Flying the Friendly Skies
- Grades: 1–2, 3–5
- Unit Plan:
- Follow step-by-step directions.
- Make predictions.
- Observe how wind and weight influence the ability to fly.
- Card Stock Paper
- Lightweight Copy Paper
- Fly Glider Directions Printable (PDF)
- Chart Paper/Markers
Set Up and Prepare
- Using chart paper, prepare a T-Chart labeled Predictions and Observations.
- Create two fly gliders to model; one using cardstock and the other using lighter paper.
- Gather a sheet of cardstock and lightweight paper for each student. Make extras available for errors.
- Copy the Fly Glider Directions for each student.
- Decide upon an appropriate place outdoors for the students to test their fly gliders.
DirectionsStep 1: Begin the lesson by reading the following poem to the class, asking them to complete the last line.
It can steal your hat.
It can blow your hair.
It can make the leaves
dance here and there.
Step 2: Ask the students to describe wind. Write their vocabulary on chart paper.
Step 3: Inform students that today they will conduct a “mini” experiment to explore the effects of wind during flight. Pass around your assembled fly gliders and allow students the opportunity to feel the difference between the two. Ask: How are the two gliders different? Students should note that one feels slightly heavier than the other. Ask if they believe this will affect its ability to Record student predictions on left side of T-Chart.
Step 4: Direct students to follow your step-by-step instructions as they construct their fly gliders. Distribute Paper Glider Directions printable and card stock paper to each student.
Step 5: First, fold down the two upper corners.
Step 6: Then, fold the paper in half length-wise.
Step 7: Finally, Fold two outer corners.
Step 8: Distribute lightweight paper. Have students repeat Steps 5-7.
Step 9: Take students outside to conduct their fly glider experiment. Remind students that this is an experiment and to make observations of how each glider flies. Instruct them to think about the following questions: Which fly glider flies the highest? Do they fly in a straight path? Does one fly longer than the other?
Step 10: Upon returning to the classroom, complete the right side of the T-Chart and record all student observations.
Supporting All LearnersAll students can enjoy and participate in this lesson.
Lesson ExtensionsHave your students use additional math skills and measure how far their gliders flew from one point to the next.
Home ConnectionFor homework, instruct students to make a variety of gliders and experiment with different types to see which one flies the farthest, longest, straightest, etc.
- Make two Fly Gliders.
- Complete Fly Glider Experiment.
- Complete Predictions and Observations T-Chart.
- Were students able to follow step-by-step directions?
- Were students able to make reasonable predictions and observations?
Teacher Observation: Observe students’ ability to make predictions and follow directions.