Future Flight: Design Futuristic Flying Machines
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Future Flight: Design Futuristic Flying Machines

Grade 4MathEnglishScienceSocial StudiesHistoryForeign LanguageArtTechnologyComputer SciencePhysics30 days
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we collaboratively design a futuristic flying machine that integrates historical knowledge, aerodynamic principles, mathematical applications, safety considerations, material science, modern technology, societal impacts, artistic inspiration, language skills, and physics, to create a prototype that could revolutionize future flight?

Essential Questions

Supporting questions that break down major concepts.
  • What historical developments in flight technology continue to influence modern designs?
  • How do the principles of aerodynamics impact the design and functionality of flying machines?
  • In what ways can math be used to enhance the design of a flying machine?
  • How can we ensure safety and efficiency in flying machine designs?
  • What roles do different materials play in the construction and functionality of aeronautical designs?
  • How can modern technology and computer science be integrated into the design and prototyping of flying machines?
  • How do flying machines affect society economically, environmentally, and culturally?
  • What inspiratory examples from art and design can be used to create futuristic flying machines?
  • What foreign language skills might be needed in discussing and collaborating on international aviation projects?
  • How can the concepts of force and motion in physics be applied to flying machine innovation?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the principles of aerodynamics and how they influence flying machine design.
  • Students will apply mathematical concepts to enhance the design and functionality of flying machines.
  • Students will explore the historical developments of flight and how past technologies influence future innovations.
  • Students will use artistic skills and creative thinking to design and prototype futuristic flying machines.
  • Students will understand the impact of flying machines on society and the importance of integrating technology in modern designs.

Common Core Mathematics Standards

4.MD.A.3
Primary
Apply the area and perimeter formulas for rectangles in real world and mathematical problems.Reason: Students will apply mathematical concepts of area and perimeter when designing the dimensions of flying machines.

Common Core English Language Arts

RI.4.1
Primary
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Reason: Students will conduct research on historical advancements in flight technology and reference texts to support their designs.

Next Generation Science Standards

3-5-ETS1-3
Primary
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.Reason: Students will design and test prototypes of their flying machines, focusing on iterative improvements based on testing outcomes.

National Core Arts Standards - Visual Arts

VA:Cr1.1.4a
Secondary
Brainstorm multiple approaches to a creative art or design problem.Reason: Students will engage in brainstorming and creative processes for the artistic design of their flying machines.

CSTA K-12 Computer Science Standards

CSTA.K-12.CT.3A-AP-14
Primary
Design and develop computational artifacts working in team roles using collaborative tools.Reason: Students will use technology and software to simulate and prototype their flying machines.

Entry Events

Events that will be used to introduce the project to students

Aerodynamics Fair

Organize an interactive Aerodynamics Fair with hands-on activities that let students experiment with different flying principles and materials. This event sparks curiosity as they witness and test flight behaviors, igniting questions about how they can create similar or improved designs.

Secret Message from the Future

Students receive a mysterious video message from a future world where they need help designing new modes of transportation. This immersive message sets the stage for students to research, ideate, and prototype their own futuristic flying machines, driven by the question, 'What will flying look like in 100 years?'
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Creative Concept Art: Future Flyers

Students will produce concept art of their futuristic flying machine designs, brainstorming various artistic approaches and utilizing different materials and styles.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of creating artistic representations of futuristic flying machines.
2. Provide various art supplies such as paints, pastels, colored pencils, and sketch paper.
3. Encourage brainstorming multiple creative interpretations, focusing on innovation and style.
4. Students will draft, refine, and finalize their artwork based on peer feedback.
5. Display the completed artworks in a class gallery for review and inspiration.

Final Product

What students will submit as the final product of the activityConcept art representing futuristic flying machine designs.

Alignment

How this activity aligns with the learning objectives & standardsAligns with National Core Arts Standards VA:Cr1.1.4a (Brainstorm multiple approaches to a creative problem).
Activity 2

Aerodynamic Explorers

Students will explore basic aerodynamic principles by creating simple paper airplane designs. This introductory activity introduces them to the forces at play in flight and sets the foundation for understanding more complex flying machine designs.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to basic aerodynamic forces such as lift, drag, thrust, and weight through a simple presentation.
2. Provide materials for paper airplane construction, including paper, tape, and scissors.
3. Have students construct basic paper airplanes of different designs.
4. Test the airplanes by conducting flight trials, observing how design changes influence flying ability.
5. Reflect on findings through a class discussion, where students share observations and insights.

Final Product

What students will submit as the final product of the activityA collection of paper airplanes demonstrating various aerodynamic principles.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS 3-5-ETS1-3 (Plan and carry out fair tests) and introduces basic principles relevant to the flying machine project.
Activity 3

Historical Flight Chronicles

Students will conduct research on historical advancements in flight technology, utilizing library and internet resources. They will compile a report with facts and insights on how these advancements impact modern designs.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce a timeline of major historical advancements in flight, from the Wright Brothers to modern aviation.
2. Assign research tasks on miscellaneous historical advances to pairs or small groups.
3. Guide students in using library and internet resources to gather pertinent information.
4. Assist students in organizing their findings into a written report with cited sources.
5. Present findings to the class, focusing on notable influences on modern technology.

Final Product

What students will submit as the final product of the activityA detailed report on historical flight advancements and their impact on modern technology.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Common Core ELA Standard RI.4.1 (Refer to details and examples when explaining a text).
Activity 4

Digital Design Dance

Using software tools, students will simulate their flying machine prototypes, learning to integrate computer science into their design process through collaborative teamwork.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to design software that is appropriate for creating 3D models of flying machines.
2. Organize students into teams, assigning specific roles such as designer, developer, and presenter.
3. Guide the use of collaborative tools within the software for designing and simulating prototypes.
4. Facilitate the iteration process, encouraging students to revise and enhance their designs.
5. Prepare students for presentations on their digital prototypes to demonstrate the integration of technology.

Final Product

What students will submit as the final product of the activity3D digital prototype of a flying machine created through teamwork and software tools.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CSTA K-12 Computer Science Standard CSTA.K-12.CT.3A-AP-14 (Design and develop computational artifacts working in team roles using collaborative tools).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Futuristic Flying Machine Project Rubric

Category 1

Aerodynamics and Physics Understanding

Assess students' application of aerodynamic principles and physics in flying machine design.
Criterion 1

Application of Aerodynamic Principles

Evaluates how well students apply concepts like lift, drag, thrust, and weight in their designs.

Exemplary
4 Points

Demonstrates a thorough understanding of aerodynamic principles with innovative applications to enhance design efficiency.

Proficient
3 Points

Shows a solid understanding of aerodynamic principles and applies them effectively in designs.

Developing
2 Points

Exhibits partial understanding and inconsistent application of aerodynamic principles.

Beginning
1 Points

Displays limited understanding and struggles to apply aerodynamic principles.

Criterion 2

Understanding of Force and Motion

Assesses students' grasp of force and motion concepts within the context of flying machines.

Exemplary
4 Points

Illustrates advanced comprehension and skillful application of force and motion concepts, leading to innovative designs.

Proficient
3 Points

Shows clear understanding and appropriate application of force and motion concepts.

Developing
2 Points

Demonstrates basic understanding with inconsistent application of force and motion concepts.

Beginning
1 Points

Shows minimal comprehension and struggles with force and motion concepts.

Category 2

Artistic Design and Creativity

Evaluate the creativity and quality in students' concept art and design of flying machines.
Criterion 1

Artistic Creativity

Measures students' capacity to brainstorm and execute unique and imaginative flying machine designs.

Exemplary
4 Points

Produces artworks with exceptional creativity and innovation, integrating multiple artistic approaches skillfully.

Proficient
3 Points

Develops creative and original artwork, demonstrating solid application of various artistic approaches.

Developing
2 Points

Shows developing creativity with limited artistic approaches and innovation.

Beginning
1 Points

Exhibits initial creativity with minimal diversity in artistic approaches.

Criterion 2

Quality of Concept Art

Assesses the technical quality and execution of the concept art.

Exemplary
4 Points

Showcases art of exceptional technical quality; innovative and skillfully executed.

Proficient
3 Points

Produces high-quality art, demonstrating solid technical skills.

Developing
2 Points

Delivers art of moderate quality, showing developing technical skills.

Beginning
1 Points

Presents art of basic quality, with limited technical skill application.

Category 3

Historical and Research Competence

Evaluate students' ability to conduct research and understand historical influences on flight technology.
Criterion 1

Research Skills and Analysis

Assesses students' abilities to effectively gather, analyze, and use historical flight data in their designs.

Exemplary
4 Points

Conducts comprehensive research with critical analysis, integrating detailed historical insights into design.

Proficient
3 Points

Performs thorough research with effective analysis and application of historical information.

Developing
2 Points

Demonstrates basic research skills with limited analysis and application of historical data.

Beginning
1 Points

Shows minimal research skill and limited integration of historical insights.

Criterion 2

Understanding of Historical Influence

Measures how well students understand and discuss the impact of historical developments on modern flight technology.

Exemplary
4 Points

Provides detailed, insightful connections between historical developments and modern design, demonstrating deep understanding.

Proficient
3 Points

Illustrates clear connections between historical and modern flight technologies.

Developing
2 Points

Shows basic understanding with some connections between historical and modern insights.

Beginning
1 Points

Exhibits minimal understanding and connection between historical and modern context.

Category 4

Teamwork and Collaboration

Evaluates students' ability to work in teams, using collaborative tools effectively in their design process.
Criterion 1

Collaboration Skills

Assesses students' abilities to contribute to team efforts and collaborate effectively in their project roles.

Exemplary
4 Points

Leads collaborative efforts, contributing ideas and solutions effectively, while fostering a positive team environment.

Proficient
3 Points

Participates actively and effectively in team collaboration, contributing valuable ideas.

Developing
2 Points

Shows some participation in team activities but with inconsistent contributions and engagement.

Beginning
1 Points

Limited participation and contribution to team efforts, needing consistent support.

Criterion 2

Use of Collaborative Tools

Evaluates proficiency in using technology and collaborative tools for design and project management.

Exemplary
4 Points

Demonstrates exceptional skill in using collaborative tools, significantly enhancing the design process.

Proficient
3 Points

Uses collaborative tools effectively, supporting the project workflow and team communication.

Developing
2 Points

Shows basic use of collaborative tools with moderate impact on project management.

Beginning
1 Points

Limited ability to utilize collaborative tools, minimally affecting project process.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience designing a futuristic flying machine. What was the most challenging aspect of this project, and how did you overcome it?

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Question 2

On a scale from 1 to 5, how well do you think you and your team effectively integrated historical knowledge, aerodynamics, mathematics, art, and technology into your final flying machine prototype?

Scale
Required
Question 3

Which subject area (e.g., history, science, art, technology) did you find most interesting to work with in designing your flying machine, and why?

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Optional
Question 4

What did you learn about the impact of flying machines on society economically, environmentally, and culturally during this project?

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Required
Question 5

Which role within your team (designer, developer, presenter) did you feel most comfortable with and why?

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Optional
Question 6

What is your confidence level in using technology and computer science tools after completing this project?

Scale
Required
Question 7

Based on the feedback received during your presentations, what improvements would you consider for future projects?

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Required