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Lesson Plans

Grade Level: 2

Subject area: History

Time Required:
Preparation: 6-12 hours - research on Wrights and gathering materials for the activity
Activity: 1 class period

Ohio Standards Correlation:
Look at how individual actions have changed daily life in the United States.

Summary:
Discuss the backgrounds of the Wright Brothers and their achievements. Conduct an activity on the Wright Brothers and how their achievements changed daily life.

Objective:

Students will:

  1. Learn about the Wright Brothers and their achievements
  2. Learn how the Wright Brothers' inventions changed daily life

Materials:
White paper, construction paper, markers, scissors, glue, crayons.

Activity:
After a discussion of how the achievements of the Wright Brothers changed daily life in regards to transportation, ask the students to create pictures that illustrate how the Wright Brothers changed transportation. Have them briefly discuss their picture and what it represents.

Assessment/Evaluation
Students should be evaluated based upon their participation in the exercise.

Extensions
This subject can be carried over into art projects, such as creating paper airplanes or hot air balloons.

References:
Special Collections and Archives, Wright State University, Wright Brothers Collection.

Grade Level: 3, 8, 9, 12

Subject area: Science

Time Required:
Preparation: 3-4 hours
Activity: 2 class periods if reviewing, more if learning more than one motion principle for the first time

Ohio Standards Correlation:
Force and Motion:
Grade Three:

  • Describe an object's motion by tracing and measuring its position over time.

  • Identify contact/noncontact forces that affect motion of an object (e.g., gravity, magnetism and collision).
  • Predict the changes when an object experiences a force (e.g., a push or pull, weight and friction).
  • Read and interpret simple tables and graphs produced by self/others.
    Identify and apply science safety procedures.

  • Record and organize observations (e.g., journals, charts and tables).
    Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations).

Grade Eight:

  • Explain how an unbalanced force acting on an object changes the object's speed and/or direction.

  • Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams and symbols).

  • Apply appropriate math skills to interpret quantitative data (e.g., mean, median and mode).

Grade Nine:

  • Demonstrate how an object does not accelerate (remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

  • Demonstrate how when one object exerts a force on another, an equal amount of force is exerted back on the first object.

  • Demonstrate the ways in which frictional forces constrain the motion of objects (e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight).

  • Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, maps and available technology.

Grade Twelve:

  • Use and apply the laws of motion to mathematically analyze, describe and predict the effects of forces on the motions of objects.

  • Create and clarify the method, procedures, controls and variables in complex scientific investigations.

  • Use appropriate summary statistics to analyze and describe data.

Summary:
Discuss the forces of motion pertinent to the grade level and use the Wright Brothers development of the airplane as an example. Build paper airplanes, fly the planes, chart the flights, and if pertinent to the grade level, write a report on the data.

Objective:
Students will:
1. Learn about the Wright Brothers and their achievements
2. Learn the basic principles of motion that are behind flight
3. Chart the data of the flights into simple or complex graphs, dependent upon the grade level.
4. Learn to interpret scientific data.

Materials:
Typing paper (any color), pencils and paper for charts if necessary.

Activity:
In the first class period, discuss the principles of flight pertinent to the grade level. Have the students construct paper airplanes. In the next class period, have the students fly the planes. If flown outside, students who have reached a higher level of mathematics may wish to calculate the correlation between the wind and the performance of their plane's flight by charting the data. Younger students can simply chart the data or find the mean and median of the flights and present their findings to the class or submit their charts to the teacher. Older students can chart the flights and write reports interpreting their data (ex. duration of flight, wind speed, length traveled, etc.).

Assessment/Evaluation
Students should be evaluated based upon the charts that they create and their written reports, if applicable.

References:
Special Collections and Archives, Wright State University, Wright Brothers Collection.

Grade Level: 12

Subject area: History

Time Required:
Preparation: 30 minutes to 1 hour
Activity:1 class period

Ohio Standards Correlation:
Analyze primary source material

Summary:
First discuss what primary sources are, then analyze one with the students. Divide the students into small groups and give each group a primary document to analyze. Give the groups a specific question that can be answered by their document and let them discuss it for 10-15 minutes. Have each group present to the class how their document answers the question.

Objective:
Students will:
1. Learn public speaking and group work skills
2. Interpret the information given to them and present it to the class
3. Gain experience working with and interpreting primary documents

Materials:
Documents from the Wright Brothers that have a commonality.

Activity:
Present primary sources to the class. Discuss what they are and why they are important. State a hypothesis that can be answered by the documents and analyze one with the class before dividing the students into smaller groups. Give each group a different primary source document. Give them 10-15 minutes to analyze the document based upon the question asked in class. Once their time is up, have them present their findings to the class. Have them take notes on what the other groups say.

Discussion/wrap up
Ask the students to analyze the information from all the groups as a whole. What do the documents have in common and what light do they shed on the Wright Brothers’ lives and/or activities?

Assessment/Evaluation
Students should be evaluated based upon their participation in the exercise and how well they interpret the evidence given to them.

References:
Special Collections and Archives, Wright State University, Wright Brothers Collection.