Hoop Glider

In this activity Students are challenged to

build a glider that will glide as far as possible. Working in
groups, students will cut and tape various hoops to their
straw. They will experiment with hoops of different sizes,
positioning, and throwing styles.
 YOU CAN EDIT THIS PRODUCT
RIGHT HERE IN THE PDF FILE!!!!!

1. The Teachers Instructions, Materials List, Grading

Rubric and Student Worksheet are directly editable in
Adobe Acrobat Reader.

2. MAKE SURE you are using the most current version of

Adobe Acrobat Reader. Download it for free:
https://get.adobe.com/reader/

3. Before you edit anything, make sure to

save the pdf file as a copy.

4. To edit the text, click on it and start typing!

When you save your file, your text changes
will also be saved!

5. If the text appears highlighted, dont worry, the

highlights will not print.

If you have any questions,

please email me:

sciencedemoguy@gmail.com
Related NGSS 3-5th Grade
Forces and Interactions
Students who demonstrate understanding can:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces
on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a
ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion
at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces.
Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity
being addressed as a force that pulls objects down.]

3-PS2-2. Make observations and/or measurements of an objects motion to provide evidence that a pattern can be
used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include
a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment
Boundary: Assessment does not include technical terms such as period and frequency.]

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between
two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the
force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of
paper; examples of a magnetic force could include the force between two permanent
magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet
versus the force exerted by two magnets. Examples of cause and effect relationships could include how the dis-
tance between objects affects strength of the force and how the orientation of magnets affects the direction of the
magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipu-
lated by students, and electrical interactions are limited to static electricity.]

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets. [Clarifica-
tion Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device
to keep two moving objects from touching each other.]

3-5 Engineering Design

Students who demonstrate understanding can:

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutsions to a problem based on
how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. 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.

For complete details, please visit the NGSS website: http://www.nextgenscience.org/

 Materials List: Hoop Glider

Materials listed below are per group (3-4 students)

3-4 index cards (3X5)

1 roll of tape (scotch or masking)
1 pair of scissors
3-4 straws
Markers (optional)
Student instructions Sheet

Copyright Science Demo Guy

 Teacher Instructions: Hoop Glider

Set out the materials (per station):

3-4 index cards (3X5)

1 roll of tape (scotch or masking)
1 pair of scissors
3-4 straws
markers (optional)
Student instructions Sheet

You will need to split your students into groups. Encourage groups to build 2 or 3 different
hoop gliders to see which one is the best!

Introduction:
You can begin discussion by asking students, "who is good at making paper airplanes?". Then throw a
paper airplane that you made and point out that it's actually more of a glider. Say that today we
will be having a competition. We will be building hoop gliders and trying to see which group can get
theirs to glide the farthest. (You may also want to point out that special recognition will be made
for those with Awesome flight patterns:)

Tell the students that this challenge will test their groups ability to work together in building a
hoop glider that will glide the farthest distance before touching the ground. Tell the students to
put their names on a piece of masking tape to mark their best distance on the ground.

Direct students to follow their student instructions sheet. As students are working, wander the
classroom and ask questions about why they are doing what they are doing. If students ask
questions to you the teacher, encourage them or their group to answer.

Research Activity (optional)

The research activity asks the students to research how real-world gliders work. Encourage the students to
write down a couple of things they've learned, any questions they still have, and be willing to share it with
the class the next day. Here's a cool video about hang gliders that you might want to share with your class.
Make sure to get it set up before hand to avoid any undesirable commercials.

http://www.youtube.com/watch?v=3qOhdl9c7rs

Copyright Science Demo Guy

 stem activity: Hoop Glider

Name(s):

Challenge:
Can you create a hoop glider that will glide through the air? Your challenge is to create a hoop glider
that contains 1 small loop, 1 large loop, and a straw. Design it to glide as far as possible!

Make predictions:

1. What do you think would work better, a shorter straw or longer straw? Why?

2. Do you think the small hoop should be the front of your glider or the back?

Construction time:
Take a note card and cut it into thirds lengthwise. Take one strip of the note card and form a loop by
overlapping the edge about inch. Now put tape over the seam to hold it. This will be your small loop.
Now take the other two strips and make one big loop the same way. Finally, tape your straw to the inside
of the loops.

Experiment:
Remember, only change one variable at a time. Experiment with changing the length of the straw, the
position of the hoops, and the direction you throw the hoop glider. Get creative!!

Copyright Science Demo Guy

 stem activity: Hoop Glider (pg. 2)

3. Based on your trial throws, what works best??

Let the competition begin!

4. How did your glider do? Approximately how far did your glider go? If you could change something or
perform more trials, what would you change about your hoop glider and why?

Further research:
Life size hang gliders can stay in the air for hours on end. How are they able to do this? Find books about
hang gliders at your library or search the internet (with adult permission) for information. Be ready to
share your findings with the class!

Copyright Science Demo Guy

 Grading Rubric

Name: Grade:

Project: Hoop Glider

CATEGORY 4 3 2 1

Problem-solving Actively looks for and

suggests solutions to
Refines solutions
suggested by others.
Does not suggest or
refine solutions, but is
Does not try to solve
problems or help others
problems. willing to try out solve problems. Lets
solutions suggested by others do the work.
others.

Contributions Routinely provides Usually provides Sometimes provides Rarely provides useful
useful ideas when useful ideas when useful ideas when ideas when participating
participating in the participating in the participating in the in the group and in
group and in classroom group and in classroom classroom discussion.
group and in
discussion. A definite discussion. A May refuse to
leader who contributes
classroom satisfactory participate.
a lot of effort. discussion. A strong group member who
group member does what is required.

Attitude Never is publicly critical Rarely is publicly critical Occasionally is publicly Often is publicly critical
of the project or the of the project or the critical of the project or of the project or the
work of others. Always work of others. Often the work of other work of other members
has a positive attitude has a positive attitude members of the group. of the group. Often has
about the task(s). about the task(s). Usually has a positive a negative attitude
attitude about the about the task(s).
task(s).

Focus on Consistently stays Focuses on the task Focuses on the task Rarely focuses on the
focused on the task and and what needs to be and what needs to be task and what needs to
the task what needs to be done. done most of the time. done some of the time. be done. Lets others do
Very self-directed. Other group members Other group members the work.
can count on this must sometimes nag,
person. prod, and remind to
keep this person
on-task.

Working with Almost always listens Usually listens to, Often listens to, shares Rarely listens to, shares
Others to, shares with, and
supports the efforts of
shares, with, and
supports the efforts of
with, and supports the
efforts of others, but
with, and supports the
efforts of others. Often
others. Tries to keep others. Does not cause sometimes is not a is not a good team
people working well "waves" in the group. good team member. player.
together.

Copyright Science Demo Guy

 Thank You!!!
I'm so excited you've
purchased this product!!
Im confident that youll find this resource to be very valuable as you
integrate STEM into your classroom, home-school curriculum, summer
camps or anywhere STEM can be used for learning and fun! I take great
pride in the products that I sell here and I would greatly appreciate
you taking the time to review this product. My goal is to earn your
A rating and positive feedback! If for ANY reason you are not 100%
satisfied, please give me the opportunity to make it right before leaving
feedback. You can contact me either through my store, or by emailing
me at sciencedemoguy@gmail.com

I hope you have a fantastic day and lots of fun with STEM!
- Josh (AKA, Science Demo Guy)
 If you like my
STEM activities...
Please consider checking
out all of my STEM Bundles!!

Click
here!!

Also, please
visit my store
for other
fun science and
math resources!!
 credits
clipart, borders
& Design by:

click
here!

Her Science & engineering clipart is

located here, in my science demo guy store