Drama Activity Airplane Advertisements

Transcription

1 Drama Activity Airplane Advertisements Goals of the Activity In general, this activity will encourage students to think about the past; research and digest information; develop and present their own message; and take part in peer evaluation. Specifically, students will: gather information about Canada s aviation history from the Brushstrokes and Wingtips Stories use this information to develop promotional material on airplanes use present-day media formats (printed copy, video) to develop an advertisement promoting aviation as a new technology in 1909 Cross-curricular Links History/Social Studies, Language Arts, Visual Arts Subjects and Strands This activity fits well with the grades 6 to 8 (Quebec: primary 6 and secondary 1 and 2) Drama/Visual Arts curriculum strands for all provinces and territories. Duration of Activity One to two class periods (one for preparation, one for presentations), plus out-of-class time (as needed) for students to finalize their presentations. Required Equipment and Materials access to computers with Internet connections poster board (one sheet for each group of students) art supplies (markers, paint, etc.) projection and sound equipment (media cart) copies of Appendix 1.1: Promotion Worksheet handout Set-up Instructions 1. Divide the class into groups of three. 2. Give each group a sheet of poster board and access to art supplies. 3. Book time to use media equipment. 1

2 Activity Instructions 1. Explain to students that they are part of an advertising agency that has been enlisted by Alexander Graham Bell to promote a brand new invention: the airplane! 2. Each group must choose one element of this new invention that they wish to advertise. For example, one group may choose to highlight how the airplane could be used by the military, another how it could provide job opportunities, and another how it could benefit tourism. 3. Once the groups have selected their messages, each will develop and produce a magazine advertisement or a television commercial (to be acted out in class or made into a video). In addition, students will fill out the Appendix 1.1: Promotion Worksheet handout to show the planning processes behind their projects. 2

3 Promotion Worksheet Activity 1: Drama Activity Appendix 1.1: Promotion Worksheet Please attach your script to this page. Group members: Promotion topic: Main message(s): 1. Advertisement Slogan: 2. Television commercial Character(s): Location(s): Description of the scene: 3

4 Interview/Writing Activity Experiencing Aviation Goals of the Activity In general, this activity will encourage students to think about the past; develop active listening skills; analyze oral text; and improve research and writing skills. Specifically, students will: interview an older adult about his or her aviation experience (as a child or in later life), and then develop a report on the interviewee s personal connection to Canada s aviation history OR research a Canadian known for his or her contribution to aviation, using Canada s Aviation Hall of Fame (www. cahf.ca) or the Canadian Science and Engineering Hall of Fame ( hallfame/u_m_e.cfm) as needed, and provide a written report on their findings. Cross-curricular Links Science and Technology, History/Social Studies, Language Arts Subjects and Strands This activity can be modified for Science, Language Arts, or Social Studies for any class between grades 6 and 8 (Quebec: primary 6 and secondary 1 and 2). Specifically, this activity fits into the grades 6 to 8 Language Arts curriculum for all provinces, as well as the following courses: Ontario: Grade 8 Canada: A Changing Society Atlantic Canada: Grades 6 to 9 People, Place and Environment and Time, Continuity and Change Manitoba: Grade 6 Canada: A Country of Change Alberta, Northwest Territories and Nunavut: Grade 8 Canada: History to the Twentieth Century British Columbia and the Yukon: Grade 6 Canada and the World Duration of Activity One to two class periods (one for preparation, one for presentations), plus out-of class time (as needed) for students to conduct interviews or research. Required Equipment and Materials access to computers with Internet connections small tape player with a microphone (optional) 4

5 Set-up Instructions 1. Ask students to listen to the four Brushstrokes and Wingtips stories (assign as homework or book a computer lab), paying particular attention to the names of individuals who have made significant contributions to aviation in Canada, bush flying, etc. (for example, Alexander Graham Bell, J.A.D. McCurdy, Wop May, etc.). Activity Instructions 1. Get students to brainstorm with you about what makes a good interview. Students should make two lists: one for closed and one for open-ended questions. 2. Ask students to find an older adult to interview about his or her first experience with aviation (first airplane sighting, first flying experience, early recollections, etc.). 3. Have students develop questions for their interviewee, and conduct interviews (sample questions below). 4. Instruct students to write a report on their findings, including a short analysis of the impact that aviation had on the individual they interviewed. 5. Alternative: The following activity is for students who cannot find an appropriate interviewee: a. Have students choose a Canadian known to have made a contribution to Canadian aviation (they may search Canada s Aviation Hall of Fame for inspiration or the Canadian Science and Engineering Hall of Fame), and research this individual. b. Once their research is complete, ask students to write a short (one page) explanation of this individual s impact on Canadian aviation, and develop a series of questions they would have asked him or her had an interview been possible. Sample Interview Questions 1. Tell me about your first airplane flight. (How old were you? What was it like?) 2. What did you think of airplanes when you were my age? How do you think airplanes have changed during your lifetime? 5

6 Visual Arts Activity Using Art to Tell a Story Goals of the Activity In general, this activity will encourage students to develop artwork in a variety of mediums, and select appropriate means of communicating a message. Specifically, students will: choose an event in Canadian aviation history described in the Brushstrokes and Wingtips exhibition develop a plan for portraying that event in a work of art Cross-curricular Links Art, History/Social Studies, Language Arts, Technology Subjects and Strands This activity fits well with all provincial and territorial grades 6 to 8 (Quebec: primary 6 and secondary 1 and 2) Visual Arts curriculum requirements, by focusing on developing the thought processes behind artwork, creating meaning out of visual presentations, and developing skills in art interpretation and assessment. Duration of Activity Two to three class periods (one for preparation, one for presentations), plus out-of-class time (as needed) for students to finalize their artworks. Required Equipment and Materials access to computers with Internet connections art supplies (clay, paint, canvas, wood, paper, charcoal, etc.) copies of Appendix 3.1: Historical Event (details) handout Set-up Instructions 1. Print and distribute the Appendix 3.1: Historical Event (details) handout to help students organize information on their chosen events. 2. Provide students with art supplies. 6

7 Activity Instructions 1. Ask students to examine three Brushstrokes and Wingtips paintings that feature the Explore! option, and to read all the information provided through the interactive menu. Recommended examples include: a. A.E.A.Silver Dart Bradford, Robert W. Pioneer Era b. Canadian JN-4 / First Air Mail Flight Bradford, Robert W. First World War c. Fairchild FC-2 Razorback Bradford, Robert W. Interwar 2. Have each student choose an event in Canada s aviation history to depict in a work of art. 3. Instruct students to research the event, and then complete the Appendix 3.1: Historical Event (details) handout. 4. Ask each student to develop a plan detailing how they intend to portray the event, asking themselves, for example, a. Which aspect(s) of the event do I want to highlight? b. What s my main message? c. Which medium would best communicate it? Why? i. Suggested mediums: 1. web page 2. PowerPoint presentation 3. pamphlet 4. painting 5. drawing 6. charcoal drawing 7. clay model 8. video presentation 7

8 d. What style should I use to portray the event? 5. Have students develop their artworks based on their plans. 6. Optional: You may wish to have students present their finished artworks to the class, and discuss why they selected certain colours, techniques, etc. Include time for questions and answers about the artworks. 8

9 Historical Event Activity 3: Visual Arts Activity Appendix 3.1: Historical Event Choose an event in Canadian aviation history from the paintings found in Brushstrokes and Wingtips. Read the information provided about the event by clicking on the Explore! button below the painting. Record the following information: When did the event take place? Where did it take place? Why was it important? Who was involved? Which types of technology were involved? 9

10 Science Experiment Activity Properties of Air Goals of the Activity In general, this activity will further students understanding of the basic properties of air; encourage them in experiments that demonstrate how such properties affect flight; and help them identify the principles of flight. Specifically, students will: learn about experimentation using the trial and error method design and build a paper airplane, taking into consideration the properties of air conduct their own experiments, documenting successes and failures Cross-curricular Links Science, History/Social Studies, Language Arts Subjects and Strands This lesson plan matches the curriculum requirements for the strand Properties of Air, addressed in Grade 6 for Ontario, Atlantic Canada, Manitoba, Alberta, British Columbia, Nunavut, the Northwest Territories, and the Yukon. Duration of Activity One to two class periods, plus out-of-class time (as needed) for students to finish their experiments. Required Equipment and Materials access to computers with Internet connections, or a library popsicle sticks glue paper cloth cellophane coins paper clips construction paper cardboard stopwatches copies of Appendix 4.1: Test Chart handout 10

11 Set-up Instructions 1. Book a computer lab or print and hand out Story 1: Ready, Set, Fly! from Brushstrokes and Wingtips. 2. Have students read and listen to the story in preparation for this activity. 3. Divide the class into teams of three or four. Activity Instructions 1. Remind students about the experiments made in the early days of aviation and described in Ready, Set, Fly! The end result wasn t always a working aircraft, but the scientific and technological expertise that went into each experiment was far from wasted (for example, much was learned about the properties of air during this period). Most important, later inventors researching their predecessors efforts were able to build on their successes. This ongoing process means that aviation continues to evolve. 2. Ask students to look at the paintings and images associated with the Silver Dart (to find these, click on Paintings, and then choose Ready, Set, Fly! under the By Story drop-down menu). Be sure to point out that the Silver Dart was the fourth airplane built by the A.E.A., and that a great deal of trial and error was involved before it eventually left the ground. 3. Have students use materials that are readily available popsicle sticks, glue, paper, cloth, coins, cellophane, paper clips, construction paper, cardboard, etc. to develop their own airplane design. a. Students must first plan their airplane, and research (online or at a library) the scientific forces necessary to achieve flight. They must explain why and how they will use certain materials in their design. b. After planning their airplanes, they must build them using the materials specified in their plans. c. Have each team conduct tests on their airplanes, keeping track of time spent in the air, how far they fly, how they land, etc., using the Appendix 4.1: Test Chart handout. d. Once they have tested their first design three times and recorded the results, allow teams to modify the original design based on what they have learned during the first trials. They should record their second models on the same chart, and compare both sets of results. 4. Once they have completed their testing, have students write a report on their experiments. They should compare the two models and explain/interpret the differences between the two sets of results. They should also explain the modifications that they made. 11

12 Test Chart Activity 4: Properties of Air Appendix 4.1: Test Chart Name: Model number Test Model 1 Test 1 Time spent in the air (seconds) How far it travelled (cm) Type of landing (glide, crash, etc.) Notes and observations Model 1 Test 2 Model 1 Test 3 12

13 Model 2 Test 1 Model 2 Test 2 Model 2 Test 3 Note: Complete the chart (photocopy as needed) for each modification made to the airplane s design. Each model should be tested three times. 13

14 READY, SET, FLY! Student s Name: Story 1: Ready, Set, Fly! Listen to the first story, Ready, Set, Fly!, and answer the following questions. Remember to use complete sentences in your responses. 1. When and where did the Silver Dart make its first flight in Canada? Where was the Silver Dart first tested? 2. What was the A.E.A., and who were its members? 3. Name two people who influenced the A.E.A. How did the A.E.A. find out about their work? 4. Describe two challenges that inventors encountered when trying to design and build a flying machine in the early 1900s. 5. Who built the first wind tunnel in Canada? 6. What was the significance of the Silver Dart to Canadians? 7. List some of the differences between how an airplane flies and how a balloon flies. 8. Explain some of the early uses for airplanes (as told to Mark by his grandfather). 9. Who was the first person to fly over the English Channel in an airplane? 10. Name one of the first military airplanes to fly in Canada. 14

15 CREATION FROM CONFLICT Student s Name: Story 2: Creation from Conflict Listen to the second story, Creation from Conflict, and answer the following questions. Remember to use complete sentences in your responses. 1. Briefly describe the role of women in Canada during the First and the Second World War. Were women allowed to fly? 2. Which Canadian company manufactured the Curtiss JN-4 Canuck? 3. Who was Canada s first female aeronautical engineer? 4. What were airplanes first used for during wartime? 5. List three of the countries that made up the Allies. 6. Name two Canadian flying aces from the First World War. 7. Describe the role of flying boats during wartime. 8. Name one technological advance made during wartime that continued to be useful after the war. 9. What was the purpose of the British Air Transport Auxiliary? 10. Why was the British Commonwealth Air Training Plan established in Canada? 15

16 EXPLORING CANADA Student s Name: Story 3: Exploring Canada Listen to the third story, Exploring Canada, and answer the following questions. Remember to use complete sentences in your responses. 1. What is a bush pilot? 2. List two ways that people used to get to remote areas before bush planes were invented. 3. Describe one of the challenges of flying in an early bush plane. 4. When was the very first trans-canada flight? How long did it take? 5. Name one of the early tools bush pilots used to navigate in the early days of bush flying, before detailed maps were available. 6. What was one of the important roles played by bush pilots? 7. Which type of bush plane did Poppa fly? 8. What was Canada s first bush plane originally intended for? 9. Why was Punch Dickins famous? 10. Who was Wop May? 11. Name the company that started the first regular air service in Quebec. 12. Which type of engine was better suited to winter flying: air-cooled or water-cooled? Why? 16

17 WORKING WINGS Student s Name: Story 4: Working Wings Listen to the fourth story, Working Wings, and answer the following questions. Remember to use complete sentences in your responses. 1. In which year was an airplane first used for transporting mail? Between which two cities did it fly? 2. When did airmail become more regulated in Canada? 3. How did the Great Depression affect Canada s airmail service? Did the volume of mail delivered increase or decrease? 4. In the 1930s, was it more common to receive a a) telephone call b) letter c) telegram from overseas? What s more common today? 5. When did air shows begin in Canada? 6. Describe what s meant by barnstorming. 7. What is Ruth Law famous for? 8. Name an all-female flying club. 9. Which type of airplane was popular with a number of flying clubs? 10. Why was it preferable, in the early days of air transport, to travel by train rather than by airplane? 11. Name two of Canada s early airlines. 17