Centennial of Flight: Using Biographical Reference Tools
Students will use biographical reference tools to research famous aviators who will be celebrated during the upcoming centennial of flight. This lesson is interactive in that students work together to derive information about a famous historical figure and record information on paper airplanes to be showcased in the school. Students also access approved Internet websites for images of aircraft or aviators to accompany their paper airplanes.
Encyclopedias, Dictionary of Biography, Computers with access to Internet, Printer/Paper, Airplane Props, Paper Airplanes, Pens, Bulletin Board set up with Centennial of Flight title and sky/cloud background
Step 1: Inform students that they will be engaging in a lesson about the Centennial of Flight. Start out by letting them know that today it takes approximately 5 hours to fly from NY to CA. Ask them to guess how many hours it took in the year 1900. After a number of responses, reveal to students that it would have taken forever since the first flight had not taken place until December 1903 which is why we are celebrating the Wright Brothers' first flight in December. Step 2: Let students know that today's activity will allow them to learn some interesting facts about a famous aviator. Pair students and distribute one paper airplane comprising the name of an aviator (see Paper Airplanes JPEG) to each team. Explain that students will use encyclopedias and/or the Dictionary of Biography (to which they have been introduced previously) to find 2 pieces of information about the assigned aviator. Ask them to find what the aviator is most famous for and the corresponding year. Students will write each of these 2 pieces of information on the wings of the paper airplane given to them. In other words, students write the year on one wing and the contribution on the other. Make sure students know that you only expect a sentence or fragment, that fits on the airplane wing, about what they feel is the aviator's most important contribution. Example: A student is assigned Charles Lindbergh. On one wing he writes 1927. On the other wing he writes, first person to fly solo across the Atlantic Ocean in The Spirit of St. Louis. Last, inform students that if they collect these two pieces of required information and write it on their planes, that they can go to the computer terminals and reference the Pathfinder located at the terminal to locate an image of their aviator or the kind of aircraft flown by the aviator (or both). The image isn't required but students can look for one if they finish early. Let students know how much time they will have to gather the information and if appropriate, image. Step 3: Model using both reference tools and the Internet to locate the required information and image. Point to props so that students get the idea that the images of the aircraft will vary widely (see Plane Props JPEG). Reinforce location of reference tools in the library. Students begin activity. Reinforce when you expect them to be finished with collecting their information. Step 4: Circulate for questions during the activity. Step 5: When group comes back together, go around the room and ask students to read their aviator and the information they found. They can also hold up their image if they located one. Students must pay attention to what the other teams learned as they will be asked to write down which aviator was most important and why, in their opinion. This information should be handed in with the students' planes and images. Step 6: As a recap, ask students about the kinds of information that can be found in these reference tools. Ask them what they can't find in these resources. Point to or reference the biography section of the library where students can find even more in-depth information about famous people including those in the fields of athletics, dance or other areas of interest to the students. Inform students that the flight images Pathfinder will be available on the library website for students who are interested in learning more about aviation. Point to or mention the bulletin board where you will showcase the students' planes and images.
This lesson involves two forms of assessment. First, students are required to find two pieces of information and hand in paper airplanes including this information. Second, students are required to listen to other students' findings and record which aviator they believe to be the most important and why. This information is also to be handed in.
