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Major Assessment 3: Assessment of Diversity Proficiencies

Curriculum Modifications for Diverse Learners

Introduction

□ Unit Title: Properties of Flight

□ Unit Focus: Exploring Careers (STEM), 6th Grade, 60 students

□ Topics and Key Concepts: aviation, paper airplane construction, forces of flight, measurement

□ Summary: This unit is taught at the beginning of the school year and involves learning the history of aviation from the early beginnings through current time. Students learned about male and female pilots, how flight has changed over the years and also how to make a paper airplane. Students also learned about the four forces of flight and the parts on an airplane. The culmination point of this module was for students to create an airplane that they thought would fly the longest distance in their class period. Students made the decision of which plane to make based on the data that they collected from previous flights in class.

□ Print Materials Needed

o STEM Academy PowerPoint Presentations: History of Flight, Parts of a Plane, Dynamics of Flight

o Paper Airplane Longest Hallway Flight Contest

□ Internet Resource Links and Other Technologies

o The Aviation Online History Museum

o NASA Beginners’ Guide to Aeronautics

o Brainpop: Flight

o Your Own Flight: Forces of Flight -

o NASA Four Forces of an Airplane -

o How Things Fly: Forces of Flight -

o NASA: Parts of an Airplane -

o Parts of an Airplane, Level I -

o Parts of an Airplane, Path to Aviation - path/parts.ppt

o 10 Paper Airplanes -

o Paper Airplanes HQ -

o Fun Paper Airplanes -

o Instructables -

o Create a Graph -

o Online Chart Tool -

Stage 1: Identify Desired Results

□ State Content Standards: Concepts of Engineering and Technology

o 2A: use clear and concise written, verbal, and visual communication techniques

o 3G: demonstrate the use of precision measuring instruments.

o 4A: describe how technology has affected individuals, societies, cultures, economies, and environments

o 4B: describe how the development and use of technology influenced past events

o 4C: describe how and why technology progresses

o 4D: predict possible changes caused by the advances of technology

□ ISTE Standards: 1A, 3D, 4C, 6D

□ Description of Standard

o 1A: Apply existing knowledge to generate new ideas, products, or processes

o 3D: Process data and report results

o 4C: Collect and analyze data to identify solutions and/or make informed decisions

o 6D: Transfer current knowledge to learning of new technologies

□ Understandings

o Define the four forces of flight

o Develop and design a long distance paper airplane

o Investigate history of aviation and paper airplane construction

□ Essential Questions

o How has aviation changed over time?

o How do the four forces of flight work together to create flight?

o What makes a paper airplane success in distance and in flight?

□ Knowledge and Skills Outcomes

o Students can name and label the four forces of flight.

o Students can label the parts of an airplane and identify each part’s function.

o Students can create a paper airplane on their own that can fly a certain distance.

Stage 2: Determine Acceptable Evidence

Performance Task 1:

□ Topic: Four Forces of Flight

□ Summary: Students will learn what the four forces of flight are and the impact that they have on the operation of an airplane. Students will be shown a visual representation of an airplane and will see the area of the airplane where each force of flight happens.

□ Learner Directions: Navigate through the forces of flight websites that have been provided one by one. Sketch a large picture (a whole page of your notebook) of an airplane in your STEM notebook and label the forces of flight in the proper locations in relationship to the airplane. As you peruse through each website, take notes on how each force of flight works and what impact it would have on the airplane if it were non-existent.

□ Resources:

o Your Own Flight: Forces of Flight -

o NASA Four Forces of an Airplane -

o How Things Fly: Forces of Flight -

□ Standard Being Measured: 2A: use clear and concise written, verbal, and visual communication techniques

□ Context of Use: Students will be assessed by having to label the four forces of flight on an illustration of an airplane. Students will have to fill in the four blanks with the proper force of flight without being given the names. Students will have to identify them without any assistance from a word bank. This will be the first assessment of the unit and will not be graded.

□ Rubric:

|Number of Points Earned |0 |25 |50 |75 |100 |

|Criteria |Student did not |Student only |Student identified two |Student identified three|Student identified |

| |identify any of the |identified one of the|of the forces of flight|of the forces of flight |all four of the |

| |forces of flight |forces of flight |properly. |properly. |forces of flight |

| |properly. |properly. | | |properly. |

Performance Task 2:

□ Topic: Parts of an Airplane

□ Summary: Students will learn the different parts of an airplane and be responsible for knowing the functions and locations of each part. Students will learn how the parts work together to create flight. Students will also be responsible for relating the functions of each part to the force of flight that it impacts.

□ Learner Directions: Using the same airplane sketch that you made previously or by creating another large drawing of an airplane in your notebook, label the parts of an airplane that can be found on the websites that are provided. On the next sheet of blank paper, write the name of each part and rephrase its function in your own words. As you label the parts, pay close attention to their locations in reference to the four forces of flight. Think about how each part works together to create flight and how the malfunction of a part would affect the other parts and the airplane as a whole.

□ Resources:

o NASA: Parts of an Airplane -

o Parts of an Airplane, Level I -

o Parts of an Airplane, Path to Aviation - path/parts.ppt

□ Standard Being Measured: 4A: describe how technology has affected individuals, societies, cultures, economies, and environments; 4C: describe how and why technology progresses

□ Context of Use: Students will complete the worksheet Airplane Parts by NASA () individually. Students are encouraged to complete as much of the worksheet that they can by themselves. Whenever they need additional assistance, they can use the website to finish answering the blank/remaining questions. This assessment will be graded and will be administered after the forces of flight assessment.

□ Rubric

|Number of Points Earned |0 |5 |15 |25 |

|Parts of Airplane |Student only identified |Student only identified |Student only identified |Student identified 9-10 |

|Identification |0-2 parts properly. |3-5 parts properly. |6-8 parts properly. |parts properly. |

|Aircraft Motions |Student only identified |Student only identified |Student only identified |Student identified 6-7 |

| |0-1 aircraft motions |2-3 aircraft motions |4-5 aircraft motions |aircraft motions |

| |properly. |properly. |properly. |properly. |

|Airplane Part Functions |Student only identified |Student only identified |Student only identified |Student identified 9-10 |

| |0-2 airplane part |3-5 airplane part |6-8 airplane part |airplane part functions |

| |functions properly. |functions properly. |functions properly. |properly. |

|Extension Questions |Student attempted to |Student attempted to |Student attempted to |Student attempted to |

| |answer 0-2 extension |answer 3-5 extension |answer 6-7 extension |answer 8-9 extension |

| |questions thoroughly. |questions thoroughly. |questions thoroughly. |questions thoroughly. |

Performance Task 3:

□ Topic: Create Your Own Paper Airplane

□ Summary of Activity: Students will learn how to create at least four different paper airplanes. Students will fly each airplane in the hallway and measure the distance that it travels forward in metric units. Students are responsible for recording the distance of each paper airplane that is created so they can keep track of which ones flew a longer distance compared to the others.

□ Learner Directions: Navigate through the websites that are provided and find four different paper airplanes that you would like to create. Upon creating each paper airplane, sketch the top view of it in your STEM notebook along with the airplane’s name. Once you have created your airplane, take it into the hallway and launch it forward from the starting point. Measure the distance that the paper airplane travels in metrics units inside of your notebook. Repeat these steps until you have the name, top view sketch and a flight distance for all four of your paper airplanes.

□ Resources:

o 10 Paper Airplanes -

o Paper Airplanes HQ -

o Fun Paper Airplanes -

o Instructables -

□ Standard Being Measured: 3G: demonstrate the use of precision measuring instruments; 1A: Apply existing knowledge to generate new ideas, products, or processes; 4C: Collect and analyze data to identify solutions and/or make informed decisions; 6D: Transfer current knowledge to learning of new technologies

□ Context of Use: Students will compile the data that they have collected from creating and flying their four airplanes. Students will create a table that provides the following on each paper airplane: name, date created, top view, distance flown. Students will also determine which airplane of the four they will create for the long distance flyer contest. Students will be responsible for explaining why they chose that particular paper airplane.

□ Rubric

|Number of Points Earned |0 |11 |22 |33 |

|Data Compilation |Student recorded minimal |Student recorded minimal |Student recorded data |Student recorded data |

| |or no data from the |data from the launching of|from the launching of |from the launching of all|

| |launching of their paper |one of their paper |two or three of their |four of their paper |

| |airplanes. |airplanes. |paper airplanes. |airplanes. |

|Table Creation |Table only contained one |Table only contained two |Table only contained |Table contained all four |

| |of the four categories |of the four categories |three of the four |of the categories that |

| |that was required (name |that were required (name |categories that were |were required (name of |

| |of plane, date created, |of plane, date created, |required (name of plane,|plane, date created, top |

| |top view, distance |top view, distance flown).|date created, top view, |view, distance flown). |

| |flown). | |distance flown). | |

|Chosen Paper Airplane |Student did not pick a |Student picked a paper |Student picked a paper |Student picked a paper |

| |paper airplane to fly in |airplane to fly in the |airplane to fly in the |airplane to fly in the |

| |the Long Distance Flyer |Long Distance Flyer |Long Distance Flyer |Long Distance Flyer |

| |contest. |contest but provided no |contest but provided |contest and provided |

| | |rationale for their |minimal rationale for |thorough rationale for |

| | |decision. |their decision. |their decision. |

Performance Task 4:

□ Topic: Long Distance Flyer Contest

□ Summary of Activity: Students will create one paper airplane from the four that they created previously to compete in the Long Distance Flyer Contest for their class. Each student will launch their paper airplane three times and give the longest distance to the teacher. Upon everyone providing their distance, students will create a graph that shows the results of the contest and determine the first, second and third place winners.

□ Learner Directions: Look over the data that you collected from flying your four paper airplanes previously. Based on that information, pick one of the airplanes to recreate to compete in the Long Distance Flyer contest. Your goal in the contest to create a paper airplane that will travel a longer distance than any other in your class. Once you have created your paper airplane, you should launch it three times and record the distance each time using metric units. After you have recorded the three distances, determine which is the longest and give that distance to the teacher to enter into the contest.

□ Resources:

o Create a Graph -

o Online Chart Tool -

o 10 Paper Airplanes -

o Paper Airplanes HQ -

o Fun Paper Airplanes -

o Instructables -

□ Standard Being Measured: 2A: use clear and concise written, verbal, and visual communication techniques; 3G: demonstrate the use of precision measuring instruments; 3D: Process data and report results; 4C: Collect and analyze data to identify solutions and/or make informed decisions; 6D: Transfer current knowledge to learning of new technologies

□ Context of Use: Students will be given the distances that were entered into the Long Distance Flyer contest by each student in the class. With that information, students will be responsible for creating a bar or column graph with each student’s distance as their data. After graphing the data, students will determine the first, second and third place winners of the contest. This assessment will be given at the conclusion of the unit and will be graded.

□ Rubric

|Number of Points Earned |0 |11 |22 |33 |

|Student Data Recording |Student labeled and |Student labeled and |Student labeled and |Student labeled and |

| |recorded the distances for|recorded the distances for |recorded the distances for|recorded the distances for |

| |0-30% of the students in |31--60% of the students in |61-89% of the students in |90-100% of the students in |

| |the class. |the class. |the class. |the class. |

|Table Creation |Table contained zero or |Table contained two to |Table contained four of |Table contained all of the |

| |one of the following |three of the following |the following elements: |following elements: title, |

| |elements: title, labeled |elements: title, labeled x-|title, labeled x- and y- |labeled x- and y- axis, |

| |x- and y- axis, scale, and|and y- axis, scale, and |axis, scale, and accurate |scale, and accurate |

| |accurate representation of|accurate representation of |representation of each |representation of each |

| |each bar/column. |each bar/column. |bar/column. |bar/column. |

|Data Ranking |Student did not accurately| | |Student accurately ranked |

| |ranked the first through | | |the first through third |

| |third place winners of the| | |place winners of the Long |

| |Long Distance Flyer | | |Distance Flyer contest. |

| |contest. | | | |

Stage 3: Develop the Learning Plan

Learning Activities

1. Begin with the introductory question “What do you know about flight and airplanes?” and allow students to popcorn out their answers.

2. Introduce the unit to the learners by describing the learning outcomes and giving a brief overview of the activities to come.

3. Have students create a KWL chart at the beginning of their notes for the module in their STEM notebook. Students will complete the “K” section by explaining what they already know about airplanes and flight. Students will also complete the “W” section to explain what they want to learn based on the information that has been given about what’s to come in the module.

4. Students will watch the Brainpop movie “Flight” as a whole group and take notes. Students will complete the review quiz together to go over the information that was presented in the movie.

5. Explore the forces of flight websites that have been provided one by one (Your Own Flight: Forces of Flight, NASA Four Forces of an Airplane, How Things Fly: Forces of Flight).

6. Sketch a large picture (a whole page of your notebook) of an airplane in the student’s STEM notebook and label the forces of flight in the proper locations in relationship to the airplane. Students should also take notes on how each force of flight works and what impact it would have on the airplane if it were non-existent.

7. Quiz will be administered by having the students label the four forces of flight on an illustration of an airplane. Students will have to fill in the four blanks with the proper force of flight without being given the names.

8. Students will use the same airplane sketch that they made previously or create another large drawing of an airplane in their notebook to label the parts of an airplane that can be found on the websites that are provided (NASA: Parts of an Airplane, Parts of an Airplane, Level I, Parts of an Airplane, Path to Aviation).

9. Students will write the name of each part and rephrase its function in their own words.

10. Students will complete the worksheet Airplane Parts by NASA () individually. Students are to complete as much of the worksheet that they can by themselves. Whenever they need additional assistance, they can use the website to finish answering the blank/remaining questions.

11. Students will find four different paper airplanes that they would like to create.

12. Sketch the top view of each plane in the STEM notebook along with the airplane’s name.

13. Each plane will be taken into the hallway and launched forward from the starting point.

14. Measure the distance that the paper airplane travels in metrics units inside of the STEM notebook.

15. Students will repeat these steps until they have the name, top view sketch and a flight distance for all four of their paper airplanes.

16. Compile the data that was collected from creating and flying their four airplanes. Students will create a table that provides the following on each paper airplane: name, date created, top view, distance flown.

17. Students will also determine which airplane of the four they will create for the long distance flyer contest. Students will be responsible for explaining why they chose that particular paper airplane.

18. Pick one of the airplanes to recreate to compete in the Long Distance Flyer contest.

19. The chosen paper airplane will be launched three times and students should record the distance each time using metric units.

20. After recording the three distances, determine which is the longest and give that distance to the teacher to enter into the contest.

21. Students will be given the distances that were entered into the Long Distance Flyer contest by each student in the class.

22. Students will be create a bar or column graph with each student’s distance as their data.

23. After graphing the data, students will determine the first, second and third place winners of the contest.

Curriculum Modifications for Diverse Learners

□ Evaluating Exceptionality, Strengths, and Weaknesses: I will determine how well my students perform in this unit by their ability to complete each task and their thoroughness in their work. This unit is usually very fun at the end with the Long Distance Flyer contest, but students that show a strong understanding of the activities earlier in the unit tend to be the most successful. The main academic gaps that have been noticed with this unit are the identification of the parts of an airplane and connecting them with the forces of flight. To assist in this, more focus on the parts, their functions and maybe having mini quizzes before the graded assessment would help. This will be assessed right before the halfway point of the unit.

□ Determining Preferences: I will determine the student’s interests and preferences through the use of questionnaires and surveys early on in the course. I understand that students work better when they are able to do so in a way that is more suitable for them. As the course progresses, this can be included by allowing a variation of assignments to be submitted that do not all follow the same formatting, but cover the same material. Families, cultures and community can easily be incorporated into this unit by talking about how those factors use aviation as a means of transportation, personal experiences with flight, etc.

□ Modifying the Environment: Modifications for meeting the needs of learners will develop early on in the classroom. This can take place by knowing which students have particular needs and what they are. This can come from other staff members or from the learners themselves. As a teacher, I always begin the school year educating the students about how we all have differences and that we must all respect them. We develop this respect amongst the students through many different team building activities so they can identify strengths, weaknesses, etc. amongst each other. I know that my two learners have diverse needs through the work that they have produced and also through observing their interactions with other students. The intention of the activities that have been planned is to allow the learners to have plenty of opportunities where they can work individually and not just depend on interactions with others throughout the unit.

□ Alternative Assessment: Most of the assessments that are within this unit are intended to be complete by hand. These can be modified and completed in different ways with the exception of the creation of the paper airplanes. The “Forces of Flight” and “Parts of an Airplane” quizzes can be completed online or verbally while still using the illustration of an airplane. The “Long Distance Flight” data analysis graphs can also be created online or by hand. Students could be given the option to decide which method they would prefer to use to complete each quiz based on their strengths and levels of comfort. Based on the in-class observations that have been made on each student, working on these assignments by hand would be best for most of the quizzes.

□ Differentiating through Technology: Whenever I see an opportunity to change an activity that was initially not incorporating technology but could, I will add this differentiated element into the unit. An example could be having students work on an assignment by hand but seeing how the use of a program such as Microsoft Office could allow students to complete the same task. For success in this unit, students will benefit by logging into The STEM Academy website () as a student and using the resources given that provide additional guidance beyond what has been given.

□ Managing Diversity: To manage the technology that I have, I will have to manage the time allowed for each class to allow students to work with the computers that I have in my classroom since there are only eight computers. Whenever I see that those computers will not be enough, I will have to reserve one of the campus computer labs ahead of time to make sure each student has their own workspace for the time that is needed. With this unit being detailed and planned out prior to being implemented, I can show my administrators, colleagues, parents and students the benefits of using these technologies. A unit such as this one would be very difficult to implement without resources like what I have chosen, so I believe the support that would be needed will be easy to gain. Outside services/support that could help the students could include having someone visit from the field of aviation, having volunteers assist with the launching and measuring of the paper airplanes for accuracy and also students providing their own skills with creating paper airplanes outside of those that can be found on the Internet.

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