The Arizona STEM Acceleration Project

A Hatchet STEM Project:

Flight of Survival - Paper Airplane STEM Challenge

A Hatchet STEM Project:

Flight of Survival -

Paper Airplane STEM Challenge

A 4-6 grade STEM lesson

Lisa Boyer

10/10/23

Notes for teachers

• This STEM slide show will engage students with a hands-on exploration of STEM concepts through the novel "Hatchet" and the art of making paper airplanes.
• This lesson is designed to meet Arizona state standards and offers a unique opportunity to integrate literature and practical STEM applications.
• Be prepared for a fun and interactive learning experience that encourages problem-solving and critical thinking.

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List of Materials

• Hatchet book by Gary Paulsen
• Sheets of paper (8.5 x 11 inches)
• Rulers or measuring tape
• Pencils
• Scissors
• Markers (optional for decorating)
• Worksheet to record their progress

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Standards

Science Standards:

• 5.P2U1.3 Construct an explanation using evidence to demonstrate that objects can affect other objects even when they are not touching.

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• 5.P3U1.4 Obtain, analyze, and communicate evidence of the effects that balanced and unbalanced forces have on the motion of objects.

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• 5.P3U2.5

Define problems and design solutions pertaining to force and motion.

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Mathematics Standards:

• Measurement and Data (Arizona Mathematics Standards 3.MD, 4.MD, 5.MD): These standards cover measurement, which can be applied when students measure the distance and time their paper airplanes travel.
• Geometry (Arizona Mathematics Standards 3.G, 4.G): Concepts of shapes and angles can be incorporated when students design their paper airplanes.
• Data Analysis and Probability (Arizona Mathematics Standards 6.SP): Students can collect and analyze data on their paper airplane flights.

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Standards

English Language Arts Standards:

• Writing (Arizona English Language Arts Standards W): Students can write reports or journals about their paper airplane design process, testing, and results.
• Speaking and Listening (Arizona English Language Arts Standards SL): Students can engage in discussions and presentations about their paper airplane challenges, promoting communication and collaboration.

Technology Standards:

• Standard 4. Innovative Designer - Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
• Using technology to research and design paper airplanes can be integrated into the activity.

21st Century Skills:

• Critical Thinking and Problem Solving: The paper airplane challenge can foster critical thinking skills as students design, test, and modify their paper airplanes to improve performance.
• Collaboration and Communication: Students can work together in teams and communicate their ideas and findings during the challenge.

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Objectives:

• Learning Objectives:
• Understand key STEM principles related to flight, engineering, science, mathematics, and technology.
• Foster creativity and problem-solving by designing and building paper airplanes.
• Promote an understanding of the engineering design process
• Practice data collection and recording by measuring flight distances and times.
• Analyze and interpret the collected data to draw conclusions about the performance of different paper airplane designs.
• Apply these principles to real-life situations.
• Promote critical thinking, teamwork, and creativity.

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Hatchet - STEM principles related to flight, engineering, science, mathematics, and technology

"Hatchet" by Gary Paulsen is a novel about a young boy named Brian Robeson who is stranded in the Canadian wilderness after a plane crash. While the book doesn't explicitly teach STEM principles, it offers various opportunities to discuss and explore these principles, especially those related to flight, design, and engineering.

Principles of Flight:

• The book can serve as a starting point for discussions about the principles of flight. Students can learn about the basic forces of flight, including lift, drag, thrust, and gravity, by considering how Brian's knowledge of flight helps him survive the plane crash.
• Students can explore how the design of the plane in the story influenced its ability to fly, and how the crash affected its aerodynamics.

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Mathematics:

• Brian uses estimation skills to measure and calculate distances, which is crucial for his survival. Discuss how math plays a role in navigation, estimating resources, and making decisions while landing the airplane.
• Calculations related to time, distance, and resource management are key elements of the story.

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Agenda

Step 1: Introduction (15 minutes)

Step 2: Explanation of the Challenge (5 minutes)

Step 3: Paper Airplane Design (30 minutes)

Step 4: Testing and Modification (30 minutes)

Step 5: Data Collection (20 minutes)

Step 6: Sharing and Discussion (15 minutes)

Step 7: Conclusion (10 minutes)

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Intro/Driving Question/Opening

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• Introduction:
• Welcome students to the lesson.
• Briefly introduce "Hatchet" and its themes related to survival in the wilderness.
• Driving Questions:
• How can STEM concepts help Brian Robeson survive the plane crash in "Hatchet"?
• How can we apply these STEM principles to the real world, specifically in creating paper airplanes?
• Opening Activity:
• Share an exciting or suspenseful excerpt from "Hatchet" to pique interest and set the tone.

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Hands-on Activity Instructions

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Step 1: Introduction (15 minutes)

• Gather all students in the classroom or designated area for the activity.
• Begin by briefly recapping the key STEM principles you've discussed regarding flight, design, and engineering, referencing the book "Hatchet."
• Emphasize the importance of understanding these principles to solve problems and accomplish tasks.

Step 2: Explanation of the Challenge (5 minutes)

• Present the challenge: Students will design and create paper airplanes that can fly the farthest distance.
• Discuss the importance of applying what they've learned about flight, design, and engineering.

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Step 3: Paper Airplane Design (30 minutes)

• Distribute sheets of paper to each student or group.
• Instruct students to follow these steps:
• Place the paper horizontally (landscape orientation).
• Use a ruler to measure and mark a 1-inch border along the long edge (top edge) of the paper.
• Fold the paper in half lengthwise, aligning the short edges.
• Starting from the top edge, fold the paper down to meet the 1-inch border.
• Flip the paper over and fold it in half again, aligning the short edges.
• Now, fold the paper along the existing creases into a triangular shape.
• Encourage students to be creative with their designs. They can experiment with wing size, wing shape, and tail fin.

Step 4: Testing and Modification (30 minutes)

• Find an open area, such as the classroom or a schoolyard, to conduct flight tests.
• Students will take turns throwing their paper airplanes.
• Measure and record the distance each plane travels.
• After the initial tests, allow students to make modifications to improve their designs.
• Discuss the principles.

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Hands-on Activity Instructions (Continued)

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Step 5: Data Collection (20 minutes)

• Have students record their flight data in a table or chart.
• Include parameters such as distance, design modifications, and observations.

Step 6: Sharing and Discussion (15 minutes)

• Ask students to share their experiences and insights from the activity.
• Discuss what design changes seemed to improve the flight performance and why.
• Connect these findings to the STEM principles discussed earlier.

Step 7: Conclusion (10 minutes)

• Conclude the activity by emphasizing the importance of applying STEM principles to practical challenges.
• Relate the activity back to "Hatchet" and Brian's use of similar principles to survive in the wilderness.

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Paper Airplane STEM Project Worksheet

Project Title: Paper Airplane Design and Test

Student Name: ________________________

Date: ________________________

Instructions:

Research and Background:

• Research the basic principles of flight. What are the main forces that affect the flight of airplanes? (Lift, Weight, Thrust, Drag)
• Explain how these forces are relevant to the flight of paper airplanes.

Design Phase:

• Sketch the design of your paper airplane. Think about its shape, size, and any unique features that may affect its flight.
• Define a goal for your paper airplane (e.g., longest distance, longest time in the air, or specific flight pattern).

Materials and Construction:

• List the materials you will need for building your paper airplane (e.g., paper, ruler, pencil, scissors).
• Carefully follow your design to construct your paper airplane.

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Testing Phase:

• Find an open area to test your paper airplane
• Create a data chart like the one below to record your flight tests.
• Launch your paper airplane five times and record the flight distance and time for each trial.

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Flight Test Data Chart:

Analysis and Improvement:

• Analyze your test results. What did you learn from your flight tests? Did your paper airplane meet your design goals?
• Identify any areas where your design could be improved.

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Redesign and Rebuild:

• Make necessary improvements based on your analysis.
• Redesign and rebuild your paper airplane.

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Testing and Iteration:

• Repeat the testing phase with your redesigned paper airplane.
• Record the new results in the data chart.

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Conclusion:

• Summarize your project. What did you discover about the principles of flight and the design process?
• Discuss how your design improvements impacted the performance of your paper airplane.
• Share any challenges you faced and how you overcame them.

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Presentation:

• Prepare a short presentation to share your project with the class. Include charts and diagrams to illustrate your findings.

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Assessment

• Evaluate student comprehension and application of the Engineering Design Process.
• Assess how well students worked in teams, including their ability to communicate and cooperate with others.
• Consider the extent to which team members contributed to the project.
• A written reflection or discussion about how the principles they learned apply to the survival challenges faced by the book's protagonist, Brian Robeson.
• Assess their paper airplane designs and flight data.

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Differentiation

• Identify students who need additional support.
• Provide extra resources, guidance, or assistance during the hands-on activity.
• Encourage peer collaboration.

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Remediation

Extension/Enrichment

• Offer advanced challenges for students who excel in the activity.
• Encourage them to explore more complex paper airplane designs.
• Foster deeper discussions on how STEM principles apply to other scenarios.

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