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.

The Paper Airplane/Drone Lab Using the Scientific Method
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: Day 1: Observations and Research Paper Airplane Design Notes: (Write on a separate sheet of paper) Scientific Question: How does _________________________ affect ____________________________? Paper (8x10) Tape Measure Scissors Metric ruler Meter stick Calculator Computer *

Approved Websites For Paper Airplane Inquiry Lab Research
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 Doherty, P. (1999). Paper Airplanes. Exploratorium Magazine Online. Vol. 23, Number 2. Retrieved August 24, 2014, from 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 Scientific Method Research: retrieved December 28, 2015 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 For help creating graphs, try this website: National Center for Education Statistics, (n.d.). Create a Graph. Retrieved June 2, 2009, from *

Age-appropriateness range
Text and Literature for Additional Information Title Author Lexile ISBN Copyright date Publisher Page count Age-appropriateness range The Wright Sister: Katharine Wright and Her Famous Brothers 1010L 2003 Roaring Brook Press 128 None Newton's Laws 710L 2004 National Geographic Society 32 Wilbur and Orville Wright: Taking Flight 950L Lerner Publishing Group - (Carolrhoda Books) 120 Fantastic Flights: One Hundred Years of Flying on the Edge 990L Walker & Company 1 First Flight: The Story of Tom Tate and the Wright Brothers 460L 1997 HaperCollins Publishers 48 Taking Flight: The Story of the Wright Brohters Aliki 840L 2000 Simon & Schuster Children's Publishing 7 to 10 The Wright Brothers: The Birth of Modern Aviation Flanagan, Alice K. 920L 1999 Cengage Gale - (Blackbirch Press, Incorporated) 64

Wilbur and Orville Wright: The Flight to Adventure
Hamilton, Virginia 740L None Troll Communications L.L.C. 48 Flight and Fancy: The Airline Industry LaTourrette, Tom IG890L 2007 Scholastic Library Publishing - (Children's Press) 36 Hurtling Wings 860L X Galaxy Press, LLC 90 12 to Young Adult (19+) Johnny Moore and the Wright Brothers' Flying Machine 450L 2011 Lerner Publishing Group - (Millbrook Press) 7 to 10 Brave Harriet: The First Woman to Fly the English Channel 810L 2001 Houghton Mifflin Harcourt 32 2006 Scholastic Inc 50 Three Across: The Great Transatlantic Air Race Of 1927 1110L 2008 Boyds Mills Press - (Calkins Creek) 104 The Wright Brothers: How They Invented the Airplane 1160L 2013 Holiday House, Incorporated 144

Paper Airplane/Drone Pre-Assessment Activity
Retrieved from 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?’ H What do I Know about drones, paper airplanes, and the scientific method? What do I want to learn? How does It Fit? Summarize “What does that say?” 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) *

The Scientific Process Skills
Name: ___________________________________________________ Date: ________________ Period: __________ The Scientific Process Skills Important Words or Phrases Why is this word important to science and the Scientific Process? Now I think the word means Constants Control Dependent Variable Experiment Hypothesis Independent Variable Qualitative Data Quantitative Data Theory *

Key for Frontloading Vocabulary Activity: (Answers will vary
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 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 Where have I heard about this before? What do I already know about this topic? the learning process as a whole and how they engage with it What strategies best help me to remember what I’ve read? What strategies do I use when I get into difficulties? previous schoolwork which they can draw on in a new situation How is this like something I’ve done before? What can I recall about a previous process that might help me with this one? the progress they have made What do I understand? 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 TASK Days (Date) Days (Date) Days (Date) Days (Date) Days Days 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 # for details. Small Group Discussion with teacher & aide targeted assistance Think Alouds 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 ( Think Pair Share

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

Fundamental Flight Problems Key
Questions 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 airplane could not be unstable yet controllable as well. 4. What problems do you anticipate occurring with your paper airplane design? (answers will vary)

Format for Mini-Research Paper (White Paper) (use IEEE formatting)
Title for your paper 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. Background: (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. Please see page 1 of The Paper Airplane Inquiry Lab information packet for 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.) Results: (Results from your paper airplane inquiry lab) Benefits: (Include evidence and reasons to explain why would your paper drone be better than the other drones in the class.) Analysis: (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.) References: (cite sources using IEEE formatting)

Mini-Research Paper Plan for Clear and Explicit Instruction Slides 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.

Paper Airplane Inquiry Mini-Research Paper
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 ______ 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 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:
W 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:

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 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 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 Subject/Science Facts MS.ETS 1.3 Analyze 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. Subject is addressed clearly and hypothesis is clearly formulated; facts reported are relevant, accurate, and plausible; used at least 7 vocabulary words appropriately; clearly distinguished fact from opinion. Subject is addressed. Hypothesis is addressed; most of the facts reported are relevant, accurate, or plausible and at least 5 vocab words are used appropriately; some mixing of fact and opinion. Subject or hypothesis is addressed adequately; some of the facts reported are relevant, accurate, or plausible; used at least 3 vocab words appropriately; diffictult to distinguish fact from opinion. Subject and hypothesis need more explanation. facts are stated in a generalized manner; some inaccuracies; used at least 2 vocab words appropriately; information presented appeared to be primarily opinion. Subject not addressed. No clear hypothesis. Facts reported are irrelevant, inaccurate, or implausible. Information presented was opinion and not fact. Reading Comprehension of Key Ideas and Details RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in text. The student response demonstrates full comprehension of ideas stated clearly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence. The student response demonstrates comprehension of ideas stated clearly and/or inferentially by providing a mostly accurate analysis and supporting the analysis with adequate textual evidence. The student response demonstrates basic comprehension of ideas stated clearly and/or inferentially by providing a generally accurate analysis and supporting the analysis with basic textual evidence. The student response demonstrates limited comprehension of ideas stated clearly and/or inferentially by providing a minimally accurate analysis and supporting the analysis with limited textual evidence. The student response demonstrates no comprehension of ideas by providing inaccurate or no analysis and little to no textual evidence.

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

Concept Measured 4 3 2 1 Writing: Knowledge of Language and Conventions WHST.6-8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear. The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear. The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding. The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede 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.

What Is a Real Hypothesis?
Name _________________________________ Date ________________ Period ________ Writing Hypotheses Purpose: to learn when and how to write hypotheses. ( 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? Chocolate may cause acne.
Salt in soil may affect plant growth. Plant growth may be affected by the color of the light. Bacterial growth may be affected by temperature. Ultra violet light may cause skin cancer. 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. *

Formative Assessment:
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. _____________________________________________________________________________ *

Formative Assessment:
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 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. *

Hypothesis (R29)(Possible answer to the Scientific Question):
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. ( Example -"Does sugar dissolve faster in hot water or cold water?“ 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. Independent: Water Temperature Dependent: Elapsed Time for sugar to dissolve. Constants: Amount of water, amount of sugar, no stirring. Control: Time how long it takes to dissolve sugar in water that is at room temperature (75o). *

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.

Guidelines for Graphing
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
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. *

Data Table Use to organize and record the measurements .
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) *

List the constants in this experiment?
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: Was your hypothesis supported or not supported by the data? Explain, using the evidence you obtained in your experiment. List the constants in this experiment? 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. Explain why it was important that you change only one thing between your initial experiment and your later experiment. Describe the fundamental flight problem that you encountered during the test flight of the original airplane. How did your change address the flight problem? Which metric unit was most appropriate when measuring the distance the airplane flew? Explain why. On a separate piece of paper, plan your presentation. *

Key Postlab Questions:
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: Was your hypothesis supported or not supported by the data? Explain, using the evidence you obtained in your experiment. ( answers will vary) List the constants in this experiment? (answers will vary) 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) 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. 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) 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. 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/ Science Facts MS.ETS1.3 Analyze 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. 1 2 3 4 5 • Research facts are not used. • No clear hypothesis • Facts reported are unreasonable and inaccurate. • Information presented was opinion and not fact. • Science facts and hypothesis need more explanation. • Facts are stated in a generalized manner. • Some inaccuracies • Information seemed to be mostly opinion. Discuss no similarities and differences in the different versions of the airplane Describes a design that synthesizes little to no successful characteristics from each trial. • Research or hypothesis is stated adequately but is not addressed. • Some of the facts reasonable and accurate. • Did not distinguish fact from opinion. Discuss little to no similarities and differences in the different versions of the airplane Describes a design that synthesizes very few successful characteristics from each trial. • Research is addressed. • Hypothesis is addressed • Most of the facts reported are reasonable and accurate. • Lacking some distinction between fact and opinion of the information researched. -Discuss some similarities and differences in the different versions of the airplane Describes a design that synthesizes some successful characteristics from each trial. • Research is addressed clearly & hypothesis is clearly stated and addressed • Facts are reasonable and accurate. • Informative • Clear distinction between fact and opinion of the information researched. Discuss similarities and differences in the different versions of the airplane Describes a design that synthesizes the most successful characteristics from each trial. *

Volume/ Eye Contact/ Participation
1 2 3 4 5 • Presentation cannot be heard, lacks eye contact, and lacks clear pronunciation. • Group members lack knowledge about topic and are unprepared. • Presentation is difficult to hear, lacks eye contact and clear pronunciation. • Students reads directly from note cards. • Many group members do not speak or give any information. • Presentation is loud enough in places but not in others, occasional eye contact and mostly clear pronunciation • More than one group member does not speak or give information. • Presentation has adequate volume, adequate eye contact, and clear pronunciation. • Most information was given in students' own words with some use of note cards. • All group members speak, but not equally. • Presentation has good volume, good eye contact, and clear pronunciation. • Information was given in students' own words with little use of note cards. • All group members speak equally and give accurate information. SL.8.4Present 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. Media Aids/ Data Analysis & Presentation RST Integrate 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). 1 2 3 4 5 • No media or visual aid used. • No accurate data presented. • No attempt to use ActiView or Hover Camera. • Visual aid presented but is difficult to see. • Some accurate data presented, but lacks an appropriate graph. • ActiView or Hover Camera used but ineffectively • Visual aid is legible, but does not contain accurate information.. • Accurate data is presented in a graph but analysis is weak. •Hovercam and ActiView Camera used adequately. • Visual aid helps presentation, but one part may not be accurate or referenced. • Graph and analysis are strong in all but one way •Uses ActiView or Hovercam effectively, but graph lacks color and neatness. • Visual aid used is accurate and referenced appropriately. • Graph and analysis are strong in every way. •Uses ActiView or Hovercam effectively with neat and colorful graph. *

Organization SL.8.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, … 1 2 3 4 5 • No organization • Presentation did not flow logically and was confusing. • Presentation lacks organization. • Gaps in presentation. • Somewhat confusing. • Presentation did not flow logically in some places. • Some gaps in presentation. • Most of presentation logical and organized. -Little to no emphasized salient points in a focused, coherent manner with relevant evidence, sound valid reasoning. • Good organization. • Group demonstrates a clear plan. • Most of the presentation is organized and logical - Some Emphasized salient points in a focused, coherent manner with relevant evidence, sound valid reasoning. • Well-organized. • Group demonstrates a clear and complete plan. • All parts of presentation flowed logically and in an organized way -Emphasized salient Points in a focused, Coherent manner with Relevant evidence, sound valid reasoning and well chosen detail. Conclusion RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 1 2 3 4 5 • No inferences and conclusions drawn or presented. • Presenting group unable to answer questions. • Few of the inferences and conclusions are supported by data and research. • Group provides more than two inaccurate answers to questions. • Some of the inferences and conclusions presented are supported by data and research. • Group provides two inaccurate answers to questions. • Most of inferences and conclusions presented are supported by data and research. • Group provides an inaccurate answer to a question. • All of inferences and conclusions presented are supported by research and data • Group accurately answered all 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 Nov and adapted to 8th Grade Curriculum *

Contact info: Student Work

Paper Airplane Research Paper
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
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 meters and 9.2 meters outside. After we changed the wings the average was 8.45 meters in side and 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 Web. 08 Sept < Shaw, Robert. "Dynamics of Flight." Dynamics of Flight. NASA, June Web. 08 Sept <

Paper Airplane Inquiry Lab: Using Scientific Process Skills/Aligning Unit with ELA/Common Core and NGSS Unit Plan By Candace Hamilton *

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Paper Airplane Inquiry Lab: Using Scientific Process Skills/Aligning Unit with ELA/Common Core and NGSS Unit Plan By Candace Hamilton *

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