Folding Up: A STEM-based puppet performance in collaboration with Texas A & M University. Distance Learning Educator Guide.

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1 Folding Up: A STEM-based puppet performance in collaboration with Texas A & M University Distance Learning Educator Guide 3rd - 5th Grade

2 PRE-SHOW ACTIVITIES / DISCUSSIONS WHAT IS A PUPPET? A puppet is an inanimate (non-living) object that is brought to life by an outside force (usually a human being working as a performer) in order to tell a story. Rod puppets and an actor/puppeteer are used in the production Folding Up! DISCUSSION: Ask the children what puppets are. Have they seen them before? Are they real or pretend? What can be used as a puppet? Out of what materials can puppets be made, and why would you choose some materials over others for certain projects? Have you ever made your own puppet? WHAT IS A PUPPETEER? A performer who uses a puppet or puppets to tell a story is called a puppeteer. There is one puppeteer in Folding Up! The puppeteer brings to life different characters, including Agatha, Ms. Crane, and Mrs. McGillicutty. All the dialogue is performed live. DISCUSSION: What skills does it take to be a puppeteer? The puppeteer plays multiple roles in the show. How is the puppeteer able to make each character distinct and unique? (Puppeteers can maneuver their bodies to make their puppet characters move in unique and interesting ways, and can modify their voices to make those characters sound different from one another). Can you change your bodies and/or voices and play different roles? WHAT IS AN AUDIENCE? Being a good audience member is as important as being a good puppeteer! It takes teamwork between audience and puppeteer/actor to make a show successful. There are rules of etiquette that need to be employed, such as: A LIVE SHOW VIA VIDEOCONFERENCING IS DIFFERENT THAN TV OR MOVIES. It s okay to have fun, but do remember that the people on-stage (and in the audience) can hear you be polite! MAKE SURE EVERYONE CAN SEE. Stay seated unless otherwise directed. This ensures audience members behind you can see the show. BE SUPPORTIVE. The way audience members show they like something is to applaud. Make sure to applaud if you appreciate what you see and hear. Between songs or scenes, after the show, and after the post-show demonstration are appropriate places/times to show your appreciation. LISTEN CLOSELY. It s important that you hear all the details of the story so that you can enjoy it fully. The puppeteer will ask YOU to PARTICIPATE throughout the puppet show! DISCUSSION: Review the rules of being a good audience member. Role play what is appropriate and what is not. 2

3 THE STORY SYNOPSIS Folding Up! is a participatory puppet performance and original production created by Dr. Gregg van Laningham for the Center for Puppetry Arts in collaboration with Texas A&M University. Come along with Aggie to discover what she wants to be when she folds up. Aggie, a piece of animated origami paper, explores STEM careers (with a focus on Materials Science and Aeronautics) with the help of her teacher, family, and scientists from Texas A & M University. Brightly colored origami characters come to life and highlight principles of the basic scientifi c method. This interactive puppet show will give students in grades 3rd-5th the chance to participate in Aggie s exploration, as well as interact with a real-life puppeteer! This show was written by Dr. Gregg Van Laningham a puppeteer and scientist (PhD in Materials Science, Georgia Institute of Technology). STYLE OF PUPPETRY Folding Up! is performed with rod puppets operated from behind a low wall known as a playboard. The playboard acts as a set piece and also partially conceals the puppeteer from the audience s view. A smaller version of Aggie is also performed as a rod puppet under a document camera. A document camera works like a digital overhead projector. Aggie, Ms. Crane, Mrs. McGillicutty, and the origami students are all rod puppets. To operate the rod puppets, the puppeteer uses one hand to control the rod and direct the puppets movements. One version of Aggie is also controlled by a trigger built into the rod control. The trigger is used to move her eyes up and down and open and close her mouth. The puppeteer performs all of the puppets voices live. 3

4 CURRICULUM STANDARDS FOR THE LIVE VIDEOCONFERENCE Please go to for a complete list of national, state, and common core standards. next generation science standards The eight practices of science and engineering that the Framework identifi es as essential for all students to learn and describe in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information national curriculum standards Fine Arts/Visual Arts NA-VA.K-4.6 Making connections between visual arts and other disciplines Language Arts NL-ENG.K-12.4 Communication Skills NL-ENG.K-12.9 Multicultural Understanding Technology (NETS for students) 1. Creativity and Innovation 2. Communication and Collaboration 5. Digital Citizenship 6. Technology Operations and Concepts Science NS.K-4.2 Physical Science NS Physical Science NS.K-4.1 Science as Inquiry NS.K-4.5 Science and Technology NS.K-4.7 History and Nature of Science NS Science as Inquiry NS Science and Technology NS History and Nature of Science 4

5 websites to explore Women at NASA This is an incredible website by the National Academy for Engineering for girls! It even links to competitions and scholarship information. egfi is brought to you by the American Society for Engineering Education (ASEE). egfi is committed to promoting and enhancing efforts to improve K-12 STEM and engineering. Find out about careers in engineering and download teacher resources for teaching STEM content in the classroom. -k12.org National Science Foundation Texas A&M University Texas A&M Reprogrammable Origami Team Center for Puppetry Arts 5

6 Origami Websites Arts of Asia in Reach is a site from the Allen Memorial Art Museum and Oberlin College. 1,000 Cranes is a good lesson plan developed by Lauren Fawcett. It references Sadako, written by Eleanor Coerr. There are several lessons for teachers interested in teaching about other Asian art. There are no ads. Best Paper Airplanes There are some very unique airplanes on this site to inspire students to create their own designs. There are ads on this site. Origami Club This site is full of simple origami plans. Most plans also have an animated folding tutorial. There are a lot of ads. Origami for Educators A site to help teachers bring origami into the classroom. There are no ads. Origami Fun This is another site with a lot designs and good instruction. There are ads. Origami Instructions There are lots of designs with really good instructions and videos. There are lots of ads. Origami Resource Center There are instructions for lots of origami projects, from very simple to quite difficult. There are some ads on this site. 6

7 Origami in Children s Literature Little Oh written by Laura Krauss Melmed and Jim LaMarche Lexile: 720L The Origami Yoda Series written by Tom Angleberger The Strange Case of Origami Yoda Darth Paper Strikes Back The Secret of the Fortune Wookiee The Surprise Attack of Jabba the Puppett Lexile: 760L Lexile: 720L Lexile: 680L Lexile: N/A The Paper Crane written by Molly Bang Lexile: 790L Sadako written by Eleanor Coerr Lexile: 500L Sadako and the Thousand Paper Cranes written by Eleanor Coerr Lexile: 630L Tree of Cranes written by Allen Say Lexile: 470L Yoko s Paper Cranes written by Rosemary Wells Lexile: 510L 7

8 Performance Vocabulary: VOCABULARY Aeronautics - the science involved with the study, design, and manufacturing of airfl ight-capable machines, or the techniques of operating aircraft and rocketry within the atmosphere. Engineering - the science or profession of developing and using nature s power and resources in ways that are useful to people (as in designing and building roads, bridges, dams, or machines and in creating new products). Graduate school - school after college; usually a division of a university, offering courses leading to degrees more advanced than the bachelor s degree. Hypothesis - a guess; something not proved but assumed to be true for purposes of argument or further study or investigation. Materials Science - Study of the properties of solid materials and how those properties are determined by the material s composition and structure, both macroscopic (visible to the naked eye) and microscopic. Materials science is important to many engineering fi elds, including electronics, aerospace, telecommunications, information processing, nuclear power, and energy conversion. Origami - the Japanese art of folding paper into shapes. Scientist - a person skilled in science and especially natural science: a scientifi c investigator. Scientific method - the way scientists learn and study the world around them; the rules and procedures for the pursuit of knowledge involving the fi nding and stating of a problem, the collection of facts through observation and experiment, and the making and testing of ideas that need to be proven right or wrong. STEM fields - an acronym for the fi elds of study in the categories of science, technology, engineering, and mathematics. Pre and Post Classroom Activity Vocabulary: Angle - the figure formed by two lines extending from the same point Area - the number of unit squares equal in measure to the surface Attribute - an inherent characteristic Protractor - an instrument for laying down and measuring angles in drawing and plotting Perpendicular - being at right angles to a given line or plane Parallel - extending in the same direction, everywhere equidistant, and not meeting Quadrilateral - a polygon of four sides Rectangle - a parallelogram all of whose angles are right angles Square - a rectangle with sides of equal length Symmetry - correspondence in size, shape, and relative position of parts on opposite sides of a dividing line 8

9 history of origami Origami (pronounced or-i-ga-me) is the Japanese art of paper folding. Ori is the Japanese word for folding and kami is the Japanese word for paper. Origami began in China in the fi rst or second century and then spread to Japan sometime during the sixth century. For centuries there were no written directions for folding origami models. The directions were taught to each generation and then handed down to the next. In 1797, How to Fold 1000 Cranes was published. This book contained the fi rst written set of origami instructions that told how to fold a crane. The crane was considered a sacred bird in Japan. did you know. The Samurai, warriors loyal to the emperor of Japan, would exchange gifts with a form known as a noshi (NO-shee). This was a paper folded with a strip of dried fi sh or meat. It was considered a good luck token! Excerpt from: origami today at texas a&m university Today, artists, scientists, engineers, and mathematicians at Texas A&M are working together using origami principles to create useful objects using self-folding sheets. These sheets can fold and unfold themselves (without any outside force) to create a 3D object. Solar panels, surgical tools, telescopes, and airplanes are just a few examples of how these sheets can be used. Texas A&M has put together a special team, the Reprogrammable Origami Team, to work on the development and testing of the self-folding sheets. The sheets are based on a special material known as SMA, shape memory alloy (an alloy is a metal made by melting and mixing two or more metals or a metal and another material together). The SMA changes shape when heated. The team at Texas A&M uses this fact to make their sheets fold on command. To learn more about this project and view videos demonstrating the SMA material, you can visit their website at origami.tamu.edu. 9

10 Activity 1 Snowflake Geometry Objective: Students will make a snowflake while following directions that require the use and understanding of math vocabulary. Materials: POST PROGRAM ACTIVITIES 1 piece of graph paper per student (Regular paper will work, but you won t be able to use tiling.) 1 pair of scissors for each student 1 protractor per group if available 1 ruler per student 1 pencil per student Before beginning the activity, share the following web sites: This site contains some simple scientific explanations about snowflakes. This site has a lot of pictures of real snowflakes. Procedure: 1. The students need to start with a square piece of paper. Have students orient their paper vertically on their desk. The top edge needs to be folded down (starting at the top-left corner) to match the left side of the paper. A triangle will be formed at the top of the paper and a rectangle will be formed on the bottom of the paper. 2. The rectangle at the bottom will be cut off to leave an isosceles right triangle and a rectangle. Have students measure the lengths of the two sides of the rectangle and calculate the area of the rectangle. Since you are using graph paper, the area can be calculated by measuring or tiling. Students can also measure the two legs of the isosceles triangles to prove they are equal. Hypotenuse 10

11 3. The rectangle can be discarded or used to make new squares and smaller snowflakes. Open the triangle so that you have a square. Have the students measure the square and determine the area. Fold the square in half along the fold to get the isosceles triangle back. Orient the triangle on the desk so that the hypotenuse is on the bottom. Hypotenuse 4. Fold the triangle (Lightly, you don t need to score this fold.) so that the 90 degree angle is bisected. The hypotenuse will also be bisected. A new right isosceles triangle that is similar to the first is formed. Fold 5. Open the triangle back up so you have the original right isosceles triangle. Mark the point where the hypotenuse is bisected. Use the protractor to divide the straight angle into three equal parts (60 degrees each) at the mark. Use a pencil to mark the two lines. 6. When you make the folds along the 60 degree and 120 degree lines, it will look like this: 11

12 7. The next step is to cut the top off so you can open it up and see the hexagon. 8. Once you cut the top off, the resulting triangle is an equilateral triangle. The angles and sides can be measured to show they are all equal. When you open the triangle all the way, you have a hexagon. Fold the hexagon back the way it was. It is time to make the snowflake. 9. It is important to orient the equilateral triangle properly before making the last fold and then cutting out the snowflake. Sides of the hexagon Outside fold Center of the hexagon 10. In order for all of the arms of the snowflake to be the same, the equilateral triangle must be folded so that the hexagon s sides will be bisected. Fold on the line of symmetry. The new triangle is a scalene right triangle. 11. Keeping the scalene right triangle ori- ented the same way, you may cut the paper to make your snowflake. Do not cut all of the hy- potenuse or all of the right side off, or your snowflake will fall apart. Try cutting a pattern similar to the one below. Once your students are comfortable with their cuts, they can predict what the snowflake will look like before they open it. 12

13 Activity 1 Snowflake Geometry Next Generation Science Standards The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Common Core Math Standards MCC3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. MCC4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. MCC4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. MCC5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. 13

14 Activity 2 Triangle Area Objective: Students will discover the formula for the area of a triangle Materials: Procedure: 1 piece of graph paper per student 1 pair of scissors for each student 1 ruler per student 1 pencil per student 1. Arrange the students so they are working in groups of Each student should have a piece of graph paper. Have the students draw four rectangles of different sizes each. Two of the rectangles should be squares. They need to label the rectangles and record all their measurements on a separate piece of paper. 3. Have the students determine the dimensions of their rectangles. Be sure to use the terms base and height as well as length and width. Then have them determine the area of their rectangles by tiling. Make sure they label their measurements correctly. 4. Make a chart on the board and record the different dimensions and their areas. If the students don t already know the formula for determining the area of a rectangle, ask them to figure it out based on the chart on the board. 5. Have the students use their rulers to draw a diagonal line connecting opposite corners. They should recognize that the resulting triangles are equivalent. They need to cut the rectangles apart. Now have them add columns for height the dimensions and area of the triangles to their notes. The students can determine the area of the triangles by tiling. They will determine the base and height without A base height A base measuring the hypotenuse. Make sure they record the triangles on the same line as the rectangle they came from. They should have the same base and height. Once all the groups have two or three examples on the board, ask them to figure out the what formula the formula determining for the area the of area a triangle of a triangle. is. 6. For an extension, have them measure all sides using millimeters. They can use their measurements to mathematically determine the area. You can also show them how to use the hypotenuse as the base to determine area. A base height Shape Rectangle dimensions Rectangle Triangle Base Area Triangle Height Triangle Area A 4 units X 3 units 12 square units 4 units 3 units 6 square units 14

15 Next Generation Science Standards Activity 2 Triangle Area The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Common Core Math Standards MCC3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. MCC4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. MCC5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. 15

16 Activity 3 Paper Crane Objective: Students will learn a little about Sadako and the Thousand Paper Cranes and they will make a paper crane as well as give instructions to a partner on how to fold a paper crane Materials: 1 piece of paper, square, per child (origami paper is not necessary) A copy of Sadako An internet connection The following site has both video instructions and written instructions for folding a paper crane: The following site tells about Sadako and her legacy: Activity: Read an excerpt from the book and read about Sadako from the website. After that, help students through the written instructions or the video instructions for making a paper crane. Along the way, make sure to use geometry vocabulary as you help the students through the instructions. After everyone has folded a paper crane, have students pair up and each student needs to instruct the other on how to fold the paper crane. Encourage them to use their geometry vocabulary. 16

17 Next Generation Science Standards Activity 3 Paper Crane The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Common Core Math Standards MCC3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. CCSS.Math.Content.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: CCSS.Math.Content.4.MD.C.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles. CCSS.Math.Content.4.MD.C.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees. MCC4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. MCC4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. CCSS.Math.Content.5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 17

18 Activity 4 Paper Bridge Objective: Students will work in pairs to construct a bridge out of two pieces of paper that will support the weight of a text book Materials: 3 text books per pair 1 pair of scissors per pair 2 pieces of paper per pair copy paper is best 2 one-inch pieces of tape per pair 1 ruler per pair Procedure: 1. Tell the students that they have to make a bridge that will span nine inches and support the weight of a text book. They can only use two pieces of paper and two one-inch pieces of tape. They can cut, tear, fold, and tape the paper any way they want. 2. Once they have their bridge made, place two text books nine inches apart. Place the bridge parts so that they overlap the books by one inch on each side. Place a book on the bridge to see if it will support the weight. Encourage the kids to keep designing new bridges until they have a plan that will work. 3. See how many books the best bridge can hold. book book bridge book 9 inches 18

19 Next Generation Science Standards Activity 4 Paper Bridge The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Common Core Math Standards MCC3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. 19

20 Activity 5 Half the Area? Objective: Students will explore the relationship between the length of the sides of a rectangle and the area of the rectangle and how the area of the rectangle changes as the lengths of the sides change Materials: Procedure: 1 piece of graph paper per student 1 pair of scissors for each student 1 ruler per student 1 pencil per student 1. Ask students to draw four rectangles of different sizes. The first time, have them only draw rectangles with even lengths. Ask them to make a chart that has the dimensions and the area of each rectangle. 2. Once that is done, ask them what will happen to the area of the rectangle if they redraw them with each side half the original length. 3. Have them redraw the original four rectangles with sides that are half their original length. They need to record the new dimensions and new areas on the chart next to the corresponding rectangles. After sharing their findings with their classmates, ask them to compare the areas of the corresponding rectangles. Rectangle Dimensions Area Half Dimensions New Area A 4 units X 8 units 32 square units 2 units X 4 units 8 square units 4. For an extension, students can draw rectangles with sides of uneven lengths. Once they record the dimensions and area of their triangles, they can redraw them with sides that are half their original length. The new dimensions and areas will now use fractions. Tiling will also bring new challenges as they will have to combine fractional squares to determine the area. 5. Another possible extension is to use unit cubes to make rectangular prisms. Follow the same procedures using only even dimensions. When the new rectangular prism is built, the volume will be one-eighth the original volume. The area becomes a fourth because the sides are halved and then multiplied. One-half squared is one-fourth. The volume becomes an eighth because the sides are halved and then multiplied. 1/2 X 1/2 X 1/2 = 1/8. Further investigation can be done by taking a third or fourth of the sides, or even a half of one side and a third of another. The resulting area can be figured using the graph paper or solved mathematically. 20

21 Next Generation Science Standards Activity 5 Half the Area? The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Common Core Math Standards MCC3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. MCC3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). MCC3.MD.7 Relate area to the operations of multiplication and addition. MCC3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. MCC3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. MCC5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. MCC5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. MCC5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. 21

22 Activity 6 Planes Objective: Students will make an airplane and then experiment with their design to improve the accuracy and distance of the airplane's flight. Materials: Procedure: 1 piece paper per student 1 pair of scissors for each student Meter or yard sticks A long string might be needed The first part of this activity needs to take place before watching the play. The second part needs to take place after watching the play. Part 1: Before the Play 1. The first step is to find a place where the planes can be thrown. A single line needs to be established the length of the area where the planes will be thrown. It can be a natural line, like a sidewalk curb, a parking lot line, or you can run a string. 2. Students will make an airplane. Don t offer any help or hints at this point. The students can observe their classmates and find help by observation. 3. Once all the students are done, let them practice a few minutes throwing their plane. Then, have each one start at the same point and throw their plane the length of the line. Their score will be measured by measuring the length of the flight minus the distance from the line. Their goal is to engineer a plane that flies for distance and accuracy. They only get one throw at the line. Have them measure their own flight and record their score. start distance Flight path accuracy Part 2: After the Play 1. After watching the play, let students re-design an airplane, make it, and practice throwing it. They can use the hints from the play to help them adjust their planes for the best score. Once each student is ready, let them step up to the line and have a final throw. After they measure and determine the score, have them record their score and determine a difference between their two scores. Teacher Hints: If you are studying decimals, have the students measure in meters and record the scores to the hundredth or thousandth of a meter. If you are studying fractions, have the students measure in feet and record to the nearest twelfth of a foot. A line plot can be made with all of the scores. Make a line plot with scores from before the play and another one with scores from after the play and compare them. 22

23 Next Generation Science Standards Activity 6 Planes The eight practices of science and engineering that the Framework identifies as essential for all students are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Common Core Math Standards MCC3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. MCC3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. MCC3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100. MCC5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. MCC5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. MCC5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. 23

24 Activity 7 Fortune Teller Objective: Students will make a fortune teller and then use it as a study guide Materials: Procedure: 1 piece of graph paper per student 1 pair of scissors for each student 1. Use this site: to learn how to make a fortune teller. View the site ahead of time to determine if it is appropriate to let your students see it. Give instructions for making a fortune teller. Make sure to use as much geometry vocabulary as possible. 2. Students can write questions on the tops of the teller and write the answers under the flaps. Let several students work together to make several tellers that will cover an entire topic or test. This is a fun way to study in pairs for vocabulary tests, too. 24

25 Next Generation Science Standards Activity 7 Fortune Teller The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Common Core Math Standards MCC3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). MCC4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: MCC4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. MCC4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. MCC4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. MCC5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. 25

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29 We do our best to vet third-party websites and links; however Center for Puppetry Arts offers no warranty or guarantee as to these sites, links, or as to the content therein contained. The content of the sites may not refl ect the opinion or belief of Center for Puppetry Arts or its clientele and does not constitute an endorsement or sponsorship of such sites. Please use these links at your own risk. YOU ACKNOWLEDGE AND AGREE THAT CENTER FOR PUPPETRY ARTS SHALL NOT BE RESPONSIBLE OR LIABLE, DIRECTLY OR INDIRECTLY, FOR ANY DAMAGE OR LOSS CAUSED OR ALLEGED TO BE CAUSED BY OR IN CONNECTION WITH USE OF OR RELIANCE ON ANY SUCH THIRD PARTY SITES, LINKS, OR CONTENT AVAILABLE ON OR THROUGH ANY SUCH SITE Spring Street, NW at 18th Atlanta, Georgia USA Ticket Sales: Administrative: Headquarters of UNIMA-USA Member of Theatre Communications Group Written by Patrick Kiernan (Teacher, 5th grade), MS in Education, Curriculum and Instruction; EdS in Early Childhood Education; Gifted endorsement Edited by Patty Petrey Dees, Distance Learning Program Director Design by Melissa Hayes Center for Puppetry Arts Education Department, September