Glider Project Teacher Guide

PTC Creativity Lab Glider Project

Written by Ayora Berry Copyright © 2013, PTC

Notice of Rights All rights reserved under copyright laws of the United States and other countries. You may reproduce and transmit this curriculum/tutorial for educational purposes only. All credit and trademark notices must accompany any such reproduction made in whole or in part.

Trademarks PTC, the PTC Logo, Creo View, and all PTC Product names and logos are trademarks or registered trademarks of PTC and/its subsidiaries in the United States and in other countries.

Acknowledgements Jordan Cox (PTC), Alyssa Walker (Framingham State University, McAuliffe Center), Alexander Ouellet (PTC).

Table of Contents

Get Started……………………………………………………………………………………..1

Guide Overview Project Introduction Curriculum Framework Chart Guide to Resources

Explore Unit…………………………………………………………………………………....6

Overview Activities 1-9

Create Unit…………………………………………………………………………………….16

Overview Activities 1-5

Share Unit……………………………………………………………………………………..22

Overview Industry Role Assignments

Appendix……………………………………………………………………………………..29

Overview Activity Ideas External Projects

Glider Project

Overview The goal of this guide is to

provide teachers with a

framework for

implementing the Glider

Project.

The guide includes an

overview of the project,

curriculum frameworks,

and lesson planning

organized by the Explore,

Create, and Share units.

1

Introduction The Glider Project is a classroom curriculum. The project challenges students to create new glider

designs inspired by birds.

The project links to curriculum frameworks in Biology, Technology, Engineering, Arts, Social

Studies and Literacy.

This interdisciplinary project aims to engage students with exciting activities, next generation

technology, and real world scenarios from industry.

2

At a glance

The project begins with a challenge, “Design a new glider inspired by birds”. To kick start the project, students familiarize themsleves with the project challenge and do research on glider technologies and bird biomimicry in the Explore phase. Next, they embark on the Create phase. Supported by their research and creative techniques such as brainstorming and sketching, students come up with conceptual solutions to the project challenge. In the last phase of the project, the Share phase, students present their solutions. Students produce presentations that focus on specific industry roles such as an anthropologist or scientist. To support student learning, a guide for each unit is provided on the Creativity Lab website.

Explore how birds inspired flight inventors like Leonardo da Vinci or the Wright Brothers.

Generate ideas with industry-based

brainstorming techniques.

Assume the role of a journalist and write a

news article.

3

Curriculum Framework Chart Massachusetts Standards, Grades 3-8 Standards, & Common Core Literacy

Glider Project

Explore Unit

Create Unit

Share Unit

Summary: The Glider Project fulfills curriculum standards in a variety of subjects. Project-based activities focused on creating a product require students to have a foundation of knowledge and skills which can be applied to the creative process. By applying these competencies student understanding increases. Creativity and academic content

standards are complementary learning objectives. Note: Share Unit activities depend on your curriculum and teaching choices. Highlighted areas in this chart are potential standards connections.

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Exa

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e P

roje

ct C

halle

nge

Intro

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Indu

stry

Rol

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Cre

ativ

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oteb

ook

Fam

ous

Flig

ht In

vent

ors

Glid

ers

Bird

Bio

mim

icry

Min

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aps

Ana

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Opp

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Pro

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Rev

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Bra

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Rev

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Arti

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Biology

Adaptation of Living Things Grade 3-5, Standard 6, 7, 8

Living Things & Their Environment Grade 6-8, Standard 13

Earth & Space

Weather Systems Grades 3-5, Learning Standard 8

Physical Science

Forms of Energy Grade s 3-5, Standard 4, 5

Properties of Matter Grades 6-8, Standard 1

Motion of Objects Grades, 6-8, Standard 11

Engineering & Technology

Materials & Tools Grades 3-8, Standard 1

Engineering Design Grades 3-8, Standard 2

Transportation Technologies Grades 6-8, Standard 6

Social Studies

History & Geography, Grade 5, Standard 3

Economics, Grade 5, Standard 12; Grade 6, Standard 12, 13

Visual Arts

Methods, Materials, & Techniques; Principles of Design

Reading

Informational Text, Science & Technical Subjects

Writing

Explanatory Writing, Science & Technical Subjects

4

Guide to Resources Based on our teaching experiences and conversations with other teachers, there are three critical challenges for K-12 curriculum and teaching. One is engaging students. Two is developing curriculum that matches educational frameworks. Three is managing time and resources. Below are resources that address these challenges. In this curriculum you will use these resources to support your efforts:

Student Guides Each Explore, Create, Share

Unit comes with a student guide that includes

informational text, diagrams, and worksheets.

Teacher Guides Access lesson plans, helpful

links, and resources to support your instruction.

Curriculum Frameworks Standards from STEM and

humanities subjects are identified for each activity.

Assessments The Explore and Create

Review as well as industry role assignments include

rubric guidelines.

Industry Roles Students take on different

industry roles such as anthropologist or scientist.

Next-generation Technology

Use the iTunes app or PC software version of Creo View

to view 3D models of products.

5

Explore Unit Teacher Guide

Overview: The goal of this unit is to explore the background of the project challenge. It begins by

examining the project challenge, then students gather and analyze background research. At the end

of the unit, students review what they learned and connect their research to the project challenge.

Guiding Question: What background information do you need to understand the project challenge

and in particular how gliders work and bird biomimicry?

Explore Unit

Activity 1 Project Challenge

Activity 2: Industry Roles

Activity 3: Creativity Notebook

Activity 4: Famous Flight Inventors

Activity 5: Gliders

Activity 6: Bird Biomimicry

Activity 7: Mind Maps Analysis

Activity 8: Opportunities & Problems

Activity 9: Explore Review

Get Started

Research

Analyze Research

Review Unit 6

Explore Activity 1: Examine Project Challenge

Summary: Students familiarize with the project challenge, industry role profiles, and Creativity Notebook. Time Required: 30 minutes Materials: Student Explore Guide

Activity Procedure Step 1: Hand out 3-5 post it notes to each student. Ask each student to independently write down some ideas they have to this question: What types of processes and people do you think are involved in the creation of the project product in the real world (e.g. spacesuit, glider, phone, car, shoe, etc.).To assist this step, write down a definition of process and people on the board and give a couple of clues to help. Step 2: Request students to put their post it notes on the board. The teacher then goes through the post it note ideas and shares their ideas, enthusiasm, and asks relevant questions. Step 3: Ask the students if they can think of sub-categories for the people and process categories. Facilitate this discussion and add your ideas when necessary. Step 4: Introduce the Explore, Create, Share Process and Industry Roles. As a class, organize the sticky notes into each category. Step 5: Ask students what they are excited about in the project and what types of research they would like to do next. Step 6: Have students copy the final category list in their Creatiivty Notebook (see Creativity Notebook Skill)

Additional resources The Creativity Lab has a guide for Examining the Project Challenge, go to

www.ptc.com/go/creativitylab and visit the Creativity Skills webpage.

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Explore Unit Activity 2: Introduce Industry Roles

Summary: Introduce students to the industry roles that they will assume in the Share phase of the project. Time Required: 15 minutes Materials: Student Explore Guide

Activity Procedure Step 1: Introduce students to the Industry Roles. Ask them if they have any connections (e.g. family, friends, career interest, etc.) to these roles. Step 2: Explain how the Industry Roles will play a part in the project (Industry Hats Brainstorming in the Create Phase, and Industry Role assignmets in the Share Phase). Step 3: Take note of student interest in each role for future assignments

Additional resources The Creativity Lab has a guide for the Industry Roles, go to www.ptc.com/go/creativitylab

and visit the Curriculum page.

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Explore Unit Activity 3: Creativity Notebook

Summary: Introduce students to the Creativity Notebook. Time Required: 30 minutes Materials: Student Explore Guide

Activity Procedure Step 1: Introduce students to the Creativity Notebook. Step 2: Students can write down their project challenge in the Notebook and any commentary they have from activities 1 and 2. Step 3: Provide students a block of time to individualize their notebooks.

Additional resources The Creativity Lab has a guide for the Creativity Notebook,

www.ptc.com/go/creativitylab Smithsonian Library: http://www.sil.si.edu/exhibitions/doodles/introduction.htm

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Explore Unit Activity 4: Famous Flight Inventors

Summary: Begin research on gliders and bird biomimicry by looking at how birds have inspired famous flight inventors. Time Required: 45 minutes Materials: Student Explore Guide, Creo View technology, 3-D Ornithopter model

Activity procedure Step 1: Start the class by showing the 3-D Ornithopter model on Creo View. Ask students if they know what it is? What it looks like? How it resembles a bird? Step 2: Go over the Ornithopter Design document in the Student Explore Guide. Review the system components. Step 3: Check for student understanding.

Additional resources Glider King Museum: http://www.lilienthal-museum.de/olma/ehome.htm

Toy Model of Ornithopter: www.amazon.com

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Explore Unit Activity 5: Gliders

Summary: Research how gliders work and what features impact performance. Time Required: 45 minutes Materials: Student Explore Guide, Creo View technology, 3-D glider model.

Activity procedure Step 1: Start the class by showing the 3-D glider model on Creo View. To get them started with their own research, ask if they have any familiarity with gliders and how they think gliders work. Step 2: Students use the reference guides in the Student Explore Guide and other resources to familiarize themselves with glider form and function. Step 3: Use additional resources to investigate glider flight in more depth

Additional resources PBS: http://www.pbs.org/wgbh/nova/space/lift-drag.html

How Stuff Works: http://science.howstuffworks.com/transport/flight/modern/glider.htm

How a Glider is manufactured: http://www.dg-flugzeugbau.de/flugzeug-bauen-e.html

Science of Thermals: http://www.ssa.org/sport/whatissoaring3.asp

Science of Aerodynamics: http://www.pbs.org/wgbh/nova/space/lift-drag.html

Aerodynamics of a Toy Glider: http://www.4p8.com/eric.brasseur/glider_physics.html

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Explore Unit Activity 6: Bird Biomimicry

Summary: Research bird biomimicry. Time Required: 45 minutes Materials: Student Explore Guide, Creo View technology, 3-D bird wings model

Activity procedure Step 1: Start the class by showing the 3-D bird wings model on Creo View. Suggested discussion

questions: What are the characteristics of the birds in the model? How are they similar or different in

their flight? How do you think their wing shape impacts flight?

Step 2: Students use the reference guides in the Student Explore Guide and other resources to

familiarize with bird biomimicry.

Additional resources Henderson State University: http://www.hsu.edu/pictures.aspx?id=1287

Cornell Lab: http://www.birds.cornell.edu/AllAboutBirds/studying/feathers/feathers

All Birds: http://www.all-birds.com/Anatomy.htm

Stanford University: http://www.stanford.edu/group/stanfordbirds/text/essays/Wing_Shapes.html

Ornithopter Zone: http://www.ornithopter.org/

Airbus Biomimicry: http://www.airbus.com/innovation/eco-efficiency/design/biomimicry/

Ask Nature Biomimicry: http://www.asknature.org/

Paul Noll: http://www.paulnoll.com/Oregon/Birds/flight-shape.html#

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Explore Unit Activity 7: Mind Map Analysis

Summary: Analyze research findings by identifying important themes using mind map graphics. Time Required: 45 minutes Materials: Student Explore Guide

Activity procedure Step 1: Introduce the concept of mind maps. Step 2: Working independently or in groups, students use mind maps to identify important themes in the research they have done with the Glider Project (e.g. famous flight inventors, gliders, bird biomimicry). Step 3: Students share their mind maps with fellow students or in group settings.

Additional resources Ed Helper: http://edhelper.com/teachers/graphic_organizers.htm

Houghton Mifflin: http://www.eduplace.com/kids/hme/k_5/graphorg/

Informationtamers Wiki: http://www.informationtamers.com/WikIT/index.php?title=Mind_maps

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Explore Unit Activity 8: Identify Problems & Opportunities

Summary: Analyze research findings by identifying opportunities and problems associated with the project challenge. Time Required: 45 minutes Materials: Student Explore Guide

Activity procedure Step 1: Introduce the Problem Cloud and Opportunity Star found in the Identify Themes in Reseach on the Creativity Skills page of www.ptc.com/go/creativitylab Step 2: Working independently or in groups, students use these graphic organizers to identify opportunities and problems they have uncovered in the research (e.g. famous flight inventors, gliders, bird biomimicry). Step 3: Students share their findings with the class.

Additional resources Ed Helper: http://edhelper.com/teachers/graphic_organizers.htm

Houghton Mifflin: http://www.eduplace.com/kids/hme/k_5/graphorg/

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Explore Unit Activity 9: Explore Review

Summary: Students create storybooks summarizing their research in the Explore phase. This is a final assignment. Time Required: 90 minutes Materials: Student Explore Guide, booklet making materials

Activity procedure Step 1: View the Storybook guide on the Creativity Lab homepage. Step 2: Introduce the Storybook assignment and answer student questions. Step 3: Faciltate student independent work. Step 4: Use the rubric found in the Storybook guide to assess student learning.

Additional resources PTC: www.ptc.com/go/creativitylab

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Create Unit Teacher Guide

Overview: The goal of this unit is to generate ideas and create concept designs for the project

challenge. Students use group brainstorming techniques and sketching techniques to facilitate this

process. At the end they create a quad chart which summarizes their creative experience.

Guiding Question: What are your solutions to the project challenge?

Create Unit

Activity 10: Brainstorming Primer

Activity 11: Industry Hats

Activity 12: Sketching

Activity 13: Final Sketches

Activity 14: Create Review

Idea generation

Concept Development

Review Unit

Note: during the concept development phase, if you have time

and resources, this is a good opportunity to build craft- or kit-based physical models or prototypes. There are many resources on the internet

for these types of activities.

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Create Phase Activity 1: Brainstorming Primer

Summary: Students generate ideas to the project challenge using a group brainstorming procedure. Time Required: 45 minutes Materials: Student Create Guide, 3-5 post it notes/student

Activity procedure Step 1: View the Brainstorming guide on the Creativity Lab homepage. Step 2: Introduce the Brainstorming assignment. Step 3: Run a brainstorming session aimed at answer the project challenge.

Additional resources PBS Design Squad:

http://pbskids.org/designsquad/parentseducators/workshop/process_brainstorm.html

Design Shack: http://designshack.net/articles/inspiration/10-tips-for-effective-creative-

brainstorming/

TED Talks: http://www.youtube.com/watch?feature=player_embedded&v=NugRZGDbPFU#!

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Create Phase Activity 2: Industry Hats

Summary: Students create storybooks summarizing their research in the Explore phase. This is a final assignment. Time Required: 90 minutes Materials: Student Create Guide, booklet making materials

Activity procedure Step 1: This is a modified group brainstorming activity that uses the same procedures as the Brainstorming Primer. The exception is each student takes on a specific industry role perspective. The goal is for them to come up with ideas they think the industry role persona would think is important, relevant, etc. Step 2: Introduce the activity to the students. Step 3: Review the industry roles and assign roles. Step 4: Run the brainstorming session. Step 5 Reflect on the results and compare findings to the last brainstorming session.

Additional resources See brainstorming resources

UK National Career Services:

https://nationalcareersservice.direct.gov.uk/advice/planning/jobfamily/Pages/default.aspx

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Create Phase Activity 3: Sketching

Summary: Students sketch some of the solutions they came up with during the brainstorming sessions. Time Required: 90 minutes Materials: Student Create Guide, booklet making materials

Activity procedure Step 1: Use the Sketching reference found on the Creativity Lab website. Step 2: Review the purpose and final deliverables of the sketching exercise. Step 3: Support student sketching. Step 4: Provide an opportunity for students to share work and refine their ideas.

Additional resources Smithsonian Library: http://www.sil.si.edu/exhibitions/doodles/introduction.htm

KinderArt: http://www.kinderart.com/drawing/

ID Sketching: http://www.idsketching.com/

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Create Phase Activity 4: Final Sketches

Summary: Students select 1-3 sketches they think best satisfy the project challenge and draw a final sketch on the drawing template. Time Required: 60 minutes Materials: Student Create Guide, drawing materials.

Activity procedure Step 1: Students use the drawing template found in the Student Create Guide to draw final sketches. Step 2: Support student sketching Step 3: Provide an opportunity for students to reflect and share their results.

Additional resources See Sketching Activity resources

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Create Phase Activity 5: Create Review

Summary: Students create a quad chart summarizing their ideation and creation in the Create phase. This is a final assignment. Time Required: 90 minutes Materials: Student Create Guide, drawing materials.

Activity procedure Step 1: See the Create Review guide on the Creativity Lab website for procedures www.ptc.com./go/creativitylab Step 2: Use the rubric found in the Quad Chart guide to assess student learning.

Additional resources Clear Design: http://www.cleardesignuk.com/design-brief.html

Smithsonian Libraries: http://www.sil.si.edu/exhibitions/doodles/introduction.htm

Jacaob Caas: http://justcreative.com/2008/09/26/how-to-write-an-effective-design-brief/

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The curriculum sequence of the Share Unit is highly dependent on what you and your students want to do. For example:

1. Students can select the roles they want to play and take on the final assignment. 2. Students can work in teams and each person on the team has an independent role. 3. You can select one or more roles for the entire class to work on. From this point,

students can work independently or in teams. 4. You can work with other teachers in the school and split the assignments based on

subject connections. 5. To find more details on each role visit www.ptc.com/go/creativitylab

Share Unit Teacher Guide

Overview: The goal of this unit is for students to share a presentation focused on a specific industry role. There are six suggested roles (scientist, artist, inventor, journalist, entrepreneur and anthropologist). For each role there is a specific final assignment that requires a presentation.

Guiding Question: What perspective would your industry role have in developing a solution to the

project challenge?

Activity 15: Anthropologist Activity 16: Scientist Activity 17: Artist

Activity 18: Entrepreneur Activity 19: Engineer Activity 20: Journalist

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Share Phase Anthropologist: Inspiration Portfolio

Summary: Students identify and share sources of inspiration using a poster layout. Time Required: 120 minutes Materials: Student Share Guide.

Activity procedure Step 1: See the Anthropologist Inspiration Portfolio guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.

Additional resources Ten Faces of Innovation: http://www.tenfacesofinnovation.com/tenfaces/index.htm

Suzanne Howard, Anthropologist: http://www.ideo.com/people/suzanne-gibbs-howard

International Interior Design Associatoin: http://www.iida.org/content.cfm/anthropology-in-design

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Share Phase Scientist: Research Proposal

Summary: Students write a research proposal to fund research and development for their project solution. Time Required: 120 minutes Materials: Student Share Guide.

Activity procedure Step 1: See the Scientist Research Proposal guide on the Creativity Lab website for procedures www.ptc.com./go/creativitylab Step 2: Use the rubric found in the guide to assess student learning.

Additional resources Baltimore County Schools: http://www.bcps.org/offices/lis/researchcourse/key_elements.html

PBS Secret Life of Scientist: http://www.pbs.org/wgbh/nova/secretlife/

University of Florida: http://www.cpet.ufl.edu/sciproj/sci007.htm

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Share Phase Artist: User Storyboard

Summary: Students create a user storyboard that shows how a person would interact with their project solution. Time Required: 120 minutes Materials: Student Share Guide.

Activity procedure Step 1: See the Illustrator User Storyboard guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.

Additional resources WikiID Storyboard: http://wikid.eu/index.php/Storyboard

Baker Design Studio: http://bakerdesignstudio.net/chicago-based-storyboard-artists.html

The Wizard of Oz: http://purgetheory.blogspot.com/2012/03/storydesign-notes.html

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Share Phase Entrepreneur: Business Plan

Summary: Students write a business plan that would bring their product to market Time Required: 120 minutes Materials: Student Share Guide.

Activity procedure Step 1: See the Entrepreneur Business Plan guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.

Additional resources Entrepreneur: http://www.entrepreneur.com/how-to-write-a-business-plan

TED Talks: http://www.youtube.com/watch?feature=player_embedded&v=Fkd9TWUtFm0

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Share Phase Engineer: Design Brief

Summary: Students produce a design brief which gives more detail on the product solution, requirements, and benefits. Time Required: 120 minutes Materials: Student Share Guide.

Activity procedure Step 1: See the Engineer Design Brief guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.

Additional resources Clear Design: http://www.cleardesignuk.com/design-brief.html

Smithsonian Libraries: http://www.sil.si.edu/exhibitions/doodles/introduction.htm

Jacaob Caas: http://justcreative.com/2008/09/26/how-to-write-an-effective-design-brief/

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Share Phase Journalist: News Article

Summary: Students write a news article about their product. Time Required: 120 minutes Materials: Student Share Guide.

Activity procedure Step 1: See the Journalist News Article guide on the Creativity Lab’s web page: www.ptc.com/go/creativitylab Step 2: Use the rubric found in the review guide to assess student learning.

Additional resources Media Careers: http://mediacareers.about.com/od/mediajobprofiles/a/Journalist.htm

John Hopkins Uni.: http://www.jhu.edu/careers/students/explore/careers/Journalism/index.html

About.com: http://weblogs.about.com/od/writingablog/tp/5-Things-Bloggers-Can-Learn-From-

Journalists.htm

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Activity Ideas

These assignment ideas can be used as final assignments in the Share phase or in the Explore and Create phases (e.g. review activity, worksheet activity).

Scientist

Anthropologist

Engineer

Artist

Entrepreneur

Journalist

Research Proposal

Experiment

Science poster

Analytical

Model

Research Article

Journal review

User Storyboard

Field Study

Map

Political Cartoon

Debate

Oral History

Storytelling

Interview

Design Brief

Craft-based

Model

Kit-based model

Advanced

manufacturing model

Failure Modes

and Effect Analysis

3-D model

Computer simulation

Product Brand

Logo

Comic Strip

Exhibit

Book Cover

Diorama

Mosaic

Collage

Painting

Mural

Business Plan

Market Study

Elevator Pitch

Advertisement

Presentations

Company Speech

News Article

Broadcast

Webpage/Blog

Biography

Post Card

Interview

Book talk

Book review

Cross cutting activities: online research, product research, user research, local research, expert

research, creativity notebook, brainstorming, prototyping, role playing, user study, quad chart, posters,

videos, audios, skits, simulations, puppet shows, dialogues, demonstration, panel discussion, interview,

graphic organizer, storytelling

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Glider Project

Appendix

In the appendix you will

find activity ideas and

external projects you can

include in your classroom

teaching and learning.

Emphasis is given to

industry roles assignments

and hands-on building

projects.

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External Projects

Below are recommended projects for your curriculum and instruction. Emphasis is given towards projects that include hands-on investigations and prototyping.

Origami Hang Glider by ScienceToyMaker.org Create toy hang gliders out of simple craft materials, gather science data, and have fun air surfing gliders with simple props. Website: http://www.sciencetoymaker.org/hangGlider/index.htm

Bionic Gliders by ScienceToyMaker.org Create toy gliders that mimic other life forms, gather science data, and have fun air surfing gliders with simple props. Website: http://www.sciencetoymaker.org/airSurfKit/BuchwaldBionics.htm

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