Planning for Learning - Record of Validation

Transcription

1 Children s University Planning for Learning - Record of Validation Part A To be completed by the Learning Destination provider prior to the visit / conversation Name of Learning Destination Lead Person and Contact Details Title of Learning Activity (and Children s University Australia Paper Plane Club details of each site offering activity) Min/max age 7-14 Duration hours and minutes. Is duration fixed? Purpose (including Aims, Objectives and intended Outcomes) 10x 30 minute sessions Yes Aims To introduce students to the art of paper plane creation. Objectives Students will be introduced to different styles of planes Students will learn to employ basic math skills/terminology to describe their results Students will learn about air travel Outcomes Creativity Working together or individually Obtain new skills Following instructions Safety practices Designing and critiquing Listening and viewing skills Fun Summary of Learning Activity Think you d like to be a pilot one day? This club will give you a chance to learn about flight by creating different models of paper planes, and test your planes against others in the group.

2 Childsafe Environments The Children's University validation process assures the quality of the learning. I acknowledge that Matters of Health and Safety, Public Liability and Maintaining a Childsafe Environment remain the responsibility of the learning provider. I acknowledge that all Public Learning Destinations are expected to operate to their statutory requirements in these areas. Signature Date Organisation Part B To be completed by the Children s University Planning for Learning CU Validator Date and Place of Validation Meeting(s) Issues to be Explored (from Part A and any other pre-validation evidence) Evidence and Resolution of Issues (from Planning for Learning Part B: The Do-ing ) Feedback Provided Next Steps Children s University Planning for Learning CU Validator (sign/print name) Local Children s University Date Part C To be undertaken by the Children s University Planning for Learning CU Validator or Children s University Manager 1. The completed Children s University Planning for Learning - Record of Validation to be: retained by the local Children s University for a period of 3 years sent to the approved Learning Destination as evidence ed to CU Australia

3 Children s University Australia Paper Plane Club - 1x paper straw - 1x A4 card stock paper - Access to scissors and clear tape Week 1 Activity Structure 5 minutes - Welcome the students and explain what will be involved in this club. Students will learn how to make a range of different paper planes, and some science and maths skills along the way. 25 minutes Students will make a straw and paper plane by following the instructions found below (which were taken from this link: Step 1. Print out attachment Straw Paper Plane Printout on cardstock paper. Have the students cut along each line to create eleven strips of equal width. Step 2. Students to measure three strips and trim them so they are 12.5cm long. Step 3. Tape two of the strips together at one end. This will give you one 12.5cm long strip, and one that is approximately 23cm long. Step 4. Tape the ends of each strip together to create two circles.

4 Step 5. Once both circles are made, use a piece of tape to secure the end of the straw inside the large circle. Repeat this with the small circle. Step 6. Fly your planes! Extension If the students have time, they can attempt to create similar model planes but with different shapes. Ask them to make planes using squares, rectangles or triangles and compare their success in the air.

5 Children s University Australia Paper Plane Club - A4 template for The Arrow - Recording sheet Week 2 Each group of students will share - A trundle wheel 5 min Discuss with students that today they will be making a simple paper aeroplane called The Arrow. We will use the trundle wheel to measure the flight distance for the planes. If required, give students a quick demonstration on how to correctly use the trundle wheel. 10 min - Hand out template for students to make The Arrow. Demonstrate each step in front of group for students who need extra assistance. 15 min Hand out recording sheets to each student. Split into small groups and have them find some space (preferably inside) to test out their planes. Students will have at least five attempts at flying their plane recording the flight distance for each. After five attempts, students can fill out the questions at the bottom of the recording sheet. Students only receive their credit for the week if they are able to complete the sheet.

6 Children s University Australia Paper Plane Club - A4 template for The Condor - Recording sheet Week 3 Each group of students will share - A stopwatch/mobile phone 5 min Discuss with students that today they will be making a simple paper aeroplane called The Condor. We will use the stopwatch to measure the flight time of the planes. 10 min - Hand out template for students to make The Condor. Demonstrate each step in front of group for students who need extra assistance. 15 min Hand out recording sheets to each student. Split into small groups and have them find some space (preferably inside) to test out their planes. Students will have at least five attempts at flying their plane recording the flight time for each. After five attempts, students can fill out the questions at the bottom of the recording sheet. Students only receive their credit for the week if they are able to complete the sheet.

7 Children s University Australia Paper Planes Club Week 4 - A4 template for The Classic Dart - Recording Sheet Each group of students will share - A stopwatch/mobile phone - A trundle wheel 5 min Discuss with students that today they will be making a simple paper aeroplane called The Classic Dart. We will use the stop watch to measure the flight time of the planes, and the trundle wheel to measure the distance travelled. 10 min - Hand out template for students to make The Classic Dart. Demonstrate each step in front of group for students who need extra assistance. 15 min Hand out recording sheets to each student. Split into small groups and have them find some space (preferably inside) to test out their planes. Students will have at least five attempts at flying their plane recording the flight time and distance travelled for each. After five attempts, students can fill out the questions at the bottom of the recording sheet. Students only receive their credit for the week if they are able to complete the sheet.

8 Children s University Australia Paper Planes Club Week 5 - A4 template for The Condor, The Arrow and The Classic Dart - Recording sheet Each group of students will share - Trundle wheel Activity Structure 10 min- Today the students will be asked to design a fair test to test which plane flies the furthest. Explain to the students that fair tests are essential in science to find the answer to different questions. Describe to students that, in order for a fair test to be performed, they need to: - Change one thing - Measure one thing - Keep everything else the same As a group, complete the Change, Measure, Same table given on the students worksheets (and seen below). Fill in each square with one of the following traits within the experiment Distance Plane Model Temperature Location Trundle Wheel Time of Day Weight of Plane Wind Resistance Force of throw 20 minutes Have the students write out and then follow the procedure they wish to follow to answer their question. Students should record their results in a table, and complete their conclusion which states which design was best. Same Temperature Change Plane Model Same Weight of Plane Same Force of Throw Measure Distance Same Time of Day Same Wind Resistance Same Location Same Trundle Wheel

9 Children s University Australia Paper Planes Club Week 6 - A4 template for The Delta - A3 template for The Delta - Blank A4 page Each group of students will need - Blue-Tack - Two different coloured textas 5 min Discuss with students that today they will be making a simple paper aeroplane called The Delta. Hand out templates for students to make A4 sized Delta. Demonstrate each step in front of group for students who need extra assistance. 10 min Hand out blank A4 sheet to each student and ask them to draw a bullseye on the sheet. Once drawn, use the blue-tack to stick the target to a wall somewhere. Then ask the students to have three attempts at hitting the target with their plane. They should mark where their plane hit the target. 10 mins Hand out templates for students to make the A3 sized Delta. Once completed, ask the students to have three attempts at hitting the target with their plane. They should mark where their plane hit the target using a different colour. 5 mins As a class, discuss the differences in accuracy between the two sized planes. Was there any difference at all? If so, why? If not, why not?

10 Children s University Australia Paper Planes Club Week 7 - A4 template for The Condor, The Arrow, The Delta and The Classic Dart - Recording sheet Each group of students will share - A3/A2 cardboard 10 min Discuss with students that today they will be having a competition to see who is the most accurate throw with a paper plane. Firstly, pass out the A3 (or A2) cardboard to each group and ask them to create a target like that seen below. 15 minutes- Have the students pick one of the plane designs and create an A4 sized plane. Each student is then permitted three throws to amass the highest score possible. Students are to record their results on the worksheet. 5 minutes Students to complete their tables and answer questions on worksheet.

11 Children s University Australia Paper Planes Club Week 8 - A4 template for The Condor, The Arrow, The Delta and The Classic Dart - Recording Sheet - 10 paper clips Each group of students will share - Masking tape 5 mins Discuss with students why planes need special runways to land upon. When a plane hits the ground, it is still travelling very quickly and takes a very long time to slow down. That, along with needing to travel fast enough to lift off the ground, is why run ways are so long. Explain that landing a pilot starts planning his landing almost 20kms away from the airport, and needs to ensure that the plane will reach the runway at the correct height, weight, speed and time. Today we will create our own runways on the floor and see if we are able to land the plane in the correct zone. 5 mins Give each group a roll of masking tape and ask them to create a 100 cm x 30cm runway on the floor. Students can then choose a model to create an A4 sized plane. 10 mins Get the students to stand approximately 5m from their runway, and attempt to land their plane at the end of the runway. If students are easily able to achieve this, move them further back. 10 mins Explain that the weight of a plane can seriously affect its ability to land properly. Have the students add 10 paper clips to the bottom of their plane, and repeat the activity. Did the students note any difference in the ability to land the plane accurately or, more importantly, the manner with which the plane hit the ground (ideally the students should notice that the planes hit the ground violently after adding the paper clips)? Explain that often planes are forced to dump fuel before they can land safely, and many planes are designed to be much lighter when the land at the end of a flight than they were when they took off. This is why planes which make emergency landings often dump fuel.

12 Children s University Australia Paper Planes Club Week 9-1x toilet roll - 1x Paper Cup - ½ Cereal box backing - Masking tape These steps can also be found at the following link: Step 1. Print out the wings and parts template PDF. Step 2. Glue template onto cereal box backing, and carefully cut out each piece. Step 3. Tape the tail section to your rear wing. Cut three slots at the end of the toilet paper tube for the tail section to slide into. Step 4. Take the wing struts and bend them into place, and then slide them onto the lower wing, fitting them into slots. Position the bigger end of the struts closer to the main body this creates landing gear for the plane. Finally, tape the lower wing and struts to the main body. Step 5. Take the top wing and tape it onto the wing struts. Make any necessary adjustments, and then tape it all together.

13 Step 6. Take the small paper cup and cut it in half. Glue or tape the propeller piece onto the bottom of the cup. Step 7. Finish up your plane by taping on the propeller to the front of the toilet paper tube and...voilá! a cool mini biplane to fly around the house! At this point you can decorate your mini-biplane. Maybe your mini-biplane needs some racing stripes or some thunderbolts... the sky is the limit! Have fun!

14 Children s University Australia Paper Planes Club Week 10 - A4 template for the Spade, Bullet, Raptor and Canard - Blank A4 paper Optional extras for the group: - Cardboard target from Week 7 accuracy challenge - Masking tape - Paper clips This final session is a free activity where the students can experiment with some more complicated plane designs (templates above) or attempt to create their own plane designs with some blank paper. Students may wish to revisit games/challenges from earlier in the term, or finish off their cardboard planes from Week 9.