Ohio and It s History of Flight .


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Ohio and It’s History of Flight. Resource Unit ED 770 July 2002 Jane Wise. Table of contents. Introduction Content Objectives Activities Evaluation Instructional Resources * Teacher references * Student references * Media references. Introduction.
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Ohio and It\'s History of Flight Resource Unit ED 770 July 2002 Jane Wise

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Table of substance Introduction Content Objectives Activities Evaluation Instructional Resources * Teacher references * Student references * Media references

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Introduction The condition of Ohio is the essential center for fourth grade social studies. Understudies in this review are to find out about occasions and individuals in Ohio\'s history that impact the advancement of the state. They ought to learn, at this level, about transportation and the improvement of enterprises in the state. This unit will be separated into two weeks. The main week will concentrate on the Wright Brothers and their impact on the historical backdrop of flight and the second week will concentrate on the Wright Brothers and the creation procedure.

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Content The advancement of flight and it\'s ideas started in the 5 th century, B.C. Huge numbers of those ideas affected the disclosure of flight in the Miami Valley. The Miami Valley has been at the focal point of the improvement of flight and flying, incorporating some nearby advancement in Troy. The Wright Brothers, brought and educated up in Dayton, drove the world in the advancement of flight. Innovation is the making of new questions, thoughts or procedures. Ohio has a long history of as an inside for creation. All through history, Dayton has held a bigger number of licenses than any significant city in the United States.

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Concepts and Vocabulary creation timelines aviation flight gliders kites wind tunnel mapping North Carolina Kitty Hawk patent copyright wind speed thrust lift airflow weight drag ascend descend experiment reproduction distance

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Concepts and Vocabulary (proceeded) Roger Bacon Leonardo DaVinci Sir George Cayley Francis Herbert John Stringfellow Alphonse Pernaud Lawrence Hargrove Otto Lilienthal Samuel Pierpont Langley Wilbur Wright Orville Wright problem-illuminating compare contrast

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Objectives Use inquire about methods to discover data on the historical backdrop of flight. Oral presentation of research. Build a course of events to indicate huge occasions in the historical backdrop of the advancement of flight. Analyze the properties of flight. Relate the lives and creations of the Wright Brothers to the advancement of flight. Inspect the innovation of flight and it\'s impact on the advancement of flight in Ohio and on the planet. Look at nearby avionics advancement in Troy. Inspect the procedure of development and criticalness of innovators Ohio. Utilize the critical thinking procedures to find requirement for a creation. Understudies will concoct something valuable for understudies way of life. Utilize mapping abilities to inspect geology of Ohio and North Carolina. Utilizing a Venn outline, look into the geology of Ohio and North Carolina.

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Activities

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Week one Students will start week one by enlivening an organizer in which they will house all materials and notes for this unit. Lesson 1: Research the historical backdrop of flight. Understudies will be given names and dates of flying creators and will inquire about any conceivable data they can discover on the subject. . Lesson 2: Create a Timeline. Understudies will utilize investigated data from lesson 1 to make a classroom course of events on the Invention of Flight. The names and dates of critical creators will be on record cards and afterward set on the expansive classroom course of events as they present their examination to the class. . Lesson 3: Examination of the ideas of flight. After an instructor presentation of the ideas and properties of flight, understudies will plan kites and lightweight flyers (paper planes) as indicated by those ideas. They will assemble in sets to build up their kite or lightweight plane utilizing paper, string, plastic straws and other gave materials, including an outline of graphs for building paper planes. At that point class will test their airplanes outside. Artworks will be assessed for separation, speed, air tallness and time spent noticeable all around.

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Lessons 4: The Wright Brothers The understudies will find out about the Wright Brothers and their experimentation with the ideas of flight. They will figure out how the development of flight affected Ohio and world. They will read books about the Wright Brothers and the instructor will exhibit material on the subject. . Lesson 5: Ohio versus North Carolina The understudies will utilize a Venn Diagram to thoroughly analyze maps of Ohio and North Carolina. The result will prompt an exchange with respect to why the Wright siblings may have moved their flight tests to the shoreline of North Carolina. . Lesson 6: Local Ties to Aviation The understudies will find nearby binds to the advancement of flying through the presentation by visitors, Jim Beisner and Tom Pinkerton, science educators and pilots from The WACO Air Museum and Learning Center.

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Week Two . Lesson 7: The Invention Process The instructor will show numerous noteworthy developments and their centrality. The class will examine the requirement for creation and the effect it has on their lives. The understudies will find out about licenses and copyrights and why these laws are critical to secure innovators and developments. . Lesson 8: The Invention Process Applied Using Problem-Solving Techniques Students gather in four, and utilize the 6 stage critical thinking method to distinguish an issue they experience in their life or way of life that they accept could be helped by designing a basic gadget or process. Understudies will be given three days to build up this straightforward gadget or process and after that will display it to the class. . Lesson 9: The Wright Stuff and Invention Dimensions The class will go to Carillon Historical Park for a field trip. They will take an interest in two workshops. The main, The Wright Stuff, will show the rule that the Wright Brothers utilized while taking a shot at their initial ideas of flight. The second workshop will analyze the innovation procedure and inventive considering.

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Lesson 10: Invention Process Students will utilize strategies learned at Carillon Historical stop with respect to innovation to work in gatherings on developments from lesson 7. They will then present their innovations the next day to the class. The understudies will then create presentation systems utilizing criticism from class and educator and be set up to share their developments to guardians amid class open house night.

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Evaluation Unit test-Ohio and it\'s History of Flight Part 1 Multiple Choice An authoritative record conceded by the administration giving a designer the elite right to make, utilize and offer a creation is known as a __________. a. blueprint b. copyright c. document d. patent 2. ___________ is the production of new gadgets, articles, thoughts or methods. a. patent b. copyright c. invention d. outline 3. The science and routine of flight in heavier-than-air specialties is called __________________. a. aviation b. flying c. flight d. skimming 4. Wilbur and Orville Wright made the main fruitful, managed flight of a heavier-than air create on December 17,1903. The principal flight lasted__________________________. a. thirty minutes b. two minutes c. twelve minutes c. twelve seconds

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Evaluation proceeded with 5. Which of the accompanying are ventures in the six stage critical thinking technique utilized as a part of this unit? a. assemble information b. pick and actualize an answer c. distinguish an issue d. the majority of the above Part 2 Objective 6. Coordinate no less than 5 of the accompanying researchers/innovators with their commitment to aeronautics history. 1. 13 th Century-Roger Bacon a. built up the wind burrow 2. sixteenth Century-Leonardo DaVinci b. 1 st air ship controlled by a fuel sustained motor. 3. 19 th Century-Sir George Cayley c. world\'s first fruitful supported flight of heavier-than-air create. 4. 19 th Century-Francis Herbert d. hand propelled lightweight flyer fueled by rubberbands. 5. 1848-John Stringfellow e. created fluttering winged model with a packed air engine. 6. 1871-Alphonse Penaud f. assembled data about the flight of winged creatures and connected them to flight. 7. 1891-Lawrence Hargrove g. hypothesis of air upheld crafts. 8. 1894-96-Otto Lilienthal h. facilitate created lightweight plane crafts. 9. 1901-1903-Samuel Pierpont Langley i. Demonstrated speculations about human conveying lightweight planes. 10. 1903-The Wright Brothers j. grown early model of carrier

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Evaluation proceeded with 7. Fill in the clear in the accompanying explanation: On December 17, 1903 _____________________ Wright kept an eye on the principal ever fruitful managed flight of a heavier–than-air make. Section 3 Short Essay 8. Why do you think North Carolina was topographically more appealing to the Wright siblings for their examinations in avionics than was Ohio? 9. How has the creation of flight influenced life in the 20 th and 21 st hundreds of years?

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Teacher Resources Dayton Aviation Heritage National Historical Park, Dayton Daily News. From Wheel To Wing: A manual for instructing the innovation of flight. Dayton Daily News, 1996. A guide for instructors distributed by the Dayton Daily News. Flatow, Ira. They All Laughed… From Light Bulbs to Lasers: The Fascinating Stories Behind Great Inventions That Have Changed Our Lives. Harper Collins. 1993. Innovations pertinent to current living. Longyard, J. Who in Aviation History. Presidio, 1995. Life stories of 500 essential figures in aeronautics history. Lopez, Don S. Flight. Macmillan,1995. History of aeronautics with representations and photographs. Pressman, David. Patent it Yourself. 7 th ed. Nolo, 1999. Covers the whole procedure of protecting.

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Student References Batte

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