flight, how to make a paper airplane, use of drones for package delivery, etc. ). 3 + sentences (For the background information, we take one website or one excerpt from a literary text that is challenging for most of the students in the class. We read the text as a class, and I model taking notes, summarizing important and relevant information from the text, and citing textual evidence as the students take turns giving their ideas. Through questioning strategies, we refine their ideas as a group. Students are partnered and are given a list of websites and a balance of literary and informational texts that are within their grade level band(for advanced students: text well above grade level text band may be used) and using Google. docs, they paraphrase, summarize, and practice citing textual evidence. I provide immediate feedback as they work. Again, as the year progresses, these supports are gradually removed and by the end of the year for the Newton’s Racer Project, students will be given a checklist and asked to read the information with increasing textual complexity independently to provide text based evidence in support of their design or argument. )If students are ELL, have disabilities, or read well below the grade level text band, the supports will remain as long as necessary. As the students progress throughout the year, they will earn additional credit (10 points) for reading and summarizing scientific articles , informational or literary text based on their interests. They must have at least 3 every grading period. At the end of each semester, students that have met and exceeded requirements will have their name entered into a drawing for a special prize. The more they read, the more times they are able to enter their name.

C. Thesis and roadmap: ex) This drone is capable for three reasons: _____________ , _______________ , and _______________________. (ONE SENTENCE THESIS STATEMENT). II. BODY PARAGRAPH/CHALLENGE (PARAGRAPH #2) Include information regarding why the package delivery company needs a paper drone to fly packages, the criteria: must fly packages a distance of 5 meters in a 3 meter wide air space, must be delivered accurately and in a cost effective manner because of a tightening economic environment. III. BODY PARAGRAPH/SOLUTION (PARAGRAPH #3) Include hypothesis and possible solution ideas here. III. BODY PARAGRAPH/RESULTS (PARAGRAPH #4) Include results from your paper airplane inquiry lab. III. BODY PARAGRAPH/BENEFITS (PARAGRAPH #5) Include evidence and reasons to explain why this paper drone is capable of successfully meeting the company’s needs.

V. ANALYSIS/CONCLUSION (Sixth and final paragraph). A. Restate your thesis statement (refer to part I, introduction) B. Summarize key idea/s of your argument (in your own words). If I can only remember a few sentences from your essay, what are they? C. Include information such as percent accuracy with flight specifications, discuss modifications that were made to the airplane to make it more successful, cost cutting attempts and their effectiveness. VI. REFERENCES A. Use IEEE Format Template at https: //www. ieee. org/documents/trans_jour. docx At the beginning of the year, we will practice citing sources as a group, then allow students to practice with a partner using Google. docs as I monitor and provide immediate feedback. Throughout the year, the scaffolds will be gradually removed. By the end of the year, students will be given a template, rubric, and a checklist as a guide and then will write their research paper independently with much less support depending on their progress.

The four components of the CARS checklist are: W 6 8. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • Credibility: What about this source makes it believable? • Accuracy: Is the information provided up-to-date, factual, detailed, exact, and comprehensive? • Reasonableness: Is the information fair, objective, moderate, and consistent? • Support: Can the information be corroborated? - See more at: http: //www. educationworld. com/a_curr/curr 194. shtml#sthash. 7 k 35 Yw. Ge. dpuf

Grammar and Writing Supports as Students Write their Mini Research Paper Sentence Lifting Activity whole class instructional activity that takes 15 minutes and is designed to be used twice per week. This activity will help introduce or reinforce mechanics, spelling, and grammar skills. Sentence Lifting uses both error analysis and sentence modeling to teach these skills. For detailed instruction, see http: //blog. penningtonpublishing. com/wp content/uploads/2009/10/Grammar Openers Toolkit Sampler 2. pdf Sentence Revision Opener – fast paced, whole class activity designed for direct instruction. Used as a warm up or transition activity, it provides effective writing practice. It helps students improve writing style and grammatical sentence variety. For detailed instruction, see http: //blog. penningtonpublishing. com/wp content/uploads/2009/10/Writing Openers Toolkit Sampler 3. pdf Formative Assessments: Students will be asked to take 2 3 sentences from their mini research paper draft and use the Sentence Lifting Activity and then the Sentence Revision Activity to improve them.

Mini-Research Paper Rubric for Paper Airplane Inquiry Lab Concept Measured 4 3 2 1 0 Subject/Science Subject is Subject and Facts MS. ETS 1. 3 addressed. Subject is Subject or hypothesis need Analyze data from Hypothesis is addressed clearly addressed; most of hypothesis is tests to determine more explanation. similarities and hypothesis is the facts reported addressed facts are stated in a Subject not differences among clearly formulated; are relevant, adequately; some of generalized manner; addressed. No clear several design facts reported are accurate, or the facts reported are some inaccuracies; hypothesis. Facts solutions to identify the relevant, accurate, plausible and at relevant, accurate, or used at least 2 vocab reported are best characteristics of and plausible; used least 5 vocab words plausible; used at words appropriately; irrelevant, inaccurate, at least 7 vocabulary are used least 3 vocab words information each that can be or implausible. combined into a new words appropriately; some appropriately; presented appeared Information solution to better meet clearly distinguished mixing of fact and diffictult to distinguish to be primarily presented was the criteria for success. fact from opinion and not fact. The student response The student response demonstrates full demonstrates comprehension of demonstrates basic response ideas stated clearly comprehension of demonstrates limited Reading and inferentially by and/or inferentially ideas stated clearly comprehension of The student by providing a and/or inferentially ideas stated clearly response Comprehension of Key providing an accurate analysis mostly accurate by providing a and/or inferentially by demonstrates no Ideas and Details generally accurate providing a minimally comprehension of RST. 6 -8. 8 Distinguish and supporting the analysis and among facts, reasoned analysis with supporting the analysis and accurate analysis ideas by providing and supporting the inaccurate or no judgment based on effective and analysis with supporting the research findings, and convincing textual adequate textual analysis with basic analysis with limited analysis and little to speculation in text. evidence. textual evidence. no textual evidence.

Mini-Research Paper Rubric for Paper Airplane Inquiry Lab Concept Measured 4 3 2 1 0 The student response addresses The student the prompt and response develops the claim addresses the The student or topic and prompt and response provides minimal provides effective addresses the development that is and comprehensive prompt and The student developmet of the provides mostly response addresses limited in its appropriateness to claim or topic that effective the prompt and the task by using is consistently development of the provides some appropriate to the claim or topic that development of the limited reasoning task by using clear is mostly claim or topic that is and text-based evidence that is and convincing appropriate to the somewhat reasoning suported task, by using clear appropriate to the cited; is developed, by relevant textual reasoning task, by using some text-based response evidence that is supported by reasoning and text- with little or no cited. relevant textual based evidence that awareness of the Writing: Written prompt; evidence that is is cited; Expression W 6 -8. 3 Demonstrates purposeful cited; demonstrates some demonstrates Write informative/explanator coherence, clarity, limited coherence, The student and cohesion, and/or cohesion, clarity, and/or y texts to examine a and cohesion, response is making it easy to making it fairly easy making the writer's cohesion, making undeveloped and/or topic and convey ideas, concepts, and follow the writer's to follow the writer's progression of ideas the writer's inappropriate to the progression of usually understood progression of ideas task; lacks information through progression of ideas; establishes ideas. establishes but not obvious. ; somewhat unclear; coherence, clarity, the selection, and maintains an and maintains a has a somewhat has a limited organization, and cohesion; has mostly effective IEEE effectiveness of an inappropriate analysis of relevant effective content. IEEE format.

Mini-Research Paper Rubric for Paper Airplane Inquiry Lab Concept Measured Writing: Knowledge of Language and Conventions WHST. 6 -8. 7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 4 3 2 1 0 The student response to the prompt The student demonstrates some The student response to the command of the prompt conventions of prompt demonstrates full standard English at demonstrates limited The student response to the command of the an appropriate level command of the conventions of of complexity. There conventions of prompt demonstrates standard English at may be errors in standard English at no command of the an appropriate level mechanics, an appropriate level conventions of of complexity. There grammar, and usage of complexity. There standard English. may be a few minor that occasionally may be errors in Frequent and varied errors in mechanics, impede mechanics, grammar, and understanding, but grammar, and usage, but meaning the meaning is that often impede is clear. generally clear. understanding.

Write a Hypothesis MS. ETS 1. 4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Name _________________ Date ________ Period ____ Writing Hypotheses Purpose: to learn when and how to write hypotheses. (http: //www. accessexcellence. org/LC/TL/filson/writhypo. php) Most students believe that they are going to be experimenting anytime they are given a laboratory assignment in science. However, more often than not, students are doing something other than experiments. This is not necessarily bad. A good deal of science is observational and descriptive. For example, the study of bio-diversity usually involves looking at wide variety of specimens and maybe sketching and recording their unique characteristics. However, there are other times when we science teachers are trying to teach students how scientists work and how we can verify things which others may say or believe is so without any proof. To learn about what is not known or to verify a notion, the so-called "scientific method" might be carried out and an actual experiment may be conducted. It does not matter that your experiment has been done a thousand times before or that your teacher already knows the results. What matters is that you don't know the results and that you can independently find a verifiable answer. In real experiments, real hypotheses should be written before the actual experiment. What Is a Real Hypothesis? A hypothesis is a tentative statement that proposes a possible explanation to some phenomenon or event. A useful hypothesis is a testable statement which may include a prediction. A hypotheses should not be confused with a theory. Theories are general explanations based on a large amount of data. For example, theory of evolution applies to all living things and is based on wide range of observations. However, there are many things about evolution that are not fully understood such as gaps in the fossil record. Many hypotheses have been proposed and tested.

How Are Hypotheses Written? 1. Chocolate may cause acne. 2. Salt in soil may affect plant growth. 3. Plant growth may be affected by the color of the light. 4. Bacterial growth may be affected by temperature. 5. Ultra violet light may cause skin cancer. 6. Temperature may cause leaves to change color. All of these are examples of hypotheses because they use the tentative word "may. ". However, their form is not particularly useful. Using the word may does not suggest how you would go about proving it. If these statements had not been written carefully, they may not have even been hypotheses at all. For example, if we say "Trees will change color when it gets cold. " we are making a prediction. Or if we write, "Ultraviolet light causes skin cancer. " could be a conclusion. One way to prevent making such easy mistakes is to formalize the form of the hypothesis. ************************************************************ Formalized Hypotheses example: If skin cancer is related to ultraviolet light , then people with a high exposure to uv light will have a higher frequency of skin cancer. If leaf color change is related to temperature , then exposing plants to low temperatures will result in changes in leaf color. Notice that these statements contain the words , if and then. They are necessary in a formalized hypothesis. But not all if-then statements are hypotheses. For example, "If I play the lottery, then I will get rich. " This is a simple prediction. In a formalized hypothesis, a tentative relationship is stated. For example, if the frequency of winning is related to frequency of buying lottery tickets. "Then" is followed by a prediction of what will happen if you increase or decrease the frequency of buying lottery tickets. If you always ask yourself that if one thing is related to another, then you should be able to test it.

Formalized hypotheses contain two variables. One is "independent" and the other is "dependent. " The independent variable is the one you, the "scientist" control and the dependent variable is the one that you observe and/or measure the results. In the statements above the dependent variable is blue and the independent variable is red. The ultimate value of a formalized hypothesis is it forces us to think about what results we should look for in an experiment. Rewrite the first four hypotheses using the formalized style shown above. Single underline the dependent variable and double underline the independent variable in the If clause of each hypothesis. 1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ Formative Assessment: Now, write one more original hypothesis for your paper airplane inquiry lab using this form. _______________________________________

Key: Formalized hypotheses contain two variables. One is "independent" and the other is "dependent. " The independent variable is the one you, the "scientist" control and the dependent variable is the one that you observe and/or measure the results. In the statements above the dependent variable is blue and the independent variable is red. The ultimate value of a formalized hypothesis is it forces us to think about what results we should look for in an experiment. Rewrite the first four hypotheses using the formalized style shown above. Single underline the dependent variable and double underline the independent variable in the If clause of each hypothesis. 1. _If skin cancer is related to UV light exposure, then people with a high exposure to UV light will have a higher frequency of skin cancer. 2. If leaf color change is related to temperature, then exposing plants to low temperatures will result in changes in leaf color. 3 If people are given a large amount of chocolate then the will have a higher number of pimples. 4. If salt in the soil is related to plant growth, then plants with a high concentration of salt in the soil will have less growth. Formative Assessment: Now, write one more original hypothesis for your paper airplane inquiry lab using this form. (answers were vary) If adding a paper clip is related to stabilizing the center of gravity of a paper airplane, then adding a paper clip to the airplane will help the plane fly a further distance.

Day 2: Hypothesis Now, make an educated guess about what might make the paper airplanes fly better. This could be a different method of folding the planes or some addition to the plane’s design. Change whatever you like, but remember to only change one thing (independent variable). In the spaces below, write down how you think that you can get a better flight distance using the scientific method. Add your notes in the space provided for observation and research notes or a separate sheet of paper. Hypothesis (R 29)(Possible answer to the Scientific Question): If _____________ then the plane will fly a further distance because ______________________________. Procedure: On a separate sheet of paper, list and number the steps of the experiment so that it will be ready to be performed tomorrow. Include the steps instructing how to make your paper airplane. Also include the steps needed to make the change in the airplane to make it fly even further. Formative Assessment: Each group will give their procedure to another group to perform. That group will give constructive feedback regarding the written procedure. The groups will then be allowed time to edit their procedure based on the feedback.

Perform the Experiment

Experimental Procedures Activity With your lab group choose 2 "questions" below and on a separate sheet of paper, write what the independent variable, constants and control experiment would be for the procedures portion of The Scientific Method of Inquiry. (http: //www. science 6. org/pdf/activity_sheets/experimental_procedures_activity. pdf) Example -"Does sugar dissolve faster in hot water or cold water? “ Independent: Water Dependent: Elapsed Time Constants: Amount of water, Temperature for sugar to dissolve. amount of sugar, no stirring. Control: Time how long it takes to dissolve sugar in water that is at room temperature (75 o). Questions: • Will exercise raise a person's heart rate? • Which of the primary colors attracts and holds the most solar energy? • How many hours of studying should be done to prepare for a test? • Which frequency of light will produce the best plant (lawn) growth, red, green or blue? • Which plant fertilizer (Miracle Grow or Dyna-Grow) will give the better results when applied to a fern? • Can Pepsi, Coke and Generic Cola be identified in a blind taste test? • What liquid causes hands to wrinkle the fastest? • How does the size of a pumpkin compare to the number of seeds in it? • How do different types of music affect heart rate? • Which ingredient causes the least amount of change in chocolate chip cookies? • Is the strength of a magnet affected by extreme heat and extreme cold? • What happens to raisins that are placed in a glass of 7 -up? • Do fans really cool you off during the hot weather? Formative Assessment: On another sheet of paper, identify the independent variable, constants, and control for the scientific question from your Paper Airplane Inquiry Lab.

Day 3: Perform the EXPERIMENT and record results: Make YOUR ORIGINAL paper airplane that YOU THINK will fly the furthest distance. On a separate sheet of paper, write the procedure for making the paper airplane. (If you don’t know how to make a paper airplane, use the design provided or one found during research. ) With your lab group, throw the paper airplane 3 times and measure how far the paper airplane goes each time by using the appropriate measuring tool. Be sure to use the appropriate SI units (R 20 -R 21 - metric units). Distance of throw 1: ______ Distance of throw 2: ______ Distance of throw 3: ______ Average distance of all three throws ______ Avg = (distance 1 + distance 2 + distance 3)/number of throws Now make one change to the plane that will help it to fly even further. On the paper with the procedure add the additional step or steps to the procedure for that change. Make sure to list and number the steps in your experiment. Results: Measure the distances for the 3 trials. Distance of throw 1 ____________________ Distance of throw 2 ____________________ Distance of throw 3 ____________________ Average distance of all 3 throws _________ Formative Assessment: Students will be asked to show thumbs up, down or middle to assess their understanding of Metric measurement and finding the average of their data. Based on the responses, teacher will decide where further instruction is necessary.

Analyze the Results MS. ETS 1. 3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Name __________________ Date _________ Period ____ Guidelines for Graphing • All lines on the graph must be drawn straight, using a ruler • Your graph must be completed on graph paper • Your graph must have a title and labels on both the x axis and y axis. • The title should explain the data represented in the graph. • Labels should describe what is represented on the axis do not label them with the words “x axis” or “y axis” • The title and labels should be the same as the title and headings on your data table. • Your graph must have equal intervals • The number of spaces between bars or points on the x axis must be the same. For bar graphs, bars must be the same space wide (at least 2). • The numbers on the y axis should be evenly spaced in distance and in value. • Bars should be shaded in neatly with colored pencil (no marker or crayon). • If you are making a bar or line graph with two or more sets of data, you must provide a key for the graph to indicate what the different colors or lines mean. • Place the dependent variable on the vertical axis, or y axis. • Place the independent variable on the horizontal axis, or x axis. • Choose the scales for both axes of the graph. You should have two points more than you need on the y axis, and the x axis should be long enough for all of the data points to fit. • Draw and label each axis. Mark intervals on both axes according to the scales you choose. • Plot each value as a point on the graph. • Connect the points with straight lines. • Be sure to give your graph a number and a title. • When you make a double line graph, use different colors or styles of lines to distinguish the different sets of data.

Read pages R 23 R 27 in textbook. From the reading, write the importance of or when it is most appropriate to use each type of table or graph. Data Table __________________________________ Line Graph __________________________________ Circle Graph __________________________________ Bar Graph ___________________________________ Double Bar Graph _______________________________ Formative Assessment: Now, on a piece of graph paper, graph the data from the Paper Airplane Inquiry Lab using the most appropriate type of graph. Be sure to follow the Guidelines for Graphing.

Key: Read pages R 23 R 27 in textbook. From the reading, write the importance of or when it is most appropriate to use each type of table or graph. Data Table Use to organize and record the measurements. Line Graph Shows the relationship between variables. They are particularly useful for showing changes in variables over time. Circle Graph Sometimes called pie charts are used to show data that can be expressed as percentages of a whole. The entire circle is equal to 100 percent of the data. Bar Graph Type of graph in which the lengths of the bars are used to represent and compare data. A numerical scale is used to determine the lengths of the bars. Double Bar Graph : is a bar graph that shows two sets of data. The two bars for each measurement are drawn next to each other. Formative Assessment: Now, on a piece of graph paper, graph the data from the Paper Airplane Inquiry Lab using the most appropriate type of graph. Be sure to follow the Guidelines for Graphing. (See sample graphs on slides 61 63)

Day 4 Analyze Results: (Use pages R 8, R 23 -R 27)On a piece of graph paper, make a graph of the two sets of data and compare your results. Conclusion: Postlab Questions: 1. Was your hypothesis supported or not supported by the data? Explain, using the evidence you obtained in your experiment. 2. List the constants in this experiment? 3. Do you think this is how the Wright brothers conducted their own research? Explain why or why not using evidence from the video and article. 4. Explain why it was important that you change only one thing between your initial experiment and your later experiment. 5. Describe the fundamental flight problem that you encountered during the test flight of the original airplane. How did your change address the flight problem? 6. Which metric unit was most appropriate when measuring the distance the airplane flew? Explain why. 7. On a separate piece of paper, plan your presentation.

Day 4 Analyze Results: (Use pages R 8, R 23 -R 27)On a piece of graph paper, make a graph of the two sets of data and compare your results. Conclusion: Key Postlab Questions: 1. Was your hypothesis supported or not supported by the data? Explain, using the evidence you obtained in your experiment. ( answers will vary) 2. List the constants in this experiment? (answers will vary) 3. Do you think this is how the Wright brothers conducted their own research? Explain why or why not using evidence from the video and article. (answers will vary) 4. Explain why it was important that you change only one thing between your initial experiment and your later experiment. It is important to have only test one independent variable to accurately see how data is affected. 5. Describe the fundamental flight problem that you encountered during the test flight of the original airplane. How did your change address the flight problem? (answers will vary) 6. Which metric unit was most appropriate when measuring the distance the airplane flew? Explain why. Meters were most appropriate if the plane flew long distances. If the plane flew short distances then centimeters would be the most appropriate units because the numbers should not be to large or too small. 7. On a separate piece of paper, plan your presentation.

Draw Conclusions and Communicate Results RST. 6 8. 7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e. g. , in a flowchart, diagram, model, graph, or table).

Day 5 Conclusion/Communicate Results Each group will make a formal presentation to the class communicating your findings. Be sure to have a visual to show the class such as a graph, Power. Point, etc. (Each person must participate during the presentation)

Paper Airplane Inquiry Lab Presentation Rubric Name(s) __________ Date ______ Presentation _______ Total Score _______ 1 Subject/ Science Facts • Research facts are MS. ETS 1. 3 not used. Analyze data from tests to • No clear hypothesis determine similarities and • Facts reported are differences among several unreasonable and design solutions inaccurate. to identify the • Information best characteristics of presented was opinion each that can be and not fact. combined into a new solution to better meet the criteria for success. 2 3 4 5 • Science facts and hypothesis need more explanation. • Research or hypothesis • Research is addressed is stated adequately but addressed. clearly & hypothesis is is not addressed. clearly stated and • Hypothesis is addressed • Facts are stated in a • Some of the facts addressed generalized manner. reasonable and accurate. • Facts are reasonable • Most of the facts and accurate. • Some inaccuracies reported are reasonable • Did not distinguish fact and accurate. • Informative • Information seemed to from opinion. be mostly opinion. • Lacking some • Clear distinction Discuss little to no distinction between fact and Discuss no similarities and opinion of the and differences in the information researched. different versions of Discuss some Discuss similarities and differences in Describes a design differences in the different that synthesizes little that synthesizes very different versions of the to no successful few successful the airplane characteristics from each trial. Describes a design each trial. that synthesizes the some successful most successful characteristics from each trial. the airplane

Volume/ Eye Contact/ Participation SL. 8. 4 Present 1 2 3 • Presentation cannot • Presentation is be heard, lacks eye difficult to hear, lacks contact, and lacks clear eye contact and clear claims and findings, pronunciation. emphasizing salient pronunciation. • Presentation is loud enough in places but not in others, occasional eye contact and mostly clear pronunciation. points in a focused, • Group members lack • Students reads • More than one group coherent manner with relevant knowledge about topic directly from note cards. member does not speak evidence, sound are unprepared. or give information. valid reasoning, • Many group members and well chosen do not speak or give details; use any information. appropriate eye contact, adequate volume, and clear pronunciation. Media Aids/ Data 1 Analysis & • No media or visual Presentation aid used. RST. 6 8. 7 Integrate • No accurate data quantitative or presented. technical information • No attempt to use expressed in Acti. View or Hover words in a text Camera. with a version of that information expressed visually (e. g. , in a flowchart, diagram, model, graph, or table). 2 • Visual aid presented but is difficult to see. 3 4 5 • Presentation has adequate volume, adequate eye contact, and clear pronunciation. • Presentation has good volume, good eye contact, and clear pronunciation. 4 5 • Information was • Most information was given in students' own words with little use words with some use of of note cards. • All group members speak equally and give speak, but not equally. accurate information. • Visual aid is legible, but • Visual aid helps • Visual aid used is does not contain presentation, but one accurate and accurate information. . part may not be referenced • Some accurate data accurate or appropriately. presented, but lacks an • Accurate data is referenced. appropriate graph. presented in a graph but • Graph and analysis is weak. • Graph and analysis are strong in every way. • Acti. View or Hover are strong in all but one Camera used but • Hovercam and Acti. View way • Uses Acti. View or ineffectively Camera used adequately. Hovercam effectively with neat and colorful • Uses Acti. View or Hovercam effectively, graph. but graph lacks color and neatness.

Organization SL. 8. 4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, … 1 • No organization 2 • Presentation lacks organization. 3 • Presentation did not flow logically in some places. • Presentation did not flow logically and was • Gaps in presentation. confusing. • Some gaps in • Somewhat confusing. presentation. 4 • Good organization. 5 • Well organized. • Group demonstrates a clear and complete plan. clear plan. • All parts of presentation • Most of the flowed logically and in an presentation is organized way • Most of presentation and logical Emphasized salient logical and organized. Some Emphasized Points in a focused, salient Little to no emphasized Coherent manner with points in a focused, salient points in a focused, coherent manner with Relevant evidence, sound valid reasoning and well manner with relevant evidence, sound chosen detail. evidence, sound valid reasoning. Conclusion 1 RST. 6 8. 8 • No inferences and Distinguish conclusions drawn or among facts, presented. reasoned judgment based • Presenting group on research unable to answer findings, and speculation in a questions. text. 2 • Few of the inferences and conclusions are supported by data and research. 3 4 • Some of the inferences • Most of inferences and conclusions presented are supported presented are by data and research. supported by data and research. • Group provides more • Group provides two than two inaccurate answers to • Group provides an answers to questions. inaccurate answer to a question. 5 • All of inferences and conclusions presented are supported by research and data • Group accurately answered all questions.

Important Reminders: Have a clearly worded scientific question and hypothesis. Show the collection of adequate, appropriately referenced research (Mini-research paper) Collect data from at least 3 different sources to address your hypothesis. Accurately analyze and present the data. Clearly communicate conclusions that flow from the data. Use Acti. View or Hover Camera as an effective presentation tool. Work equally as a team and clearly state how your team collaborated on your research http: //people. bethel. edu/~kisrob/ens 102/lab/powerpoint/rubric. html Nov. 2014 and adapted to 8 th Grade Curriculum

Contact info: Candace. hamilton@wssd 115. org Student Work

Reno, Mitchell, Geschwend, Barton Dr. Hamilton Science 6 4 September 2015 Paper Airplane Research Paper Background: A paper airplane has four important necessities in order for it to fly. These four things are thrust, lift, drag, and weight. Thrust is the force which moves the plane through the air. Lift is the force that holds the plane in the air. Drag is the aerodynamic force that opposes on planes motion through the air. Finally, Weight is the force caused by gravity. After we did our experiment it became clear to us that thrust, lift, drag, and weight are big components in the plane flying accurately. Three forces that act on planes during the flight are pitch, roll. and yaw. Pitch is an up or down movement at the nose of a plane. Roll is a rotation about an axis running from nose to tail. Yaw is a left to right movement of the nose of the plane. After we threw the paper airplane we saw that when it was taking flight there was pitch, roll, and yaw happening and saw it was very important to the accuracy of the flight (nasa. gov). There are five steps in making a paper airplane. First step, is to get out a sheet of paper and fold it in half lengthwise, then unfold it so you have a little crease and the sides are in the air. The second step is fold both the top corners to meet the crease. Next, the third step is to fold the top corners again to meet the crease. The fourth step is to fold the entire piece of paper in half so it makes a triangle. Then, the fifth step is to fold both halves of the back end down to meet the middle crease. Challenge: A well known package delivery company needs a paper drone to fly packages into an area that is blocked by road construction. The drone must fly packages a distance of 5 meter wide air space. The packages must be delivered accurately and in a cost effective manner because of a tightening economic environment. Solution: We found a solution to this problem. We found during an experiment, our paper drone was very accurate and would work very well for the use of paper drones in an emergency. We think that this paper drone could be the solution to everyone's problem who is stuck on that road and needs packages delivered. Paper drones are really inexpensive and easy to make but you can mess them up very easily with just one fold, but our drone doesn't have that problem. Our folds and creases are nice and neat and help the drone fly rather than delay the flight.

We questioned whethere was a way to make the airplane fly farther. Our hypothesis is if we change the wings to bend upward, then the plane will fly at a further distance because we have found that they are shaped to make the air move faster on the top. Some possible solutions for this dilemma is that if we can make our drones fly accurately then it can fly towards the packages and take them where they need to go. The drones will also help with the cost because our drones are only made with paper so it isn’t expensive at all. With the dilemma with trying to get the packages to where you need to go, there a lot of solutions for that also. The drones can fly at least five meters and a three meter wide air space which would be an advantage because many other paper drones cannot do what ours can do. We can make sure there are no complications because during our experiment, the flight of the plane was perfect. Results: Our drone flew very far and accurate when we tested it. Before we changed the wings, the results were an average of 6. 483 meters and 9. 2 meters outside. After we changed the wings the average was 8. 45 meters in side and 10. 583 meters outside. Our constraints in this test were 5 meters long and 3 meter wide air space, which you can see we exceeded and got higher than what needed to happen. With this data we made a graph to show change between the original to the modified plane. Benefits: Our drone would be better than other people in our class because the data we collected from group 7 had 5. 6 inside and 7. 69 after they straighten the nose. So if some of the packages were farther or drones could get them because ours flew farther. Our drones were always very straight and met our expectations to how we thought our plane would fly. Analysis: If we test the paper drone over and over again it will become a theory. The data exceeded the flight specifications every single time and never had problems with the drone not meeting expectations. Our modifications that was made to the airplane to make it more successful was to bend up the wings. This made it glide through the air farther and within a 1 -2 wide air space. Like we said before, our paper drones are only made with paper which makes the cost cutting attempts more effective. This means they only have to pay a couple dollars for all the drones to send their packages where they need to go on time. In conclusion, our paper drones are one of the most effective ways to get what you want, when you want it. References "Parts of Airplane. " Parts of Airplane. Ed. Nancy Hall. NASA, May 2015. Web. 08 Sept. 2015. <https: //www. grc. nasa. gov/www/k-12/airplane. html>. Shaw, Robert. "Dynamics of Flight. " Dynamics of Flight. NASA, June 2014. Web. 08 Sept. 2015. <http: //www. grc. nasa. gov/WWW/k 12/UEET/Student. Site/dynamicsofflight. html>.