Wilbur & Orville Wright
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In This Unit Theme This Unit Is About the Evolution of Flight
Unit 5 In This Unit Theme This unit is about the evolution of flight. Content Objectives Students will • examine the world of animal and human flight. • read about the development of the first powered aeroplane. • consider how childhood interests can influence career choices. Language Objectives Students will • talk about the evolution of flying animals and machines. • use phrases to argue, counterargue and concede. • use the past perfect to distinguish the first of two actions in the past. • use the past perfect continuous to describe the first of two actions in the past. • write a classification essay describing two types of animal flight. Vocabulary pages 78–79 adaptation, capability, early, evolve, feature, flap, flight, TO START glide, hollow, limited, soar, weight, wingspan 1. We all know that birds fly. What page 80 allow, powered, skilled, other living things fly? Make a list of as many as you can. support page 83 ascend, descend, force, 2. Why do you think humans have parachute, prove, stable always wanted to fly? Jetmen flying over the city of Dubai, United Arab Emirates page 84 engine, fuel, to land, pilot, 3. Would you like to be able to fly? to take off Why or why not? Vocabulary Strategies Root words 76 (port); Using a dictionary Speaking Strategy Arguing and conceding OWI_3_SE_81089_076-091_U05_CP2.indd 76 6/20/16 11:23 AM Grammar Grammar 1 Use the past perfect to Introduce the Unit distinguish the first of two actions • Build background Say The next unit is about flying. Many of us in the past have flown in an aeroplane, but has anyone ever flown in a glider? Grammar 2 Use the past perfect continuous to describe the first of What’s the difference between an aeroplane and a glider? Explain two actions in the past that, unlike aeroplanes, gliders don’t need engines to fly; they are Reading Reaching for the Sky carried along ‘rivers’ of air, called air currents, in the atmosphere. -
LASSI: Unit 2 Middle School Informational Text
LASSI: Unit 2 Middle School Informational Text Article #1 - Early Ideas about Flying By Melissa Hudson Vocabulary: feathers, movement, flap, aircraft, hot air balloon 1 The ancient Greeks believed only the Gods could fly. One Greek legend tells the story of Daedalus and his son, Icarus. King Minos imprisoned them on an island. To escape, they made wings of wax and feathers and flew away. Daedalus made it back safely. But, Icarus was so excited about flying, he did not hear his father's warning. He flew too close to the sun. The sun's heat melted the wax on his wings. The boy crashed to his death in the sea below. People had many ideas about flying. 2 In our culture, people wrote stories about strange ways to fly. For example, stories have been written about magic carpets, witches on broomsticks, and other forms of movement through the air. One early story is The Man in the Moon . In the story, the hero trains a flock of geese to fly him to the moon. People had many ideas about flying. 3 Birds inspired people to explore new ideas about flying. Leonardo da Vinci was one of the people inspired by birds. He made one of the first flying machines called the ornithopter (ôr n - th p t r). The machine had wings like a bird. To fly, a person had to flap the wings up and down. It was not very successful. 4 After trying many things, people were finally able to fly. The first way people flew was in a hot air balloon. -
The Invention of the Hot Air Balloon Claudette Balpe
The Invention of the Hot Air Balloon Claudette Balpe When we think of the hot air balloon, we think of adventure and power—but also of simplicity. After all, the hot air balloon—which does not have an engine—is virtually noiseless. The hot air balloon is also mysterious—how can a heavy basket attached to a gas-filled balloon rise into the air ‘all by itself’? Students will be will be motivated by the desire to understand ‘how it works’ as much as by the desire to discover how the inventors of the hot air balloon came up with the idea and managed to build their invention. From mythology to play: how can man achieve flight? From the fables of antiquity and the myth of Icarus to the machines imagined or designed by Bacon and da Vinci (the best-known of the early flying machines), man has always been fascinated by flight. Children also share the dream of flight, as demonstrated by their interest in playing with paper airplanes, party balloons and other such objects. One way to begin the unit is by taking a survey of non-motorised flying objects with which students are familiar or with which they play. These might include paper rockets or airplanes, kites, balloons, para-gliders and gliders, for instance. This will familiarise the class with the topic and will allow the students to begin to identify certain characteristics. The ‘how’ of flight is a question that will emerge early on in the activity. Students will quickly identify causes, such as the muscles of the hand that throws a paper airplane; the wind and tension on the string or rope for a kite or para-glider; the pull of another airplane for the glider, etc. -
Dear Education Professional;
Dear Education Professional; Attached is a series of lesson plans that have been put together so that you will have material to enhance the hot air balloon presentation. Most of the plans are designed for use after the visit, but several can be used before hand to create interest and excitement. Feel free to photocopy any or all of the plans as you see fit. Your are encouraged you to use them in any manner you want to, expanding, editing, modifying and deleting as necessary to suit your particular classroom needs and the age of the children. Have fun! RESOURCE SHEET Student pilots can begin hot air balloon training at age 14 and test for their private license at age 16. A student pilot must receive at least 10 hours of flight instruction. Certain altitude, duration and soloing requirements must be documented in a log book. Then, a written, verbal and actual flight test must be passed in order to get a license. Additional experience and testing must be completed to secure a commercial license whereby the pilot can sell rides. HOT AIR BALLOONS by Donna S. Pfautsch (Trillium Press 1993) An excellent 75 pg. book of definitions, lesson plans, experiments and resources. Hot Air Ballooning Coloring Book by Steve Zipp (Specialty Publishing Co, 1982) Great for coloring ideas for primary students. A few of my favorite books that travel with me and I put on display during presentations: Hot Air Henry by Mary Calhoun (many school libraries have this) Ballooning by Dick Wirth and Jerry Young Mr. Mombo’s Balloon Flight by Stephen Holmes Smithsonian Book of Flight for Young People by Walter J Boyne The Great Valentine’s Day Balloon Race by Adrienne Adams How to Fly a 747 by Ian Graham (a very cool book for kids!) Research Balloons by Carole Briggs Hot Air Ballooning by Terrell Publishing, Inc. -
The Wright Brothers Played with As Small Boys
1878 1892 The Flying Toy: A small toy “helicopter”— made of wood with two twisted rubber bands to turn a small propeller—that the Wright brothers played with as small boys. The Bicycle Business: The Wright brothers opened a bicycle store in 1892. Their 1900 experience with bicycles aided them in their The Wright Way: investigations of flight. The Process of Invention The Search for Control: From their observations of how buzzards kept their balance, the Wright brothers began their aeronautical research in 1899 with a kite/glider. In 1900, they built their first glider designed to carry a pilot. Wilbur and Orville Wright Inventors Wilbur and Orville Wright placed their names firmly in the hall of great 1901 American inventors with the creation of the world’s first successful powered, heavier-than-air machine to achieve controlled, sustained flight Ohio with a pilot aboard. The age of powered flight began with the Wright 1903 Flyer on December 17, 1903, at Kill Devil Hills, NC. The Wright brothers began serious experimentation in aeronautics in 1899 and perfected a controllable craft by 1905. In six years, the Wrights had used remarkable creativity and originality to provide technical solutions, practical mechanical Birthplace design tools, and essential components that resulted in a profitable aircraft. They did much more than simply get a flying machine off the ground. They established the fundamental principles of aircraft design and engineering in place today. In 1908 and 1909, they demonstrated their flying machine pub- licly in the United States and Europe. By 1910, the Wright Company was of Aviation manufacturing airplanes for sale. -
Americans on the Move: Grade 5 American History Lesson Plan
Wright State University CORE Scholar Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention Local and Regional Organizations 2003 Americans On the Move: Grade 5 American History Lesson Plan Timothy Binkley Follow this and additional works at: https://corescholar.libraries.wright.edu/dtah Part of the Education Commons, and the United States History Commons Repository Citation Binkley, T. (2003). Americans On the Move: Grade 5 American History Lesson Plan. https://corescholar.libraries.wright.edu/dtah/1 This is brought to you for free and open access by the Local and Regional Organizations at CORE Scholar. It has been accepted for inclusion in Gateway to Dayton Teaching American History: Citizenship, Creativity, and Invention by an authorized administrator of CORE Scholar. For more information, please contact library- [email protected]. DAYT f N 'PUB L I C SCHOOLS A /Vew })Ay .Is ))AWAJIN<!!r! Name: Timothy Binkley School: Wright State University Grade 5 Level: ------ Lesson Plan Title: Americans On the Move Content Area(s) American History Learning With the development of their first practical powered aircraft, the Wright Brothers introduced a Objectives) new mode of transportation. By touring Carillon Historical Park, students willieam about different forms of transportation including the Wright Flyer. They will be asked to evaluate the merits and limitations of each, and how different forms of transportation aided in the expansion and development of the United States. [Note: this lesson plan is very similar to "Moving Along", a lesson plan for use at the Huffman Prairie Flying Field Interpretive Center / Wright Memorial. Because ofduplication, only one trip (1.5 hours = HPFFIWM, lfull day = Carillon Park) should be chosen.] Benchmarks for History Benchmark C: "Explain how new developments led to the growth of the United States." the Ohio (p.28) Academic Content Standards for Social Studies Indicators for Grade-Level indicator for Grade Five, Growth: "6. -
Increasing Technology at the Turn of the 20Th Century
Name:______________________________________________ Date:_______________ Class:____________ Short Quiz / Exit Slip: Increasing Technology at the Turn of the 20th Century Part A: Multiple Choice: Instructions: Choose the option that answers the question or completes the sentence. 1. Who helped pioneer the efforts to use electricity in cities with Thomas Edison? a. Samuel Morse b. Andrew Carnegie c. George Westinghouse d. Alexander Graham Bell 2. Who invented the telegraph? a. Thomas Edison b. Albert Einstein c. George Westinghouse d. Samuel Morse 3. What was the significance of the Bessemer Process? a. It led to the creation of the light bulb. b. It allowed voices to be carried over wires, not just beeping signals. c. It led to the ability to record sound on records. d. It led to the building of skyscrapers. 4. In what state did the Wright Brothers conduct the first flight? a. North Carolina b. Maine c. Maryland d. Ohio 5. Who invented the telephone? a. Alexander Graham Bell b. Samuel Morse c. Orville Wright d. None of the above Part B: Short Answer: Instructions: Answer the question below. 1. Which invention do you think had the most impact on American society, the light bulb, the telephone, or the airplane? Explain. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ -
Preface: the Wright Myth
P R E F A C E : T H E W R I G H T M Y T H t is hard to get flesh and bones on these two men. They come to us as stick figures in vests and white shirts, with their hard shoes Ihanging off the back of their flyers. They seem to not be of the earth and have few worldly desires after the desire to fly. Historians tramp from the Outer Banks to Dayton, Ohio, then to the Smithsonian in Washington or to the Ford Museum in Dearborn, Michigan, to see the Wrights’ bicycle shop. And after seeing the Wright Flyer in Washington or the markers in Kitty Hawk, they sit down to write the “Wright story.” It is a fact that the two men in the derbies have eluded historians and the rest of us for a long time. They were elusive men, after all, and so the questions linger behind the legend and the façade of the two Arrow collar young men who dazzled the world in 1903. History would have us believe that the Wright brothers were one in the same: Somehow, they both invented manned flight. They both had the same epiphanic moments while working on their gliders in Kitty Hawk. They both studied birds and deduced that wing warping was the key to controlled flight. They both worked out the complex aeronautical data that went into determining the amount of lift, the shape, the very design of a wing that would enable them to ascend to the heavens. -
Kit Exploration Night at LMS Inventions and Engineering October 3, 2017
Kit Exploration Night at LMS Inventions and Engineering October 3, 2017 To Get to the Other Side - Designing Bridges Audience: K-1 This kit contains all the materials needed to complete the activities described in the teacher's manual. Recommended science units for tie-in: Foss: Balance and Motion. Makerspace Center - Ramps and Textures Audience: K-3 This kit includes items needed to set up a makerspace center for young students to experiment with rolling different items down ramps covered with different materials: includes wooden blocks, ramps and balls, plastic balls, marbles, cylinders, toy cars, burlap, felt, and more. Makerspace Center – Ramps and Textures includes the book Chicken Chickens by Valeri Gorbachev. Scientist Biography Kit – Louis Pasteur Audience: First grade and up Known for his work in the field of vaccination, pasteurization, and microbial fermentation, Louis Pasteur is known as the “Father of Microbiology”. This kit requires the use of fresh yeast for activities presented. Please be aware teachers must provide the fresh yeast for best results. Scientist Biography Kit: Marie & Pierre Curie Audience: Sixth grade and up Learn about the important discoveries of Marie and Pierre Curie. Marie Curie is the first woman to win the Nobel Prize. She and Pierre are noted for their discoveries in radioactivity, including the chemical elements radium and polonium. The Curies received the Nobel Prize in Physics for their work in 1903. Marie Curie later received another Nobel Prize in Chemistry in 1911. This biography kit contains activities and resources, including books, to support the study of the grade level scientists, Marie & Pierre Curie, listed in the FNSBSD science curriculum. -
A Guide to Teaching the Invention of Flight
A guide to teaching the invention of flight Wright Brothers Teacher’s Guide This curriculum guide was developed in partnership by Dayton Aviation Heritage National Historical Park and the Dayton Daily News Newspapers In Education (NIE) program as an outreach to students. This information focuses on the Wright brothers’ work in Dayton, Ohio, which led to the invention of free, controlled and sustained flight in a power-driven, heavier-than-air machine. As we approach the 100th anniversary of flight and increased attention is given to the achievements of the Wright brothers, this guide — based on state and national standards — is intended to enrich your existing classroom curricula. Included is background information on the Wright brothers with guided questions, teacher instructions and six student activity sheets. Supplemental materials included are a list of Web sites and books, an Aviation Trail brochure and Dayton area map. We hope you find this to be a useful educational tool for your classroom. Enjoy your trip along the Aviation Trail! Wright brothers background information written by: Mark Bernstein, author of Grand Eccentrics, Orange Frazer Press, 1996. Activities written by: Vickie Hesler Bern Schwieterman Teacher, Neff Elementary Teacher, Southdale Elementary Miamisburg City Schools Kettering City Schools Developed and edited by: Sandy Eichhorn Hilt Ann Deines Educational Services Director Chief, Education and Resources Management Dayton Daily News/Springfield News-Sun Dayton Aviation Heritage National Historical Park Photos courtesy of Special Collections and Archives, Wright State University. Teacher’s Guide Introduction and the Family of the Wright Brothers PRELEARNING ACTIVITY Church of the United Brethren in Christ; for many years, he had charge of the church’s publishing work, Ask students: conducted here in Dayton. -
The Wright Brothers, Government Support for Aeronautical Research, and the Progress of Flight
Wright State University CORE Scholar Following in the Footsteps of the Wright Following in the Footsteps of the Wright Brothers: Their Sites and Stories Brothers: Their Sites and Stories Sep 28th, 9:00 AM - 10:00 AM The Wright Brothers, Government Support for Aeronautical Research, and the Progress of Flight Roger D. Launius National Aeronautics and Space Administration (NASA) Historian Follow this and additional works at: https://corescholar.libraries.wright.edu/following Part of the History of Science, Technology, and Medicine Commons Repository Citation Launius, Roger D., "The Wright Brothers, Government Support for Aeronautical Research, and the Progress of Flight" (2001). Following in the Footsteps of the Wright Brothers: Their Sites and Stories. 2. https://corescholar.libraries.wright.edu/following/symposium/program/2 This Event is brought to you for free and open access by the Special Collections and Archives at CORE Scholar. It has been accepted for inclusion in Following in the Footsteps of the Wright Brothers: Their Sites and Stories by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. The Wright Brothers, Government Support for Aeronautical Research, and the Progress of Flight Presented by Roger D. Launius National Aeronautics and Space Administration (NASA) Historian, Washington, DC Introduction In Stephen E. Ambrose's best-selling biography of Meriwether Lewis, Undaunted Courage, he makes the point that at the beginning of the 19th century everything moved at the speed of a horse. "No human being," he observed, "no manufactured item, no bushel of wheat, no side of beef (or any beef on the hoof, for that matter), no letter, no information, no idea, no order, or instruction of any kind moved faster. -
BRIEF HISTORY in 1871 Francis H
BRIEF HISTORY In 1871 Francis H. Wenham and John Man has always wanted to fly like the birds. Browning built the first wind tunnel. This led to Early inventions tried to copy the movement of further investigation of wing design and other bird’s wings but this proved more difficult than improvements. Wind tunnels design improved was thought. Innovative inventors such as and were essential to gather information to Leonardo da Vinci studied flight in great detail. improve flying machine design. In 1901 Wilbur Wright presented a talk to a group of Chicago engineers on the subject of “Some Aeronautical Experiments”. He discussed the experiments he and his brother Orville had conducted. They concluded that “The difficulties which obstruct the pathway to success in flying machine construction are of three general classes.” 1. Those which relate to the construction of the sustaining wings. Leonardo da Vinci manuscript. In 1485-1500 he designed flying 2. Those which relate to the generation and machines and parachute. application of the power required to drive the machine through the air. Aerodynamics (the study of the forces 3. Those relating to the balancing and operating on a solid body (for instance, a wing steering of the machine after it is actually when it is immersed in a stream of air) was in flight. studied by influential people such as Leonardo da Vinci, Galileo Galilei, Christiaan Huygens and Isaac Newton. Mathematicians Daniel Bernoulli and Leonhard Euler and British engineer John Smeaton explained the relationship between pressure and velocity and provided information that enabled a later generation of engineers to calculate aerodynamic forces.