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The Kite Project

Lesson Plan
End of year cumulative activity (20 days)
Note: This is a cross curricular lesson. It has been done in just our math classes from the time
state testing is complete until the end of the school year. It was also done one year as
addressed below, in all 4 core content area classrooms. The standards that are addressed are
from Texas, but many of these standards are based on national standards.

Objective:
The Kite Project is a lesson created to connect learning across the core courses; social studies,
science, mathematics, and language arts. The student will create a portfolio detailing the
experiences related to the investigation, creation, application, analysis, and evaluation of a kite.

TEKS Addressed
Social Studies TEKS:
7.21 Social studies skills. The student applies critical-thinking skills to organize and use
information acquired through established research methodologies from a variety of valid
sources, including electronic technology. The student is expected to:
(7.21A) Differentiate between, locate, and use valid primary and secondary sources such
as computer software, databases, media and news services, biographies, interviews, and
artifacts to acquire information about Texas.
(7.21B) Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.

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(7.21C) Organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps.
(7.21D) Identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants.
(7.21H) Use appropriate mathematical skills to interpret social studies information such
as maps and graphs.
7.22 Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
(7.22B) Use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources.
(7.22C) Transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate.
7.23 Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings. The student is expected to:
(7.23A) Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution.
(7.23B) Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to implement
a decision.

Science TEKS:
7.1 Scientific investigation and reasoning. The student, for at least 40% of the instructional
time,

conducts

laboratory

and

field

investigations

following

safety

procedures

and

environmentally appropriate and ethical practices. The student is expected to:

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(7.1A) Demonstrate safe practices during laboratory and field investigations as outlined
in the Texas Safety Standards.
(7.1B) Practice appropriate use and conservation of resources, including disposal, reuse,
or recycling of materials.
7.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during
laboratory and field investigations. The student is expected to:
(7.2A) Plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate equipment and
technology.
(7.2B) Design and implement experimental investigations by making observations, asking
well-defined questions, formulating testable hypotheses, and using appropriate equipment
and technology.
(7.2C) Collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic organizers.
(7.2D) Construct tables and graphs, using repeated trials and means, to organize data and
identify patterns.
(7.2E) Analyze data to formulate reasonable explanations, communicate valid conclusions
supported by the data, and predict trends.
7.3 Scientific investigation and reasoning. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions and knows the contributions of
relevant scientists. The student is expected to:
(7.3A) In all fields of science, analyze, evaluate, and critique scientific explanations by
using empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student.

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(7.3C) Identify advantages and limitations of models such as size, scale, properties, and
materials.
(7.3D) Relate the impact of research on scientific thought and society, including the
history of science and contributions of scientists as related to the content.
7.4 Science investigation and reasoning. The student knows how to use a variety of tools and
safety equipment to conduct science inquiry. The student is expected to:
(7.4A) Use appropriate tools to collect, record, and analyze information, including life
science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope
slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape
measures, timing devices, hot plates, balances, thermometers, calculators, water test
kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital
cameras, journals / notebooks, and other equipment as needed to teach the curriculum.
(7.4B) Use preventative safety equipment, including chemical splash goggles, aprons, and
gloves, and be prepared to use emergency safety equipment, including an eye / face wash,
a fire blanket, and a fire extinguisher.

Math TEKS:
7.2 Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or
divides to solve problems and justify solutions. The student is expected to:
(7.2D) Use division to find unit rates and ratios in proportional relationships such as
speed, density, price, recipes, and student-teacher ratio.
7.3 Patterns, relationships, and algebraic thinking. The student solves problems involving direct
proportional relationships. The student is expected to:
(7.3B) Estimate and find solutions to application problems involving proportional
relationships such as similarity, scaling, unit costs, and related measurement units.

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7.9 Measurement. The student solves application problems involving estimation and
measurement. The student is expected to:
(7.9A) Estimate measurements and solve application problems involving length (including
perimeter and circumference) and area of polygons and other shapes.
7.11 Probability and statistics. The student understands that the way a set of data is displayed
influences its interpretation. The student is expected to:
(7.11A) Select and use an appropriate representation for presenting and displaying
relationships among collected data, including line plot, line graph, bar graph, stem and leaf
plot, circle graph, and Venn diagrams, and justify the selection.
(7.11B) Make inferences and convincing arguments based on an analysis of given or
collected data.
7.12 Probability and statistics. The student uses measures of central tendency and variability to
describe a set of data. The student is expected to:
(7.12A) Describe a set of data using mean, median, mode, and range.
(7.12B) Choose among mean, median, mode, or range to describe a set of data and justify
the choice for a particular situation.
7.13 Underlying processes and mathematical tools. The student applies Grade 7 mathematics to
solve problems connected to everyday experiences, investigations in other disciplines, and
activities in and outside of school. The student is expected to:
(7.13A) Identify and apply mathematics to everyday experiences, to activities in and
outside of school, with other disciplines, and with other mathematical topics.
7.14 Underlying processes and mathematical tools. The student communicates about Grade 7
mathematics through informal and mathematical language, representations, and models. The
student is expected to:
(7.14A) Communicate mathematical ideas using language, efficient tools, appropriate
units, and graphical, numerical, physical, or algebraic mathematical models.
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(7.14B) Evaluate the effectiveness of different representations to communicate ideas.

English TEKS:
7.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
(7.14A) plan a first draft by selecting a genre appropriate for conveying the intended
meaning to an audience, determining appropriate topics through a range of strategies
(e.g., discussion, background reading, personal interests, interviews), and developing a
thesis or controlling idea;
(7.14B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence
of events, cause-effect, and compare-contrast) and building on ideas to create a focused,
organized, and coherent piece of writing;
(7.14C) revise drafts to ensure precise word choice and vivid images; consistent point of
view; use of simple, compound, and complex sentences; internal and external coherence;
and the use of effective transitions after rethinking how well questions of purpose,
audience, and genre have been addressed;
(7.14D) edit drafts for grammar, mechanics, and spelling; and
(7.14E) revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
7.17 Writing/Expository and Procedural Texts. Students write expository and procedural or
work-related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(7.17A) write a multi-paragraph essay to convey information about a topic that:
(i) presents effective introductions and concluding paragraphs;
(ii) contains a clearly stated purpose or controlling idea;

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(iii) is logically organized with appropriate facts and details and includes no
extraneous information or inconsistencies;
(iv) accurately synthesizes ideas from several sources; and
(v) uses a variety of sentence structures, rhetorical devices, and transitions to link
paragraphs;
(7.17B) write a letter that reflects an opinion, registers a complaint, or requests
information in a business or friendly context;
(7.17C) write responses to literary or expository texts that demonstrate the writing
skills for multi-paragraph essays and provide sustained evidence from the text using
quotations when appropriate; and
(7.17D) produce a multimedia presentation involving text and graphics using available
technology.
7.22 Research/Research Plan. Students ask open-ended research questions and develop a plan
for answering them. Students are expected to:
(7.22A) brainstorm, consult with others, decide upon a topic, and formulate a major
research question to address the major research topic; and
(7.22B) apply steps for obtaining and evaluating information from a wide variety of
sources and create a written plan after preliminary research in reference works and
additional text searches.
7.23 Research/Gathering Sources. Students determine, locate, and explore the full range of
relevant sources addressing a research question and systematically record the information they
gather. Students are expected to:
(7.23A) follow the research plan to gather information from a range of relevant print and
electronic sources using advanced search strategies;
(7.23B) categorize information thematically in order to see the larger constructs
inherent in the information;
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(7.23C) record bibliographic information (e.g., author, title, page number) for all notes
and sources according to a standard format; and
(7.23D) differentiate between paraphrasing and plagiarism and identify the importance
of citing valid and reliable sources.
7.24 Research/Synthesizing Information. Students clarify research questions and evaluate and
synthesize collected information. Students are expected to:
(7.24A) narrow or broaden the major research question, if necessary, based on further
research and investigation; and
(7.24B) utilize elements that demonstrate the reliability and validity of the sources used
(e.g., publication date, coverage, language, point of view) and explain why one source is
more useful than another.
7.25 Research/Organizing and Presenting Ideas. Students organize and present their ideas and
information according to the purpose of the research and their audience. Students are
expected to synthesize the research into a written or an oral presentation that:
(7.25A) draws conclusions and summarizes or paraphrases the findings in a systematic
way;
(7.25B) marshals evidence to explain the topic and gives relevant reasons for conclusions;
(7.25C) presents the findings in a meaningful format; and
(7.25D) follows accepted formats for integrating quotations and citations into the
written text to maintain a flow of ideas.

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Vocabulary:
portfolio

procedure

median

research

variables

range

plagiarism

data collection

outlier

paraphrasing

conclusion

perimeter

citations

anemometer

area

primary source

meter stick

bar graph

secondary source

measurement

histogram

scientific method

prediction

scatter plot

vee diagram

results

line graph

focus question

precision

angles

safety

scale

validity

prior knowledge

ratios

central tendency

hypothesis

mode

bibliography

materials

mean

Materials:
3 prong folders

permanent markers

masking tape

graph paper

string

large chart paper

rulers

trash bags

handouts

anemometers

tongue depressors

colored

stop watches

dowels

ink

cameras

scotch tape

paper

colored pencils

clear packing tape

meter sticks

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Procedures:
Social Studies Component
Day 1:
1. Introduce students to The Kite Project (a short video on kite flying is suggested).
Explain to students that they will work in their social studies, science, math, and language
arts classes to learn about kites, step up and complete a science experiment, build and fly
a kite, and write a research report on the entire experience.
2. Explain/guide students through the steps involved to research a topic. Emphasize key
vocabulary such as plagiarism, primary source, secondary source, and citations.
Day 2:
3. Review the two handouts, The Research and The Research Summarized, with the
students. The following are the points the students are required to investigate using a
computer if available. If computers are not assessable to students suggested websites
are listed below to print articles for use in the classroom.
a. Explain the history of the kite.
b. Discuss the uses of kites; include historical and modern day uses.
c. How do kites fly?
d. What are the strengths and weaknesses of each of the following kites: Sled, Delta,
and Diamond?
4. Suggested websites:
a. www.wikipedia.org
b. http://www.my-best-kite.com/how-to-build-kites.html
c. http://www.skratch-pad.com/kites/where.html
d. http://www.essortment.com/history-kite-21098.html
e. http://www.my-best-kite.com/how-does-a-kite-fly.html
f. http://kitehistory.com/Miscellaneous/Warkites.htm
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5. Place all materials in The Kite Project Portfolio. Transfer portfolio to science.
Science Component Part 1
Day 3:
6. Teach/Review Vee Diagram and the scientific method with students. A handout of the
Vee Diagram and the Explanation of the Vee Diagram are included as attachments.
7. Review the research students collected in their social studies class.
8. Have students fill out Vee Diagram handout steps 1 8; the focus question, safety
precautions, prior knowledge, hypothesis, materials, procedures, variables, and create the
data table.
9. Place all materials in The Kite Project Portfolio. Transfer portfolio to math.
Math Component Part 1
Day 4:
10. Review the research collected in social studies and the experiment students have set up
in their science classes. Explain the link between the two classes and math class.
11. Discuss and define what it means by a good fly and have students develop a hypothesis
determining which of the three types of kites will fly the best. Create a frequency
chart on large tablet paper to come up with class prediction. Keep this posted on the
classroom wall through the duration of the project.
Class Predictions

Name

Type of Kite

Type

Frequency

Sled

class periods listed below

Diamond

Delta

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12. Give students the outline of kites to design, with color, the first draft of their kite.
(Handouts 4, 5 & 6)
13. Distribute the instructions for the specific kite each student chose to create
(http://www.my-best-kite.com/how-to-build-kites.html). This and all other materials
related to The Kite Project must be kept in the students portfolio.
Day 5:
14. Begin with a class discussion reviewing scale & proportions. Include the following
questions: What does scale mean? Where do we use scale outside of the classroom?
15. Have students complete a review handout or activity on scale and proportions (not
included).
16. The next step is to scale down the measurements given for the three kite designs so they
will fit onto an 8 x 11 sheet of grid paper. Distribute The Proportional Measurements
handout and guide students through the first problem. Have students work in pairs or
groups to complete the remainder of the handout. Review the students processes and
answers. Address misconceptions.
Day 6:
17. Using the measurements obtained from The Proportional Measurements handout, the
students will create a precisely scaled down version of their choosen kite on the grid
paper. Students must also to include the design that they want on the actual kite they
will build; their kite design will be created to scale as well.
Day 7:
18. Using the kite design the students created on the grid paper have them recreate the kite
including the design on butcher paper. The size of the kite on the butcher paper should
measure twice the size of the one on the grid paper.
19. After the kite is drawn to scale on the butcher paper, students will cut open the garbage
bag and tape all four sides down onto the butcher paper.
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Day 8:
20. Have students trace the outline and color the design of their kite with permanent
markers. Non permanent markers will not work!!!
21. When the kite is colored and dry, have students cover the perimeter of the kite with
clear packing tape. Emphasize to the students that precision and patience is very
important for this part of creating the kite.
Day 9:
22. Discuss safety issues regarding cutting materials.
23. Have students cut dowels to measurement for scaled up kite.
24. Have students follow each of the directions listed in the instructions to put the kite
together.
Day 10:
25. Each student must measure 30 meters of string for their kite. The students have to
mark each meter on the string. (any type of marker is adequate) This works best if
students work in pairs.
26. Attach string to kite. Create the tail to the correct length as detailed in the directions.
The diamond and delta kites will not fly without a tail.
Day 11:
27. Today is a day set aside to finish all kites. Students must complete their kite by the end
of the class period. Take a picture of the finished kite.
28. Place all handouts, instructions, photo, and scaled down drafts on grid paper into the
students folders and send them back to their science class.
Science Component Part 2
Day 12:
29. Review the rules for flying the kite. It is important that students understand what
behaviors are expected and what behaviors are unacceptable.
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30. Review the proper use of an anemometer.

31. Take materials for recording data, instruments needed for completing experiments, and
the kites to an open outdoor area. Have fun flying the kites.
32. Students must have and record the data for at least 3 trials. Students will work in pairs
to help lift the kite and record the data.
Day 13:
33. Using information collected during the kite flying experiment, review steps 8-10 in the
vee diagram; data collection table, graph, and conclusion.
34. Place all materials into the folder and send it back to math class.
Math Component Part 2
Day 14:
35. Review central tendencies as a class; include outlier in the discussion.
36. Review and compile the data collected during the kite flying experiment to answer the
question, Which kite will fly the best?
37. Have students create a table and an appropriate graph to display the data.
38. Have student find the mean, median, mode and range for the data set.
39. Students must write a conclusion to the question, Which kite will fly the best? Have
student use the data to support their conclusion.
40. Place all information, handouts, and tables and graphs into the folders and send them to
English class.
English Component
Day 15:
41. Present a lesson on components of a research paper. Include the introduction, literature
review, focus question, hypothesis, procedures, results, conclusions, and work cited.
Day 16:

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42. The students will write a research paper that is a compilation of the information they
gathered in social studies, science, and math class. All the information is in their
portfolios (folders) that have moved with them from class to class to complete the Kite
Project.
Day 17:
43. Go over the responsibilities and courtesies of a peer review. Discuss correct and
incorrect ways to edit a paper and how to give constructive criticism.
44. Have students complete a peer review of a partners paper using courteous language and
proper feedback.
Day 18:
45. Go to computer lab and, if you are computer savvy, give a small lesson on Microsoft Word.
Include the use of the programs component for citations and bibliographies. If you are
not able to do this, please show students examples of in text citations and how to write a
bibliography. Show students how to include the picture of their kite on their title page.
Teach students how to insert tables and graphs in their paper. If this is not possible,
have students include the actual tables and graphs that were used to collect and analyze
data as attachments to their papers.
46. The final draft should be typed in accordance with the type of research paper you
expect, i.e., MLA, APA, Chicago, etc.
Day 19:
47. As an extension, have students create a presentation to demonstrate their learning
through the entire project. Examples: PowerPoint presentation, photo documentary,
journal, poster bard display, photo gallery, etc.
Day 20:
48. Allow a forum for students to present their final products.

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Name: _____________________________

Period: ______

Date: ______

The Kite Project: The Research

Explain the history of the kite. Write the name of the article and the authors name in
parenthesis after the fact(s) you paraphrase from each article. Use two or more sources.

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Article title: _____________________________________________________________
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Web address: _________________________________ Date retrieved: ______________
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Title and type of source: ____________________________________________________
Author: _____________________________________ Date published: _______________
Web address: _________________________________ Date retrieved: ______________

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Discuss the uses of kites; include historical and modern day uses. Write the name of the article
and the authors name in parenthesis after the fact(s) you paraphrase from each article. Use
two or more sources.

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How do kites fly? Write the name of the article and the authors name in parenthesis after the
fact(s) you paraphrase from each article.

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What are the strengths and weaknesses of each of the following kites: Sled, Delta, and
Diamond? Write the name of the article and the authors name in parenthesis after the fact(s)
you paraphrase from each article.

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Name: _____________________________

Period: ______

Date: ______

The Kite Project: The Research Summarized

Summarize your explanation of the history of the kite. Write 2 to 3 paragraphs. Use correct
grammar. Write the name of the article and the authors name in parenthesis after the fact(s)
you paraphrase. Use your research notes.

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Summarize your research on the uses of kites; include historical and modern day uses. Write 2
to 3 paragraphs. Use correct grammar. Write the name of the article and the authors name in
parenthesis after the fact(s) you paraphrase. Use your research notes.

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Summarize your explanation of how kites fly. Write 2 to 3 paragraphs. Use correct grammar.
Write the name of the article and the authors name in parenthesis after the fact(s) you
paraphrase. Use your research notes.

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Summarize your research on the three types of kites; sled, delta, and diamond. Write 2 to 3
paragraphs for each type of kite (use additional paper if necessary). Use correct grammar.
Write the name of the article and the authors name in parenthesis after the fact(s) you
paraphrase. Use your research notes.

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Explanation of the Vee Diagram

The Vee diagram is a graphic organizer to help students use the scientific method.

1. Focus Question- The student develops a testable question.

2. Safety- The student lists all the safety precautions necessary to perform the
experiment. Students may use the safety symbols as a guide to complete this step.
3. Prior knowledge- The student develops a 4-5 sentence paragraph to explain any prior
knowledge the on the topic to assist in developing a hypothesis.
4. Hypothesis- The student formulates a hypothesis in an If, then statement.
5. Materials- The student lists the materials needed to perform the experiment.
6. Procedure- The student develops the steps they will perform during the experiment.
7. Variables- The student identifies the variables in the experiment; Control, Responding
(DRY), and Manipulated (MIX).
(D-dependent variable, R- responding variable, labeled as the Y-axis)
(M-manipulated variable, I-independent variable, labeled as the X-axis)
8. Data table- The student creates a table for data collection.
9. Graph-The student graphs and analyzes the data.
10. Conclusion- The student determines if the data did or did not support their hypothesis.

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Name: ______________________________________________

Period: ____________

Date: __________________

The Kite Project:

The Scientific Method
(1) Focus Question:
(3) Prior

(10) Conclusion:

Knowledge:
(2)Safety:
(9) Graph:

(4) Hypothesis:

(5) Materials:
(8) Data Collection:
(6) Procedures:
(7)Variables (DRY MIX):

The Kite Project

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Name: _____________________________

Period: ______

Date: ______

The Kite Project:

The Sketch (Rough Draft)
Type of Kite: ______________

The Kite Project

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Name: _____________________________

Period: ______

Date: ______

The Kite Project:

The Sketch (Rough Draft)
Type of Kite: ______________

The Kite Project

Page 28 of 31

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Name: _____________________________

Period: ______

Date: ______

The Kite Project:

The Sketch (Rough Draft)
Type of Kite: ______________

The Kite Project

Page 29 of 31

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Name: _____________________________

Period: ______

Date: ______

The Kite Project: Proportional

Measurements
Delta

=
Diamond

=
=
=
Sled

=
=
=
=
=
The Kite Project

Page 30 of 31

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Name: ______________________________________________

Period: ____________

Date: __________________

The Kite Project:

Data Table
Mass of Kite:
Trial 1

Trial 2

Trial 3

Wind Speed
Height (m)
Time

The Kite Project

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Mean