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Flight and Rocketry 139 © Delta Education LLC Delta Science Reader FFllightight andand RocketryRocketry Delta Science Readers are nonfiction student books that provide science background and support the experiences of hands-on activities. Every Delta Science Reader has three main sections: Think About . , People in Science, and Did You Know? Be sure to preview the reader Overview Chart on page 4, the reader itself, and the teaching suggestions on the following pages. This information will help you determine how to plan your schedule for reader selections and activity sessions. Reading for information is a key literacy skill. Use the following ideas as appropriate for your teaching style and the needs of your students. The After Reading section includes an assessment and writing links. Students will OVERVIEW read about gliding flight, true flight, flying In the Delta Science Reader Flight and vehicles, and rocketry Rocketry, students read about the two types identify the forces in flight—weight, lift, of flight—gliding flight and true flight. They thrust, and drag—and how they act on an learn about both lighter-than-air flight and object in flight heavier-than-air flight and about different types of flying machines, from parachutes read about the history of flight and airships to jets and spacecraft. They examine nonfiction text elements such as find out about the forces at work in flight table of contents, headings, and glossary and how Bernoulli’s principle explains lift. They are also introduced to the Wright interpret photographs and diagrams to brothers, who made the airplane that flew answer questions the first powered, controlled flight. Finally, complete a KWL chart students learn about milestones in the history of flight. delta science modules Flight and Rocketry 139 © Delta Education LLC. All rights reserved. Permission to reprint for classroom use only. READING IN THE Where might you see planes like these today? (Accept reasonable responses, such as CONTENT AREA SKILLS at an air show or in a museum.) Invite • Compare and contrast gliding flight and students to share their experiences of flying true flight in airplanes. •Identify causes and effects related to the Read the title aloud, and invite students to four forces involved in flight share what they know about the topic from •Draw conclusions about the forces that act their personal experiences and hands-on on an airplane explorations in science. To stimulate •Identify main ideas and supporting details discussion, ask questions such as these: in text passages What are the names of some types of aircraft? What do you know about how they • Describe the steps in the process by which work? What makes them able to fly? What a jet engine creates thrust kinds of forces do you think act on an • Demonstrate critical thinking airplane? •Interpret graphic devices Begin a group KWL chart by recording facts • Summarize and paraphrase students know about flight and rocketry in the K column and questions they have about the topic in the W column. You may want NONFICTION TEXT ELEMENTS students to copy the KWL chart so they can maintain their own charts as they read. Flight and Rocketry includes a table of contents, headings, photographs, illustrations, K W L + captions, boldfaced terms, labels, diagrams, a What What What What chart, and a glossary. I Know IWant I Learned I Want to to Know Explore Further CONTENT VOCABULARY The following terms are introduced in context and defined in the glossary: aerodynamics, aeronautics, airfoil, airship, Bernoulli’s Preview the Book principle, controls, drag, friction, glider, gliding flight, gravity, helicopter, hot-air Explain that when students preview balloon, jet engine, lift, parachute, pressure, nonfiction, they should look at the title, the propeller, propulsion, rocket, rocketry, rotor, table of contents, headings, boldfaced words, stability, thrust, true flight, weight. photographs, illustrations, charts, graphics, and captions. EFORE READING Then preview the book with students. Call B attention to the various nonfiction text Build Background elements and explain how they can help students understand and organize what they Access students’ prior knowledge of flight and read. Ask questions such as these: How do rocketry by displaying and discussing the the headings help you predict what you will cover. Ask, Do these planes look like read about? What do you see in this modern planes or planes from long ago? picture? How do you think it will help you (planes from long ago) How are they understand the text? Explain that the words different from modern planes? (They have in boldface type are important words related two pairs of wings, one above the other.) to flight and rocketry. Point out that these 140 delta science reader © Delta Education LLC. All rights reserved. words are defined in the glossary. Choose one • Independent Reading Some students may word and have students find its definition in be ready to read independently. Have them the glossary. rejoin the class for discussion of the book. Check understanding by asking students Preview the Vocabulary to explain in their own words what they have read. You may wish to preview some of the vocabulary words before reading, rather than Tips for Reading waiting to introduce them in the context of the book. Possibilities include creating a word • If you spread out the reading over several wall, vocabulary cards, sentence strips, or a days, begin each session by reviewing the concept web. previous day’s reading and previewing what will be read in the upcoming session. For example, have students categorize words. List words from the glossary that can be • Begin each text section by reading or grouped in different ways, such as controls, having a volunteer read aloud the heading. drag, lift, propeller, rotor, thrust, and weight. Have students examine any illustrations or After helping students define the words, ask, graphics and read accompanying captions Into what groups can we put these words? and labels. Discuss what students expect What would be a good name for each to learn, based on the heading, category? (Forces—drag, lift, thrust, weight; illustrations, and captions. Aircraft Parts—controls, propeller, rotor) • Help students locate context clues to the Set a Purpose meanings of words in boldface type. Discuss with students what they might expect Remind them that these words are defined to find out from the book, based on their in the glossary. Provide help with words preview. Encourage them to use the that may be difficult to pronounce. questions on the KWL chart to set an overall • As appropriate, model reading strategies purpose for reading. students may find helpful for nonfiction: adjust reading rate, ask questions, GUIDE THE READING paraphrase, reread, visualize. Preview the book yourself to determine the Think About . (pages 2–13) amount of guidance you will need to give for each section. Depending on your schedule Pages 2, 3 What Is Flight? and the needs of your class, you may wish to consider the following options: •Read the introduction with students. Have them look at the photographs on page 2. • Whole Group Reading Read the book Ask, What do you see? (maple tree seeds, aloud with a group or the whole class. a lizard) Why do you think these appear Encourage students to ask questions and on a page about gliding flight? (They are make comments. Pause as necessary to things that glide.) Then have students clarify and assess understanding. read to learn about gliding flight. • Shared Reading Have students work in • Check comprehension by asking, What is pairs or small groups to read the book the difference between gliding flight and together. Ask students to pause after each true flight? (No power is used in gliding text section. Clarify as needed and discuss flight; true flight uses some kind of power.) any questions that arise or have been What kinds of things glide? (plant seeds, answered. birds, and some fish, frogs, lizards, snakes, and mammals) delta science modules Flight and Rocketry 141 © Delta Education LLC. All rights reserved. • Have students read the first paragraph on Further Facts page 3. Ask, What is the main idea—the most important point—you learned about • Both the Chinese and Japanese used birds, insects, and bats in this kites for military purposes. Kites carried paragraph? (They are the only true animal observers aloft to spy on the enemy and flyers.) What detail supports this main were also used to carry fighters into or idea? (They fly by using muscle power to out of cities under attack. flap their wings.) •Around 1485 Leonardo da Vinci sketched • Have students finish reading the page and a design for a pyramid-shaped parachute study the diagram to learn about the in his notebook. Some years earlier, an scientific principle behind true flight. Ask unknown Italian engineer made a sketch students to explain Bernoulli’s principle in of a cone-shaped parachute, probably to their own words. (Fast-moving air has less be made of cloth. pressure than slow-moving air.) Help students identify cause-effect relationships •Garnerin’s first parachute jump, in Paris by asking, What effect does this have on a in 1797, was from a height of 1,000 m wing? ( Fast-moving air above a wing has a (3,280 ft). In 1802 he jumped from a weak force. The slower-moving air under the height of 2,440 (8,000 ft) over England. wing has a strong force. The strong force pushes upward more than the weak force •In 1798 Garnerin’s wife, Genevieve pushes downward, so the wing lifts up.) Labrosse, became the first woman to successfully parachute, from a balloon. • Reinforce students’ awareness of two of the forces involved in flight. Ask, What is • The highest parachute jump ever took the name of the force that pushes a bird place on August 16, 1960, when Joe or other object forward? (thrust) What is Kittinger of the U.S.
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