Sandra Garofano

Lesson Plan

Grades: K-2

Big Idea: To understand that there are forces that affect flight: Drag, thrust,
lift, gravity. Object only fly when the upward force of air (Lift) is greater than the
downward force (gravity). Moving air is called wind.
*This is a part of a larger unit that student will explore lasting a week to several
weeks.
Essential questions: 1. What is needed for a Kite to fly well? 2. What other forces
affect its flight? (Gravity pulls it down; drag pulls it back; thrust make it go
forward; and lift keeps it in the air) 3. What are the advantages/disadvantages to
the different types of paper? (heavier paper may weigh it down, it may not rip as
easily)

Title:
Make and
Fly A Kite
GSEs/GLEs/Frameworks

SPS1 Scientific Inquiry and Critical Thinking

Skills (INQ)
MAKING OBSERVATIONS AND ASKING QUESTIONS
S:SPS1:2:1.4 Ask questions that lead to exploration
and investigation as a result of working with
materials.
S:SPS1:2:2.3 Predict how changing one part of an
exploration will affect the outcome materials and
objects.
COLLABORATION IN SCIENTIFIC ENDEAVORS
S:SPS3:2:1.1 Work with a partner to accomplish a
specific task.
S:SPS3:2:1.3 Ask questions of others about their work.
COMMUNICATION SKILLS
PS3: - The motion of an object is affected by force.
1. Forces
2. Describes and demonstrate that things close to
the earth drop to the ground unless something
supports them.
2. Motion:
1. Describe the many different ways things can
move, such as in a straight line, zigzag, circular
motion, back and forth, and fast and slow.
2. Describe and demonstrate how the position and
motion of an object can be changed by applying
force, such as pushing and pulling, and explain that
the greater the force, the greater the change.

Sandra Garofano

Lesson Plan

Grades: K-2

M:G&M:K:1, M:G&M:1:1, M:G&M:2:1

Uses properties, attributes,
composition, or decomposition to sort or
classify polygons (triangles, squares, rectangles,
rhombi, trapezoids, and hexagons) or objects by
using one non-measurable or measurable
attribute; and recognizes, names, and builds
polygons and circles in the environment
ISTE: PK-2
7. Demonstrate safe and cooperative use of
technology (5)
10. Demonstrate the ability to navigate in virtual
environments such as electronic books, simulation
software & websites (6)
Objectives

Materials

Anticipatory set

Students will work in groups of 4. Students will discuss

in group, Use webquest (using ipad, and computers)
to support childrens learning of the subject of kites,
then construct a kite using various materials
provided.
Students will be able to discuss and predict how long
their kite will stay in the air.
One student will demonstrate their kite flying, another
will take a video, another will take pictures, and one
will be time keeper and the teacher records time.
Students will compare and explain why kites flew and
why not, what forces had an effect. Students be able
to document in their journals of the outcome in two or
more sentences or drawings.
Computers, Ipad (for research) Variety types of paper
for the Kite body (newspaper, tissue paper, wax
paper, bulletin board paper, foil) wooden sticks (for
frame, foundation) Crape paper, rope (thin, braided),
cloth strips, yarn (for tails) String (thin, thick) to
attach to the kite, paperclips, flower wire, tape
(scotch, masking tape) to attach the holding string to
the string on the body of the kite. A hole puncher,
ruler, scissors.
Teacher and students create a list of questions on a
chart. 1. What we know about kites? 2. What do we
want to know? 3. What have we learned about kites?
The first two are discussed and a list is made. The
last question will be revisited after the assignment.

Sandra Garofano

Lesson Plan

Grades: K-2

Teacher shares a video of Kite making and flying on

www.pbs.org/dragonflytv/show/kites.html
To use as the Hook for childrens interest.
Teacher and students discuss what they saw on the
video, what type of kite design did they use in the
video and why? How did the shape affect the
performance of the kite flying? What was used that
you did know about?
Procedures

Teacher assigns a color to each child, when finish

teacher calls children of each color to form groups.
Teacher informs students of directions 1. Each group
is to research a kite design using computer or iPad 2.
Gather materials (provided) 3. Construct the chosen
Kite design: using materials, students will, trace and
cut their design. Measure, cut and attach tail in what
material they have chosen, attach the string to the
body of the kite.
Upon completion each group will discuss how they
researched, why they chose their design, predict how
long their kite will fly.
Teacher and groups will go outdoors to test the kites
(weather permitting) The teacher has one group go at
a time. 1. Student is the flyer 1 student video tapes
event, 1 student takes pictures, 1 student is the time
keeper and teacher records the time on iPad.
Teacher will ask questions while the kite flying is in process (as part
of the assessment ).
1. What happens when the kite was pulled?
2. How did thrusting affect the kite?
3. What gave the kite the "Lift"
4. What make the kite fall to the ground?

Closure

Students will discuss their kite performance and

complete the last question on the list. As a group
students will reflect through discussion and in their
online journals, create a kite information page to

Sandra Garofano

Assessments

Modifications/Accommod
ations

Lesson Plan

Grades: K-2

document their understanding that object fly when

the upward force (Lift) is greater than the downward
force (gravity).
Wind is a force that keeps things in the air. Students
will be able to understand that thrusts and drag affect
flight.
Teacher will observe each group to see if they are
actively involved and attentive in the task. Through
questioning each group the teacher will observe
deeper understanding from students.
Student work will be documented through, video,
pictures, deeper understanding will be observed
through student journal writing and discussions.
Fly the kites another day to compare the results.
Adjust kite design and test
Discuss how different types of weather would affect
kite flying such as a hot and steamy day, rainy, snowy
day.
Students can make individual kites
Use Kite making online games:
http://www.primarygames.com/arcake/skill/kiteflying
Online kite design: http://www.9kites.com/index.html
Teacher choose design templates ahead of time, have
groups choose to allow more time for construct.
Teacher create step by step Rubric for students to
follow
Pictures of various Kite styles and parts of kites
Sample of real kite (see picture), for student to
explore before building their own.

Resources

http://lessonplanspage.com/scienceletsgoflyakiteforce
sk2-htm/
http://kiteplans.org/index.html
http://nickjr.com/kids-games/kitebuildingadventure.html
http://pgskids.org/dragonflytv/show/kite.html

Sandra Garofano

Lesson Plan

Grades: K-2