Paper Airplane Inquiry Lab: Using

Scientific Process Skills/Aligning Unit with

ELA/Common Core and NGSS Unit Plan

By
Candace Hamilton
 Paper Airplane Inquiry Lab Length of Unit and Standards
Length of Unit: approximately 3 weeks
Purpose: Students are given a real world challenge to learn the scientific inquiry process, research and evaluate
various scientific informational and literary text. They, then, write a 2 page white paper ( a report informing readers in
a concise manner about a problem and presenting possible solutions. It is meant to help readers understand an issue,
solve a problem, or make a decision) about the problem and describe why someone would want to support their
airplane design prototype. The whitepaper must include background research, challenge (scientific question), the
solution ( hypothesis), results, benefits, analysis, and references. Finally, students present their data with clear and
convincing arguments explaining to the “client” why their design best meets the given constraints and criteria.
Next Generation Science Standards
MS.ETS1.3Analyze data from tests to determine similarities and differences among several design solutions to identify
the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS.ETS1.4Develop a model to generate data for iterative testing and modification of a proposed object, tool, or
process such that an optimal design can be achieved.

Common Core/ELA
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Common Core/Writing
W6-8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Common Core/Speaking and Listening
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
The Inquiry Process
Observations Research
and Develop Scientific
Questions
RST.6-8.1Cite specific textual evidence to support analysis of
science and technical texts.

RST.6-8.8Distinguish among facts, reasoned judgment based on

research findings, and speculation in a text.

W6-8.2 Write informative/explanatory texts to examine a topic

and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
 Name ________________________________________________ Date ____ Period ______

The Paper Airplane/Drone Lab Using the Scientific Method

Challenge:
A well-known package delivery company needs a paper drone to fly packages into an area that is
blocked by road construction. The drone must fly packages a distance of 5 meters in a 3 meter
wide air space. The packages must be delivered accurately and in a cost effective manner
because of a tightening economic environment. In this lab, you will be using the scientific
method to figure out how to make an airplane/drone that meets the above criteria, then write
and present a white paper or mini-research paper using IEEE format to educate the client on the
advantages of using your paper drone. Begin by reading pages R28-R35 in the science book, then
choose at least 2-3 additional source from the list of text and literature sources for additional
information (starting with easier text and then advancing to increasingly more challenging), and
then at least 2 websites as resources. Choose from the list of approved websites provided or use
the CARS activity to evaluate websites that are not on the list.

Materials:
• Paper (8x10) • Tape Measure • Scissors • Metric ruler

• Meter stick • Calculator • Computer

Day 1: Observations and Research Paper Airplane Design Notes: (Write on a separate sheet of
paper)

Scientific Question: How does _________________________ affect ____________________________?

 Approved Websites For Paper Airplane Inquiry Lab Research
http://www.sciencebuddies.org/science-activities/paper-airplanes-aerodynamics retrieved August 24,2014
These sites explain how paper planes and airplanes fly.
Shaw, R. (2010, September 10). Dynamics of Flight. Retrieved August 24, 2014,
from http://www.grc.nasa.gov/WWW/K-12/UEET/StudentSite/dynamicsofflight.html#forces

Doherty, P. (1999). Paper Airplanes. Exploratorium Magazine Online. Vol. 23, Number 2. Retrieved August 24,
2014, from http://www.exploratorium.edu/exploring/paper/airplanes.html

The following paper plane pattern is used in this science project.

Lee, K. (2012, July 25). Basic Dart: Folding Instructions. Amazing Paper Airplanes. Retrieved August 24, 2014,
from http://www.amazingpaperairplanes.com/Basic_Dart.html

Scientific Method Research:

http://www.biology4kids.com/files/studies_scimethod.html retrieved December 28, 2015

http://physics.ucr.edu/~wudka/Physics7/Notes_www/node6.html retrieved December 28, 2015

The following resource can be used to convert inches and feet to metric units (i.e., centimeters and meters):

Science Made Simple, Inc. (n.d.). Length conversion using online length converted by Science Made
Simple. Retrieved August 24, 2014, from http://www.sciencemadesimple.com/length_conversion.php

For help creating graphs, try this website:

National Center for Education Statistics, (n.d.). Create a Graph. Retrieved June 2, 2009,
from http://nces.ed.gov/nceskids/createagraph/
 Text and Literature for Additional
Information
Age-
Title Author Lexile ISBN Copyright date Publisher Page count appropriateness
range

The Wright Sister:

Katharine Wright Roaring Brook
1010L 0761315462 2003 128 None
and Her Famous Press
Brothers

National
Newton's Laws 710L 0792245849 2004 Geographic 32 None
Society
Lerner Publishing
Wilbur and Orville
Group -
Wright: Taking 950L 1575054434 2004 120 None
(Carolrhoda
Flight
Books)

Fantastic Flights:
One Hundred Walker &
990L 0802788807 2003 1 None
Years of Flying on Company
the Edge

First Flight: The

Story of Tom Tate HaperCollins
460L 0064442152 1997 48 None
and the Wright Publishers
Brothers

Taking Flight: The Simon & Schuster

Story of the Aliki 840L 0689812256 2000 Children's 48 7 to 10
Wright Brohters Publishing

The Wright
Cengage Gale -
Brothers: The
Flanagan, Alice K. 920L 1567113281 1999 (Blackbirch Press, 64 None
Birth of Modern
Incorporated)
Aviation
Wilbur and Orville Troll
Wright: The Flight Hamilton, Virginia 740L 0893758523 None Communications 48 None
to Adventure L.L.C.

Flight and Fancy: Scholastic Library

The Airline LaTourrette, Tom IG890L 0531177963 2007 Publishing - 36 None
Industry (Children's Press)

12 to Young Adult
Hurtling Wings 860L 159212285X 2007 Galaxy Press, LLC 90
(19+)

Johnny Moore and

Lerner Publishing
the Wright
450L 0761358765 2011 Group - 48 7 to 10
Brothers' Flying
(Millbrook Press)
Machine

Brave Harriet: The

First Woman to Houghton Mifflin
810L 0152023801 2001 32 None
Fly the English Harcourt
Channel

Wilbur and Orville

Wright: The Flight 740L 0439880076 2006 Scholastic Inc 50 None
to Adventure

Three Across: The

Great Boyds Mills Press
1110L 1629791857 2008 104 None
Transatlantic Air - (Calkins Creek)
Race Of 1927

The Wright
Brothers: How Holiday House,
1160L 0823408752 2013 144 None
They Invented the Incorporated
Airplane
Paper Airplane/Drone Pre-Assessment Activity
Retrieved from https://kendrik2.wordpress.com/2007/09/27/pre-assessment-strategies/ on Dec. 29, 2015

Boxing – On a large piece of paper, students draw a box in the center and a smaller box inside
the first box. In the outside box, answer ‘what do I know?’, in the inside box, answer ‘what do I
want to learn?’. Now in the outside box, write ‘what else do I know?’ and ‘how does it fit?’ In the
inside box, draw a visual representation to explain the topic. Finally, in the middle of the box, look
at all the information and summarize ‘what does that say?’

What do I Know about drones, paper airplanes, and the scientific method?

What do I want to learn? How

does
H
Summarize “What does that say?” It
Fit?
Visual Representation to explain topic.

What else do I know?

 Frontloading Plan

•Introduce the content to the students through a guided discussion, asking them about
prior experiences with the scientific process.

•Generate a list of important words, targeted towards the words the teacher has already
identified, discussing their importance. (10 mins)

•Distribute the KWL chart with the targeted words already listed and instruct the students
to fill in the second column. (5 mins)

•Instruct the student to read from the text, pages RL 28-35, and as they are reading
complete the third column. (10 mins)

The KWL chart is something that the students could eventually get back and add on to as
newer content is
Explored.

(Adapted from St. Clair County ROE Vocabulary Shift Kit)

Name: ___________________________________________________ Date: ________________ Period: __________

The Scientific Process Skills

Important Words or Phrases Why is this word important to science Now I think the word means
and the Scientific Process?
Constants

Control

Dependent Variable

Experiment

Hypothesis

Independent Variable

Qualitative Data

Quantitative Data

Theory
Key for Frontloading Vocabulary Activity: (Answers will vary.)

Constants: All of the factors that are the same in both the experimental group and
control group.

Control: The standard for comparison in an experiment; receives no treatment.

Dependent Variable: The factor measured in an experiment.

Experiment: An organized procedure to study something under controlled

conditions.

Hypothesis: An educated guess; must be clear, testable, and specific.

Independent Variable: Factor tested in an experiment that is changed.

Theory: Well tested explanation that is consistent with all available evidence.

Qualitative Data: Information that includes descriptions of sights, sounds smells,

and textures.

Quantitative Data: Information that can be expressed in numbers and include

records of time, temperature, mass, distance, and volume.
Professional Learning: Student self-assessment
Retrieved from http://www.assessmentforlearning.edu.au/verve/_resources/StudentSelf-
Assessment_Questions.doc on Dec. 29,2015.

Designing reflective prompts

Prompts can be designed to encourage students to reflect on:
 the knowledge they already have which might help them in a new situation or with a new topic
o Where have I heard about this before?
o What do I already know about this topic?
 the learning process as a whole and how they engage with it
o What strategies best help me to remember what I’ve read?
o What strategies do I use when I get into difficulties?
 previous schoolwork which they can draw on in a new situation
o How is this like something I’ve done before?
o What can I recall about a previous process that might help me with this one?
 the progress they have made
o What do I understand?
o What do I still need to understand?
 the learning that they still need to do in order to improve performance or reach designated
standards and what might help them in that learning
How can I improve? What steps will I take?
Professional Learning: Student self-assessment
Gantt chart
Adapted from http://www.assessmentforlearning.edu.au/verve/_resources/StudentSelf-Assessment_Gantt.doc

TASK Days Days Days Days Days Days

1-2 3-4 5-9 10-12 13-15 16-17
(Date) (Date) (Date) (Date) (Date) (Date)
1. Decide on research
topic
2. Draw up a list of
possible resources, read
text and websites.
3. Assign group roles and
begin research,
observations, scientific
question, and form
hypothesis.
4. Continue research,
experiment, and write, edit
mini-research paper rough
Draft.
5. Finish Analysis, draw
conclusions, final draft of
mini-research paper,
develop and
6. rehearse presentation
7. Make presentation
Scaffolding Strategies for Reading Comprehension

Front Loading Academic Vocabulary – see slide #10-11 for details.

Close Read – see slides # 16-18 for details.

Small Group Discussion with teacher & aide targeted assistance

Think Alouds http://www.adlit.org/strategies/22735

Show students finished product (mini-research paper) along side the rubric.

Tap Into Prior Knowledge – ask students to share their own ideas or experiences
regarding the use of drones, experiences making paper airplanes, and their
experience using the scientific method.

Fish Bowl Activity (http://www.edchange.org/multicultural/activities/fishbowl.html

Think Pair Share http://www.readingquest.org/strat/tps.html

 Scaffolding Strategies for Reading Comprehension

Give Sufficient Wait Time for Students to Think and Respond

Give Appropriate Feedback – give positive feedback, encourage all students to

participate and highlight student responses to let them know their responses
are valued.

Paraphrase and Expand What Students say During Discussions – repeat the
main idea using new vocabulary.

Journal Writing – Students record thoughts as they read text or websites

regarding, This is interesting because”

Quick Writes – After students complete a chapter or section of their selected

book,
website, science text, they will write or draw about what they read for 3 minutes
in their science notebooks.
The drawbacks of Lilienthal's
method of control
Otto Lilienthal controlled his glider by
shifting his body weight from side to side,
which altered the craft’s center of gravity
and caused it to turn. The Wrights
recognized that this technique severely
limited the size of the aircraft, because the
pilot and craft had to be similar in weight
for body shifting to be effective. They
reasoned that if they could control balance
aerodynamically—using the forces air
exerts on a wing—they could build an
aircraft of any size and weight.
 Fundamental Flight Problems
Directions for Close Read:

1st Read: Place a around new or interesting words.

Then turn and talk with a partner sharing the words. (Should have at least 1 idea circled. If you
know what it means, share what it means. If you don’t know what it means, try to come up with a
definition or explanation with your partner.

Share on Promethean Board

2nd Read: Place a around clues that help to discover the word’s meaning.

Turn and share with partner. If you don’t agree, tell your partner why you don’t agree.

Then, share ideas on Promethean Board as a class.

3rd Read: Place a * by the Wright Brother’s problem.

Turn and share with partner. If you don’t agree, tell your partner why you don’t agree.

Share ideas on Promethean Board

Directions for Close Read cont.:

4th Read: Place ( ) around the central idea(s). At the most, you will have 2 or 3 boxes. You don’t
want too many ( ).

Place a ! by clues or supporting details that supports your central ideas as to what the author’s
purpose was for writing this article and write an explanation in the annotations space as to why.

Get up and move to find 2 other people. You will only have 3 minutes. Share with your group the
central idea and supporting details. If you don’t agree, tell your group members why you don’t
agree.

At the end of 3 minutes, share central idea and 1 supporting piece of evidence with whole class on
Promethean Board.

At the bottom of the page, write this question: “What can we infer about the author’s purpose for
writing this article?”

Now go through the article and annotate or write notes and explanations. Remember citation is
evidence from the text and annotations are explanations.

Now, answer the questions on the following page and use evidence from the text to support your
answers. Include annotations or explanations in the space provided and number the evidence in
the text.
 Fundamental Flight Problems

Questions
1. Based on the evidence, what are the three categories of fundamental
flight problems?
2. Based on the evidence, how was the Wright brother’s experiment
different from those conducted before?
3. Based on the evidence, how did the Wright brother’s past experience
help them solve the stability and control problem?
4. What problems do you anticipate occurring with your paper airplane
design?
 Fundamental Flight Problems Key

Questions
1. Based on the evidence, what are the three categories of fundamental
flight problems? In paragraph 1, the articles state that the three
categories of fundamental flight problems are:
a set of lifting surfaces, or wings
a method of balancing and controlling the aircraft
a means of propulsion
2. Based on the evidence, how was the Wright brother’s experiment
different from those conducted before? In paragraph 2, the author states
that most earlier experimenters focused only on one or another of these
problems and did not consider the final design from the outset.
3. Based on the evidence, how did the Wright brother’s past experience help
them solve the stability and control problem? In paragraph 4, the article
states that because of the Wrights’ extensive experience with the bicycle-a
highly unstable but controllable machine-they saw no reason why an
 Format for Mini-Research Paper (White Paper) (use IEEE formatting)
Title for your paper

Challenge: Results:
A well known package delivery company needs a (Results from your paper airplane inquiry lab)
paper drone to fly packages into an area that is
Benefits:
blocked by road construction. The drone must fly
packages a distance of 5 meters in a 3 meter wide air (Include evidence and reasons to explain why would your
space. The packages must be delivered accurately and paper drone be better than the other drones in the class.)
in a cost effective manner because of a tightening
Analysis:
economic environment.
(Include information such as percent accuracy with flight
Background:
specifications, discuss modifications that were made to the
(Include research here. Research could include: how airplane to make it more successful, cost cutting attempts
an airplane flies, forces that act on planes during and their effectiveness.)
flight, how to make a paper airplane, use of drones
References:
for package delivery, etc. Please see page 1 of The
Paper Airplane Inquiry Lab information packet for (cite sources using IEEE formatting)
some helpful and approved websites. If you want to
use a website that is not on the approved list then use
the CARS activity to evaluate its usefulness before
using it.)
The Solution:
(Include hypothesis and possible solution ideas here.)
Mini-Research Paper Plan for
Clear and Explicit Instruction
Slides 20-26

From Explicit Instruction: Effective

and Efficient Teaching by Anita L.
Archer and Charles A. Hughes.
Copyright 2011 by The Guilford
Press. All rights reserved.
FIGURE 1.1. Sixteen elements of explicit instruction.
• 1. Focus instruction on critical content. Teach skills, strategies, vocabulary terms, concepts, and rules that will empower
students in the future and match the students’ instructional needs.
• 2. Sequence skills logically. Consider several curricular variables, such as teaching easier skills before harder skills,
teaching high-frequency skills before skills that are less frequent in usage, ensuring mastery of prerequisites to a skill
before teaching the skill itself, and separating skills and strategies that are similar and thus may be confusing to
students.
• 3. Break down complex skills and strategies into smaller instructional units. Teach in small steps. Segmenting complex
skills into smaller instructional units of new material addresses concerns about cognitive overloading, processing
demands, and the capacity of students’ working memory. Once mastered, units are synthesized (i.e., practiced as a
whole).
• 4. Design organized and focused lessons. Make sure lessons are organized and focused, in order to make optimal use of
instructional time. Organized lessons are on topic, well sequenced, and contain no irrelevant digressions.
• 5. Begin lessons with a clear statement of the lesson’s goals and your expectations. Tell learners clearly what is to be
learned and why it is important. Students achieve better if they understand the instructional goals and outcomes
expected, as well as how the information or skills presented will help them.
• 6. Review prior skills and knowledge before beginning instruction. Provide a review of relevant information. Verify that
students have the prerequisite skills and knowledge to learn the skill being taught in the lesson. This element also
provides an opportunity to link the new skill with other related skills.
• 7. Provide step-by-step demonstrations. Model the skill and clarify the decision-making processes needed to complete a
task or procedure by thinking aloud as you perform the skill. Clearly demonstrate the target skill or strategy, in order to
show the students a model of proficient performance.
• 8. Use clear and concise language. Use consistent, unambiguous wording and terminology. The complexity of your
speech (e.g., vocabulary, sentence structure) should depend on students’ receptive vocabulary, to reduce possible
confusion.
• 9. Provide an adequate range of examples and non-examples. In order to establish the boundaries of when and when
not to apply a skill, strategy, concept, or rule, provide a wide range of examples and non-examples. A wide range of
examples illustrating situations when the skill will be used or applied is necessary so that students do not underuse it.
Conversely, presenting a wide range of non-examples reduces the possibility that students will use the skill
inappropriately.
• 10. Provide guided and supported practice. In order to promote initial success and build confidence, regulate the
difficulty of practice opportunities during the lesson, and provide students with guidance in skill performance. When
students demonstrate success, you can gradually increase task difficulty as you decrease the level of guidance.
Cont.
11. Require frequent responses. Plan for a high level of student–teacher interaction via the use of
questioning. Having the students respond frequently (i.e., oral responses, written responses, or action
responses) helps them focus on the lesson content, provides opportunities for student elaboration,
assists you in checking understanding, and keeps students active and attentive.
12. Monitor student performance closely. Carefully watch and listen to students’ responses, so that
you can verify student mastery as well as make timely adjustments in instruction if students are
making errors. Close monitoring also allows you to provide feedback to students about how well they
are doing.
13. Provide immediate affirmative and corrective feedback. Follow up on students’ responses as
quickly as you can. Immediate feedback to students about the accuracy of their responses helps ensure
high rates of success and reduces the likelihood of practicing errors.
14. Deliver the lesson at a brisk pace. Deliver instruction at an appropriate pace to optimize
instructional time, the amount of content that can be presented, and on-task behavior. Use a rate of
presentation that is brisk but includes a reasonable amount of time for students’ thinking/ processing,
especially when they are learning new material. The desired pace is neither so slow that students get
bored nor so quick that they can’t keep up.
15. Help students organize knowledge. Because many students have difficulty seeing how some skills
and concepts fit together, it is important to use teaching techniques that make these connections
more apparent or explicit. Well-organized and connected information makes it easier for students to
retrieve information and facilitate its integration with new material.
16. Provide distributed and cumulative practice. Distributed (vs. massed) practice refers to multiple
opportunities to practice a skill over time. Cumulative practice is a method for providing distributed
practice by including practice opportunities that address both previously and newly acquired skills.
Provide students with multiple practice attempts, in order to address issues of retention as well as
automaticity.
FIGURE 1.2. Six teaching functions.

1. Review
a. Review homework and relevant previous learning.
b. Review prerequisite skills and knowledge.
2. Presentation
a. State lesson goals.
b. Present new material in small steps.
c. Model procedures.
d. Provide examples and non-examples.
e. Use clear language.
f. Avoid digressions.
3. Guided practice
a. Require high frequency of responses.
b. Ensure high rates of success.
c. Provide timely feedback, clues, and prompts.
d. Have students continue practice until they are fluent.
4. Corrections and feedback
a. Reteach when necessary.
• 5. Independent practice
• a. Monitor initial practice attempts.
• b. Have students continue practice until skills are automatic.
• 6. Weekly and monthly reviews
 FIGURE 1.3. Principles of effective instruction.

• 1. Optimize engaged time/time on task. The more time students are actively
participating in instructional activities, the more they learn.
• 2. Promote high levels of success. The more successful (i.e., correct/accurate)
students are when they engage in an academic task, the more they achieve.
• 3. Increase content coverage. The more academic content covered effectively
and efficiently, the greater potential for student learning.
• 4. Have students spend more time in instructional groups. The more time
students participate in teacher-led, skill-level groups versus one-to-one teaching
or seatwork activities, the more instruction they receive, and the more they
learn.
• 5. Scaffold instruction. Providing support, structure, and guidance during
instruction promotes academic success, and systematic fading of this support
encourages students to become more independent learners.
• 6. Address different forms of knowledge. The ability to strategically use
academic skills and knowledge often requires students to know different sorts
of information at differing levels: the declarative level (what something is,
factual information), the procedural level (how something is done or
performed), and the conditional level (when and where to use the skill).
Scaffolding Ideas
1. Taking a complex skill (e.g., a multistep strategy)
and teaching it in manageable and logical pieces or
chunks.
2. Sequencing skills so that they build on each other.
3. Selecting examples and problems that progress in
complexity.
4. Providing demonstrations and completed models
of problems.
5. Providing hints and prompts as students begin to
practice a new skill.
6. Providing aids such as cue cards and checklists to
help students remember the steps and processes
used to complete tasks and solve problems.
Name _____________________________ Hr _____ Date ______

Paper Airplane Inquiry Mini-Research Paper

Objective: Write and present a 2 page mini-research paper that educates and informs how the paper drone
flies and how it meets the criteria for delivering packages to an area blocked by road construction.
Teacher approved rough draft _______
NOTES:
•THIS IS A TWO PAGE ASSIGNMENT . [ONLY 2 PAGES]
•Multiple revisions for this paper will be necessary using Google.classroom. Each student must log in
and have meaningful contributions to the paper during provided class time and outside of class. Be
sure to read the constructive feedback and make necessary corrections. All students in the group are
responsible for a quality finished product.
______ Use IEEE heading, formatting https://www.ieee.org/documents/trans_jour.docx
______ avoid contractions
______ avoid using the word “you”
______ Paragraphs 2, 3, 4, 5 all need to start with a TRANSITION word or phrase and indent paragraphs
______ Single space entire paper
______ Insert a HEADER (upper right hand corner -- last name page number)
______ Add a title to your paper
______ 12 pt. font, Times New Roman
______ Format all textual evidence with Sentence starter, “quote” (Doc A). or SS, paraphrase (Doc A).
______ While basic is better than none, spice up transitions and sentence starters if possible by using
document name or author

Use pages R28-R35 in the science book, choose at least 1 additional source from the list of text and literature
sources for additional information, and at least 2 websites as resources. Choose from the list of approved
websites provided or use the CARS activity to evaluate websites that are not on the list. Each source should
gradually increase in reading level complexity.
______ submitted on google classroom -- class code _______________
I. INTRODUCTION/BACKGROUND (PARAGRAPH #1)

A. Grabber (one sentence to grab the reader’s attention - not a question)

(This assignment is done at the beginning of the school year, so students will be given much support. As the year
progresses, students will be given numerous projects where they will practice their literary and writing skills starting with
many supports and as I see student success, the supports will be removed gradually. (See slide #25 for scaffolding
progression.) The goal at the end of the year is for the students to have a checklist, template, and rubric in which they refer
to in order to write a successful research paper.
At first during class, I use the Hover Cam and with the students write a sample paper. The students contribute their
ideas and I guide them during each step. Each day we address one paragraph of the paper in the order of the template
students were given and allow students to help write the paragraph as a group. Then, the students are paired up and
allowed class time to write their own paragraph using Google.docs. I am able to monitor the students as they write and
provide immediate feedback, so they are practicing the appropriate way to write. The students then write an individual
paragraph for homework. The next day, I have students review the paragraphs, show some of them using the Hover Cam,
and correct them as a group if necessary. Then, we repeat these steps as we progress to the next paragraph.)
B. Background Information (Include research here. Research could include: how an airplane flies, forces that
act on planes during flight, how to make a paper airplane, use of drones for package delivery, etc.). 3 + sentences
(For the background information, we take one website or one excerpt from a literary text that is challenging for most
of the students in the class. We read the text as a class, and I model taking notes, summarizing important and relevant
information from the text, and citing textual evidence as the students take turns giving their ideas. Through questioning
strategies, we refine their ideas as a group. Students are partnered and are given a list of websites and a balance of
literary and informational texts that are within their grade level band(for advanced students: text well above grade level
text band may be used) and using Google.docs, they paraphrase, summarize, and practice citing textual evidence. I provide
immediate feedback as they work. Again, as the year progresses, these supports are gradually removed and by the end of
the year for the Newton’s Racer Project, students will be given a checklist and asked to read the information with
increasing textual complexity independently to provide text-based evidence in support of their design or argument.)If
students are ELL, have disabilities, or read well below the grade level text band, the supports will remain as long as
necessary. As the students progress throughout the year, they will earn additional credit (10 points) for reading and
summarizing scientific articles , informational or literary text based on their interests. They must have at least 3 every
grading period. At the end of each semester, students that have met and exceeded requirements will have their name
entered into a drawing for a special prize. The more they read, the more times they are able to enter their name.
 C. Thesis and roadmap: ex) This drone is capable for three

reasons:__________________________ , _____________________________ ,

and _____________________________________________.
(ONE SENTENCE THESIS STATEMENT).
II. BODY PARAGRAPH/CHALLENGE (PARAGRAPH #2)
Include information regarding why the package delivery company needs a paper drone to fly
packages,the criteria: must fly packages a distance of 5 meters in a 3 meter wide air space, must
be delivered accurately and in a cost effective manner because of a tightening economic
environment.

III. BODY PARAGRAPH/SOLUTION (PARAGRAPH #3)

Include hypothesis and possible solution ideas here.

III. BODY PARAGRAPH/RESULTS (PARAGRAPH #4)

Include results from your paper airplane inquiry lab.

III. BODY PARAGRAPH/BENEFITS (PARAGRAPH #5)

Include evidence and reasons to explain why this paper drone is capable of successfully meeting
the company’s needs.
V. ANALYSIS/CONCLUSION (Sixth and final paragraph).

A. Restate your thesis statement (refer to part I, introduction)

B. Summarize key idea/s of your argument (in your own words). If I can only remember a few sentences from your
essay, what are they?

C. Include information such as percent accuracy with flight specifications, discuss modifications that were made to the
airplane to make it more successful, cost cutting attempts and their effectiveness.

VI. REFERENCES

A. Use IEEE Format Template at https://www.ieee.org/documents/trans_jour.docx

At the beginning of the year, we will practice citing sources as a group, then allow students
to practice with a partner using Google.docs as I monitor and provide immediate feedback. Throughout the year, the
scaffolds will be gradually removed. By the end of the year, students will be given a template, rubric, and a checklist
as a guide and then will write their research paper independently with much less support depending on their
progress.
The four components of the CARS checklist are:
W6-8.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.

• Credibility: What about this source makes it believable?

• Accuracy: Is the information provided up-to-date, factual, detailed, exact, and

comprehensive?

• Reasonableness: Is the information fair, objective, moderate, and consistent?

• Support: Can the information be corroborated?

- See more at:

http://www.educationworld.com/a_curr/curr194.shtml#sthash.7k35YwGe.dpuf
Grammar and Writing Supports as Students Write their Mini-Research Paper

Sentence Lifting Activity whole class instructional activity that takes 15 minutes and is
designed to be used twice per week. This activity will help introduce or reinforce
mechanics, spelling, and grammar skills. Sentence Lifting uses both error analysis and
sentence modeling to teach these skills. For detailed instruction, see
http://blog.penningtonpublishing.com/wp-content/uploads/2009/10/Grammar-Openers-
Toolkit-Sampler2.pdf

Sentence Revision Opener – fast-paced, whole-class activity designed for direct instruction.
Used as a warm-up or transition activity, it provides effective writing practice. It helps
students improve writing style and grammatical sentence variety. For detailed instruction,
see http://blog.penningtonpublishing.com/wp-content/uploads/2009/10/Writing-
Openers-Toolkit-Sampler3.pdf

Formative Assessments: Students will be asked to take 2-3 sentences from their mini-
research paper draft and use the Sentence Lifting Activity and then the Sentence Revision
Activity to improve them.
 Mini-Research Paper Rubric for Paper Airplane Inquiry Lab
Concept Measured 4 3 2 1 0

Subject/Science Subject or
Facts MS.ETS 1.3 Subject is Subject is hypothesis is Subject and
Analyze data from addressed clearly addressed. Hypoth addressed hypothesis need
tests to determine and hypothesis is esis is addressed; adequately; some of more explanation.
similarities and clearly formulated; most of the facts the facts reported facts are stated in a Subject not
differences among facts reported are reported are are relevant, generalized manner; addressed. No clear
several design relevant, accurate, relevant, accurate, accurate, or some inaccuracies; hypothesis. Facts
solutions to identify the and plausible; used or plausible and at plausible; used at used at least 2 vocab reported are
best characteristics of at least 7 least 5 vocab words least 3 vocab words words appropriately; irrelevant, inaccurate,
each that can be vocabulary words are used appropriately; information or implausible.
combined into a new appropriately; appropriately; some diffictult to presented appeared Information
solution to better meet clearly distinguished mixing of fact and distinguish fact from to be primarily presented was
the criteria for success. fact from opinion. opinion. opinion. opinion. opinion and not fact.
The student The student
response response The student The student
demonstrates full demonstrates response response
comprehension of comprehension of demonstrates basic demonstrates limited
Reading ideas stated clearly ideas stated clearly comprehension of comprehension of
Comprehension of Key and inferentially by and/or inferentially ideas stated clearly ideas stated clearly The student
Ideas and providing an by providing a and/or inferentially and/or inferentially response
Details RST.6- accurate analysis mostly accurate by providing a by providing a demonstrates no
8.8 Distinguish among and supporting the analysis and generally accurate minimally accurate comprehension of
facts, reasoned analysis with supporting the analysis and analysis and ideas by providing
judgment based on effective and analysis with supporting the supporting the inaccurate or no
research findings, and convincing textual adequate textual analysis with basic analysis with limited analysis and little to
speculation in text. evidence. evidence. textual evidence. textual evidence. no textual evidence.
 Mini-Research Paper Rubric for Paper Airplane Inquiry Lab
Concept Measured 4 3 2 1 0

The student
response
addresses the
The student The student prompt and
response response develops the claim
addresses the addresses the or topic and
prompt and prompt and provides minimal
provides effective provides mostly The student development that is
and effective response limited in its
comprehensive development of the addresses the appropriateness to
developmet of the claim or topic that prompt and the task by using
claim or topic that is mostly provides some limited reasoning
is consistently appropriate to the development of the and text-based
appropriate to the task, by using clear claim or topic that is evidence that is
task by using clear reasoning somewhat cited; is developed,
and convincing supported by appropriate to the text-based
reasoning suported relevant textual task, by using some response with little
by relevant textual evidence that is reasoning and text- or no awareness of
Writing: Written evidence that is cited; based evidence that the prompt;
Expression W 6-8.3 cited. Demonstrate demonstrates is cited; demonstrates
Write s purposeful coherence, clarity, demonstrates some limited coherence,
informative/explanato coherence, clarity, and cohesion, coherence, clarity, clarity, and/or The student
ry texts to examine a and cohesion, making it fairly and/or cohesion, cohesion, making response is
topic and convey making it easy to easy to follow the making the writer's the writer's undeveloped and/or
ideas, concepts, and follow the writer's writer's progression progression of progression of inappropriate to the
information through progression of of ideas usually ideas somewhat task; lacks
the selection, ideas; establishes ideas. establishes understood but not unclear; has a coherence, clarity,
organization, and and maintains an and maintains a obvious.; has a limited and cohesion; has
analysis of relevant effective mostly effective somewhat effective effectiveness of an inappropriate
content. IEEE format. IEEE format. IEEE format. IEEE format. IEEE format.
 Mini-Research Paper Rubric for Paper Airplane Inquiry Lab
Concept Measured 4 3 2 1 0

The student
response to the
prompt
Writing: Knowledge of The student demonstrates some The student
Language and response to the command of the response to the
Conventions WHST prompt conventions of prompt The student
.6-8.7Conduct short demonstrates full standard English at demonstrates limited response to the
research projects to command of the an appropriate level command of the prompt
answer a question conventions of of conventions of demonstrates no
(including a self- standard English at complexity. There standard English at command of the
generated question), an appropriate level may be errors in an appropriate level conventions of
drawing on several of complexity. mechanics, of standard
sources and There may be a few grammar, and usage complexity. There English. Frequent
generating additional minor errors in that occasionally may be errors in and varied errors in
related, focused mechanics, impede mechanics, mechanics,
questions that allow grammar, and understanding, but grammar, and usage grammar, and usage
for multiple avenues of usage, but meaning the meaning is that often impede impede
exploration. is clear. generally clear. understanding. understanding.
Write a Hypothesis
MS.ETS1.4Develop a model to generate data for iterative testing
and modification of a proposed object, tool, or process such that
an optimal design can be achieved.
Name _________________________________ Date ________________ Period ________

Writing Hypotheses
Purpose: to learn when and how to write hypotheses.
(http://www.accessexcellence.org/LC/TL/filson/writhypo.php)

Most students believe that they are going to be experimenting anytime they are given a laboratory
assignment in science. However, more often than not, students are doing something other than
experiments. This is not necessarily bad. A good deal of science is observational and descriptive. For
example, the study of bio-diversity usually involves looking at wide variety of specimens and maybe
sketching and recording their unique characteristics. However, there are other times when we science
teachers are trying to teach students how scientists work and how we can verify things which others may
say or believe is so without any proof.

To learn about what is not known or to verify a notion, the so-called "scientific method" might be carried out
and an actual experiment may be conducted. It does not matter that your experiment has been done a
thousand times before or that your teacher already knows the results. What matters is that you don't know
the results and that you can independently find a verifiable answer. In real experiments, real hypotheses
should be written before the actual experiment.

What Is a Real Hypothesis?

A hypothesis is a tentative statement that proposes a possible explanation to some phenomenon or event.
A useful hypothesis is a testable statement which may include a prediction. A hypotheses should not be
confused with a theory. Theories are general explanations based on a large amount of data. For example,
the theory of evolution applies to all living things and is based on wide range of observations. However,
there are many things about evolution that are not fully understood such as gaps in the fossil record. Many
hypotheses have been proposed and tested.
How Are Hypotheses Written?
1.Chocolate may cause acne.
2.Salt in soil may affect plant growth.
3.Plant growth may be affected by the color of the light.
4.Bacterial growth may be affected by temperature.
5.Ultra violet light may cause skin cancer.
6.Temperature may cause leaves to change color.

All of these are examples of hypotheses because they use the tentative word "may.". However, their form is
not particularly useful. Using the word may does not suggest how you would go about proving it. If these
statements had not been written carefully, they may not have even been hypotheses at all. For example, if
we say "Trees will change color when it gets cold." we are making a prediction. Or if we write, "Ultraviolet
light causes skin cancer." could be a conclusion. One way to prevent making such easy mistakes is to
formalize the form of the hypothesis.

************************************************************************************************************************
Formalized Hypotheses example: If skin cancer is related to ultraviolet light , then people with a high
exposure to uv light will have a higher frequency of skin cancer.

If leaf color change is related to temperature , then exposing plants to low temperatures will result in
changes in leaf color.

Notice that these statements contain the words , if and then. They are necessary in a formalized hypothesis.
But not all if-then statements are hypotheses. For example, "If I play the lottery, then I will get rich." This is a
simple prediction. In a formalized hypothesis, a tentative relationship is stated. For example, if the frequency
of winning is related to frequency of buying lottery tickets. "Then" is followed by a prediction of what will
happen if you increase or decrease the frequency of buying lottery tickets. If you always ask yourself that if
one thing is related to another, then you should be able to test it.
Formalized hypotheses contain two variables. One is "independent" and the other is "dependent." The
independent variable is the one you, the "scientist" control and the dependent variable is the one that you
observe and/or measure the results. In the statements above the dependent variable is blue and the
independent variable is red.

The ultimate value of a formalized hypothesis is it forces us to think about what results we should look for in
an experiment.

Rewrite the first four hypotheses using the formalized style shown above. Single underline the dependent
variable and double underline the independent variable in the If clause of each hypothesis.

1.____________________________________________________________________________

2.____________________________________________________________________________

3.____________________________________________________________________________

4.____________________________________________________________________________

Formative Assessment:

Now, write one more original hypothesis for your paper airplane inquiry lab using this form.

_____________________________________________________________________________
Key:
Formalized hypotheses contain two variables. One is "independent" and the other is "dependent." The
independent variable is the one you, the "scientist" control and the dependent variable is the one that you
observe and/or measure the results. In the statements above the dependent variable is blue and the
independent variable is red.

The ultimate value of a formalized hypothesis is it forces us to think about what results we should look for in
an experiment.

Rewrite the first four hypotheses using the formalized style shown above. Single underline the dependent
variable and double underline the independent variable in the If clause of each hypothesis.

1._If skin cancer is related to UV light exposure, then people with a high exposure to UV light will have a
higher frequency of skin cancer.
2. If leaf color change is related to temperature, then exposing plants to low temperatures will result in
changes in leaf color.
3 If people are given a large amount of chocolate then the will have a higher number of pimples.

4. If salt in the soil is related to plant growth, then plants with a high concentration of salt in the soil will have
less growth.

Formative Assessment:

Now, write one more original hypothesis for your paper airplane inquiry lab using this form.

(answers were vary) If adding a paper clip is related to stabilizing the center of gravity of a paper airplane,
then adding a paper clip to the airplane will help the plane fly a further distance.
Day 2: Hypothesis
Now, make an educated guess about what might make the paper airplanes fly better. This could
be a different method of folding the planes or some addition to the plane’s design. Change
whatever you like, but remember to only change one thing (independent variable).

In the spaces below, write down how you think that you can get a better flight distance using the
scientific method. Add your notes in the space provided for observation and research notes or a
separate sheet of paper.

Hypothesis (R29)(Possible answer to the Scientific Question):

If __________________________ then the plane will fly a further distance because

___________________________________________________________.

Procedure:
On a separate sheet of paper, list and number the steps of the experiment so that it will be ready
to be performed tomorrow. Include the steps instructing how to make your paper airplane. Also
include the steps needed to make the change in the airplane to make it fly even further.

Formative Assessment: Each group will give their procedure to another group to perform. That group will give
constructive feedback regarding the written procedure. The groups will then be allowed time to edit their
procedure based on the feedback.
Perform the Experiment
 Experimental Procedures Activity
With your lab group choose 2 "questions" below and on a separate sheet of paper, write what the independent
variable, dependent variable, constants and control experiment would be for the procedures portion of The
Scientific Method of Inquiry. (http://www.science6.org/pdf/activity_sheets/experimental_procedures_activity.pdf)

Example -"Does sugar dissolve faster in hot water or cold water?“

Independent: Dependent: Elapsed Constants: Amount of water, Control: Time how long it takes to
Water Temperature Time for sugar to amount of sugar, no stirring. dissolve sugar in water that is at room
dissolve. temperature (75o).

Questions:
•Will exercise raise a person's heart rate?
•Which of the primary colors attracts and holds the most solar energy?
•How many hours of studying should be done to prepare for a test?
•Which frequency of light will produce the best plant (lawn) growth, red, green or blue?
•Which plant fertilizer (Miracle Grow or Dyna-Grow) will give the better results when applied to a fern?
•Can Pepsi, Coke and Generic Cola be identified in a blind taste test?
•What liquid causes hands to wrinkle the fastest?
•How does the size of a pumpkin compare to the number of seeds in it?
•How do different types of music affect heart rate?
•Which ingredient causes the least amount of change in chocolate chip cookies?
•Is the strength of a magnet affected by extreme heat and extreme cold?
•What happens to raisins that are placed in a glass of 7-up?
•Do fans really cool you off during the hot weather?

Formative Assessment:
On another sheet of paper, identify the independent variable, dependent variable, constants, and control for the
scientific question from your Paper Airplane Inquiry Lab.
Day 3: Perform the EXPERIMENT and record results:

Make YOUR ORIGINAL paper airplane that YOU THINK will fly the furthest distance. On a
separate sheet of paper, write the procedure for making the paper airplane. (If you don’t know
how to make a paper airplane, use the design provided or one found during research.) With your
lab group, throw the paper airplane 3 times and measure how far the paper airplane goes each
time by using the appropriate measuring tool. Be sure to use the appropriate SI units (R20-R21 -
metric units).

Distance of throw 1: ____________

Distance of throw 2: ____________
Distance of throw 3: ____________

Average distance of all three throws ___________

Avg = (distance 1 + distance 2 + distance 3)/number of throws

Now make one change to the plane that will help it to fly even further. On the paper with the
procedure add the additional step or steps to the procedure for that change. Make sure to list
and number the steps in your experiment.

Results: Measure the distances for the 3 trials.

Distance of throw 1 _______________________________________
Distance of throw 2 _______________________________________
Distance of throw 3 _______________________________________

Average distance of all 3 throws _________________

Formative Assessment: Students will be asked to show thumbs up, down or middle to assess their
understanding of Metric measurement and finding the average of their data. Based on the
responses, teacher will decide where further instruction is necessary.
Analyze the Results
MS.ETS1.3Analyze data from tests to determine similarities and
differences among several design solutions to identify the best
characteristics of each that can be combined into a new solution
to better meet the criteria for success.
Name ____________________________________ Date _________________ Period ________

Guidelines for Graphing

•All lines on the graph must be drawn straight, using a ruler

•Your graph must be completed on graph paper
•Your graph must have a title and labels on both the x-axis and y axis.
• The title should explain the data represented in the graph.
• Labels should describe what is represented on the axis - do not label them with the words “x-axis” or “y-
axis”
• The title and labels should be the same as the title and headings on your data table.
•Your graph must have equal intervals
• The number of spaces between bars or points on the x-axis must be the same. For bar graphs, bars must be
the same space wide (at least 2).
• The numbers on the y-axis should be evenly spaced in distance and in value.
•Bars should be shaded in neatly with colored pencil (no marker or crayon).
•If you are making a bar or line graph with two or more sets of data, you must provide a key for the graph to indicate
what the different colors or lines mean.
•Place the dependent variable on the vertical axis, or y-axis.
•Place the independent variable on the horizontal axis, or x-axis.
•Choose the scales for both axes of the graph. You should have two points more than you need on the y-axis, and the
x-axis should be long enough for all of the data points to fit.
•Draw and label each axis. Mark intervals on both axes according to the scales you choose.
•Plot each value as a point on the graph.
•Connect the points with straight lines.
•Be sure to give your graph a number and a title.
•When you make a double-line graph, use different colors or styles of lines to distinguish the different sets of data.
Read pages R23-R27 in textbook. From the reading, write the importance of or when it is most appropriate to use
each type of table or graph.

Data Table ____________________________________________________________________

Line Graph ____________________________________________________________________

Circle Graph ___________________________________________________________________

Bar Graph _____________________________________________________________________

Double Bar Graph ______________________________________________________________

Formative Assessment: Now, on a piece of graph paper, graph the data from the Paper Airplane Inquiry Lab using the
most appropriate type of graph. Be sure to follow the Guidelines for Graphing.
Key:
Read pages R23-R27 in textbook. From the reading, write the importance of or when it is most appropriate to use
each type of table or graph.

Data Table Use to organize and record the measurements .

Line Graph Shows the relationship between variables. They are particularly useful for showing changes in variables
over time.

Circle Graph Sometimes called pie charts are used to show data that can be expressed as percentages of a whole. The
entire circle is equal to 100 percent of the data.

Bar Graph Type of graph in which the lengths of the bars are used to represent and compare data. A numerical scale is
used to determine the lengths of the bars.

Double Bar Graph : is a bar graph that shows two sets of data. The two bars for each measurement are drawn next to
each other.

Formative Assessment: Now, on a piece of graph paper, graph the data from the Paper Airplane Inquiry Lab using the
most appropriate type of graph. Be sure to follow the Guidelines for Graphing. (See sample graphs on slides 61-63)
Day 4
Analyze Results: (Use pages R8, R23-R27)On a piece of graph paper, make a graph of the two sets
of data and compare your results.

Conclusion:

Postlab Questions:
1.Was your hypothesis supported or not supported by the data? Explain, using the evidence you
obtained in your experiment.

2.List the constants in this experiment?

3.Do you think this is how the Wright brothers conducted their own research? Explain why or
why not using evidence from the video and article.

4.Explain why it was important that you change only one thing between your initial experiment and
your later experiment.

5.Describe the fundamental flight problem that you encountered during the test flight of the
original airplane. How did your change address the flight problem?

6.Which metric unit was most appropriate when measuring the distance the airplane flew? Explain
why.

7.On a separate piece of paper, plan your presentation.

Day 4
Analyze Results: (Use pages R8, R23-R27)On a piece of graph paper, make a graph of the two sets
of data and compare your results.
Conclusion:
Key

Postlab Questions:
1.Was your hypothesis supported or not supported by the data? Explain, using the evidence you
obtained in your experiment. ( answers will vary)

2.List the constants in this experiment? (answers will vary)

3.Do you think this is how the Wright brothers conducted their own research? Explain why or
why not using evidence from the video and article. (answers will vary)

4.Explain why it was important that you change only one thing between your initial experiment and
your later experiment. It is important to have only test one independent variable to accurately
see how data is affected.

5.Describe the fundamental flight problem that you encountered during the test flight of the
original airplane. How did your change address the flight problem? (answers will vary)

6.Which metric unit was most appropriate when measuring the distance the airplane flew? Explain
why. Meters were most appropriate if the plane flew long distances. If the plane flew short
distances then centimeters would be the most appropriate units because the numbers should not
be to large or too small.

7.On a separate piece of paper, plan your presentation.

Draw Conclusions and
Communicate Results
RST.6-8.7Integrate quantitative or technical information
expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).
Day 5 Conclusion/Communicate Results

Each group will make a formal presentation to the class communicating your findings. Be sure to
have a visual to show the class such as a graph, PowerPoint, etc.

(Each person must participate during the presentation)

 Paper Airplane Inquiry Lab Presentation Rubric

Name(s) ____________________ Date ___________ Presentation ______________

Total Score _______

Subject/ 1 2 3 4 5
Science Facts
MS.ETS1.3 • Research facts are • Science facts and • Research or hypothesis • Research is • Research is
Analyze data not used. hypothesis need more is stated adequately but addressed. addressed clearly &
from tests to explanation. is not addressed. hypothesis is clearly
determine • No clear hypothesis • Hypothesis is stated and addressed
similarities and • Facts are stated in a • Some of the facts addressed
differences • Facts reported are generalized manner. reasonable and • Facts are reasonable
among several unreasonable and accurate. • Most of the facts and accurate.
design solutions inaccurate. • Some inaccuracies reported are
to identify the • Did not distinguish fact reasonable and • Informative
best • Information • Information seemed to from opinion. accurate.
characteristics presented was opinion be mostly opinion. - Discuss little to no • Clear distinction
of each that can and not fact. - Discuss no similarities similarities and • Lacking some between fact and
be combined and differences in the differences in the distinction between opinion of the
into a new different versions of different versions of fact and opinion of the information
solution to the airplane the airplane information researched.
better meet the researched. - Discuss similarities
- Describes a design - Describes a design
criteria for
that synthesizes little that synthesizes very - -Discuss some and differences in
success. similarities and the different
to no successful few successful
characteristics from characteristics from differences in the versions of the
each trial. each trial. different versions of airplane
the airplane - Describes a design
- Describes a design that synthesizes the
that synthesizes most successful
some successful characteristics from
characteristics from each trial.
each trial.
Volume/ Eye 1 2 3 4 5
Contact/ • Presentation cannot • Presentation is • Presentation is loud • Presentation has • Presentation has
Participation be heard, lacks eye difficult to hear, lacks enough in places but not adequate volume, good volume, good
SL.8.4Present
claims and findings,
contact, and lacks clear eye contact and clear in others, occasional eye adequate eye contact, eye contact, and clear
emphasizing salient pronunciation. pronunciation. contact and mostly clear and clear pronunciation.
points in a focused, pronunciation. pronunciation.
coherent manner • Group members lack • Students reads • More than one group • Information was
with relevant knowledge about topic directly from note member does not speak • Most information given in students' own
evidence, sound and are unprepared. cards. or give information. was given in students' words with little use
valid reasoning, own words with some of note cards.
and well-chosen
• Many group members use of note cards.
details; use
appropriate eye do not speak or give • All group members
contact, adequate any information. • All group members speak equally and
volume, and clear speak, but not equally. give accurate
pronunciation. information.

Media Aids/ 1 2 3 4 5
Data Analysis &
Presentation • No media or visual • Visual aid presented • Visual aid is legible, but • Visual aid helps • Visual aid used is
RST.6-8.7 aid used. but is difficult to see.does not contain presentation, but one accurate and
Integrate accurate information.. part may not be referenced
• No accurate data • Some accurate data accurate or appropriately.
quantitative or
presented. presented, but lacks an • Accurate data is referenced.
technical
appropriate graph. presented in a graph but • Graph and analysis
information
• No attempt to use analysis is weak. • Graph and analysis are strong in every
expressed in
ActiView or Hover • ActiView or Hover are strong in all but one way.
words in a text
Camera. Camera used but •Hovercam and ActiView way
with a version of
ineffectively Camera used adequately. •Uses ActiView or
that information
•Uses ActiView or Hovercam effectively
expressed
Hovercam effectively, with neat and colorful
visually (e.g., in a
but graph lacks color graph.
flowchart,
and neatness.
diagram, model,
graph, or table).
Organization 1 2 3 4 5
SL.8.4Present • Well-organized.
claims and • No organization • Presentation lacks • Presentation did not • Good organization.
findings, organization. flow logically in some • Group demonstrates a
emphasizing • Presentation did not places. • Group demonstrates a
clear and complete plan.
salient points in flow logically and was • Gaps in presentation. clear plan.
a focused, confusing. • Some gaps in • All parts of presentation
coherent • Somewhat confusing. presentation. • Most of the
flowed logically and in an
manner with presentation is organized
organized way
relevant • Most of presentation and logical
logical and organized. -Emphasized salient
evidence, sound - Some Emphasized
valid reasoning, salient Points in a focused,
… -Little to no emphasized
points in a focused, Coherent manner with
salient points in a
focused, coherent coherent manner with Relevant evidence, sound
manner with relevant valid reasoning and well
relevant evidence, sound
evidence, sound valid chosen detail.
valid reasoning.
reasoning.

Conclusion 1 2 3 4 5
RST.6-8.8
Distinguish • No inferences and • Few of the inferences • Some of the inferences • Most of inferences • All of inferences and
among facts, conclusions drawn or and conclusions are and conclusions and conclusions conclusions
reasoned presented. supported by data and presented are supported presented are presented are
judgment based research. by data and research. supported by data and supported by
on research • Presenting group research. research and data
findings, and unable to answer • Group provides more • Group provides two
speculation in a questions. than two inaccurate inaccurate answers to • Group provides an • Group accurately
text. answers to questions. questions. inaccurate answer to a answered all
question. questions.
Important Reminders:

Have a clearly worded scientific question and hypothesis.

Show the collection of adequate, appropriately referenced research (Mini-research paper)

Collect data from at least 3 different sources to address your hypothesis.

Accurately analyze and present the data.

Clearly communicate conclusions that flow from the data.

Use ActiView or Hover Camera as an effective presentation tool.

Work equally as a team and clearly state how your team collaborated on your research

http://people.bethel.edu/~kisrob/ens102/lab/powerpoint/rubric.html Nov. 2014 and

adapted to 8th Grade Curriculum
 Contact info:
Candace.hamilton@wssd115.org

Student Work
Reno, Mitchell, Geschwend, Barton
Dr. Hamilton
Science 6
4 September 2015
Paper Airplane Research Paper

Background:
A paper airplane has four important necessities in order for
it to fly. These four things are thrust, lift, drag, and weight.
Thrust is the force which moves the plane through the air. Lift
is the force that holds the plane in the air. Drag is the
aerodynamic force that opposes on planes motion through the
air. Finally, Weight is the force caused by gravity. After we did
our experiment it became clear to us that thrust, lift, drag, and
weight are big components in the plane flying accurately.
Three forces that act on planes during the flight are pitch, roll.
and yaw. Pitch is an up or down movement at the nose of a
plane. Roll is a rotation about an axis running from nose to tail.
Yaw is a left to right movement of the nose of the plane. After
we threw the paper airplane we saw that when it was taking
flight there was pitch, roll, and yaw happening and saw it was
very important to the accuracy of the flight (nasa.gov).
There are five steps in making a paper airplane. First step, is
to get out a sheet of paper and fold it in half lengthwise, then
unfold it so you have a little crease and the sides are in the air.
The second step is fold both the top corners to meet the crease.
Next, the third step is to fold the top corners again to meet the
crease. The fourth step is to fold the entire piece of paper in
half so it makes a triangle. Then, the fifth step is to fold both
halves of the back end down to meet the middle crease.
Challenge:
A well known package delivery company needs a paper
drone to fly packages into an area that is blocked by road
construction. The drone must fly packages a distance a distance
of 5 meter wide air space. The packages must be delivered
accurately and in a cost effective manner because of a
tightening economic environment.
Solution:
We found a solution to this problem. We found during
an experiment, our paper drone was very accurate and would
work very well for the use of paper drones in an emergency.
We think that this paper drone could be the solution to
everyone's problem who is stuck on that road and needs
packages delivered. Paper drones are really inexpensive and
easy to make but you can mess them up very easily with just
one fold, but our drone doesn't have that problem. Our folds
and creases are nice and neat and help the drone fly rather than
delay the flight.
 We questioned whether there was a way to make the
airplane fly farther. Our hypothesis is if we change the wings to
bend upward, then the plane will fly at a further distance
because we have found that they are shaped to make the air
move faster on the top. Some possible solutions for this
dilemma is that if we can make our drones fly accurately then it
can fly towards the packages and take them where they need to
go. The drones will also help with the cost because our drones
are only made with paper so it isn’t expensive at all.
With the dilemma with trying to get the packages to where
you need to go, there are a lot of solutions for that also. The
drones can fly at least five meters and a three meter wide air
space which would be an advantage because many other paper
drones cannot do what ours can do. We can make sure there are
no complications because during our experiment, the flight of
the plane was perfect.
Results:
Our drone flew very far and accurate when we tested it.
Before we changed the wings, the results were an average of
6.483 meters and 9.2 meters outside. After we changed the
wings the average was 8.45 meters in side and 10.583 meters
outside. Our constraints in this test were 5 meters long and 3
meter wide air space, which you can see we exceeded and got
higher than what needed to happen. With this data we made a
graph to show change between the original to the modified
plane.
Benefits:
Our drone would be better than other people in our class
because the data we collected from group 7 had 5.6 inside and
7.69 after they straighten the nose. So if some of the packages
were farther or drones could get them because ours flew
farther. Our drones were always very straight and met our
expectations to how we thought our plane would fly.
Analysis:
If we test the paper drone over and over and over again it
will become a theory. The data exceeded the flight
specifications every single time and never had problems with
the drone not meeting expectations. Our modifications that was
made to the airplane to make it more successful was to bend up
the wings. This made it glide through the air farther and within
a 1-2 wide air space. Like we said before, our paper drones are
only made with paper which makes the cost cutting attempts
more effective. This means they only have to pay a couple
dollars for all the drones to send their packages where they
need to go on time. In conclusion, our paper drones are one of
the most effective ways to get what you want, when you want
it.
References
"Parts of Airplane." Parts of Airplane. Ed. Nancy Hall. NASA,
May 2015. Web. 08 Sept. 2015.
<https://www.grc.nasa.gov/www/k-12/airplane/airplane.html>.
Shaw, Robert. "Dynamics of Flight." Dynamics of Flight.
NASA, June 2014. Web. 08 Sept. 2015.
<http://www.grc.nasa.gov/WWW/k-
12/UEET/StudentSite/dynamicsofflight.html>.