Kite Construction in Mathematics

Author Wendy Ratkovec

Introduction: Students will use an Internet resource to research the construction of kites and design their own.

Content Area(s) and Grade Level  6+

Integrated disciplines  Math, Technology

Objectives (From NE State Standards; available at: http://www.nde.state.ne.us)

Math Standards:

v Students will identify, describe, and create two- and three-dimensional geometric shapes. 

Technology Standards: (From ISTE: available at: http://cnets.iste.org/index3.html)

     v Design, develop, publish, and present products using technology resources that demonstrate and     communicate curriculum concepts to audiences inside adn outside the classroom.

Materials/Technologies

v    Computer with internet capabilities

v    Internet Resource/Tools: http://www.teleport.com/~billf/Internet_Lesson_Plans/kite_unit/Kite.html

Procedures

Springboard  Kites have been around for at least 2,000 years, probably originating in China. Throughout the ages people have flown kites as part of religious celebrations, in competitions, and for pleasure. They have also used kites for construction, transportation, military, and scientific purposes. 

What teacher is to do

v    Introduce the activity.  Group students in 2s, or allow them to work alone.

v    Explain the task and expectations of the students.

v    Guide the students to the website.

v    Guide them in searching and answering the questions.

v    Guide them in creating their final project, a kite!

What students are to do

v    Research the sites and complete the following tasks:

     Closure

Discuss any difficulties in using the website.  Did students find it easy?  Difficult?  What interesting facts did they learn about kites.  Whose kite flew the best?  Why do you think so?   

     Assessment

Each student will be evaluated during the entire process as s/he gathers and records information on kites.  Students will also be evaluated on the quality of their group or individual work.  The rubric shows the requirements that will be used to evaluate the student.  Encourage students to refer to the rubric throughout the activity to make sure that each student remains on task.

RUBRIC

         Beginning/ Developing/ Proficient/ Exemplary

Student participated positively
 in project independently or in

a group.

Student used online
resources to complete task.                                                                                                                                                                                                                                                                                                         

Student put forth quality time
towards the research.

Student analyzed information by:
1. Examining cause & effect relationships
2. Making inferences
3. Drawing conclusions
4. Summarizing

Information was well researched.

Student’s kite represented knowledge

gained from research.

Student’s kite was neat and presentable.

* Place a check for each outcome in the appropriate column.
* Student Outcomes for: 
60-69%(beginning) 70-79%(developing) 80-89%(proficient) 90-100%(exemplary)

Explanation

I chose this activity because it requires some thought on the student’s part.  I like the analysis and synthesis that comes about from making a kite.  Students will enjoy researching the information.  The site is fairly navigable for students.  This will give them practice in research skills and analyzing and choosing relevant information. 

Merryellen Towey Schulz, Ph.D.     College of Saint Mary                      Spring, 2001

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