# The Wright Brothers' Flying Evolution

In this lesson, students explore the process and development of the Wright brothers’ earlier flying apparatuses leading up to and including their first sustained, controlled flight of 1903. They will analyze images from the Library of Congress Web site related to the Wright brothers’ aviation and investigate the flight process of the Wright brothers and the important steps they made during their design process.

### Standards & Objectives

Academic standards
8.PS2.2
Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
8.PS2.3
Create a demonstration of an object in motion and describe the position, force, and direction of the object.
8.PS2.4
Plan and conduct an investigation to provide evidence that the change in an objects motion depends on the sum of the forces on the object and the mass of the object.
8.PS2.5
Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction.
CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,...
CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CCSS.ELA-Literacy.W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and...
CCSS.ELA-Literacy.W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
GLE 0601.2.1
Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.
GLE 0601.2.2
Begin to differentiate between summarizing and paraphrasing.
GLE 0601.2.6
Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.
GLE 0601.2.8
Participate in work teams and group discussions.
GLE 0601.3.3
Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0601.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0601.5.2
Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.
GLE 0601.8.3
Recognize the conventions of various literary genres.
SPI 0501.1.15
Recognize and use grade appropriate vocabulary within context.
SPI 0501.3.10
Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0501.5.1
Locate information to support opinions, predictions, and conclusions.
SPI 0501.5.6
Make inferences and draw appropriate conclusions from text.
SPI 0501.7.2
Determine the main idea in a visual image.
SPI 0601.2.4
Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the...
SPI 0601.2.5
Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).
SPI 0601.3.1
Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).
SPI 0601.3.5
Select illustrations, descriptions, and/or facts to support key ideas.
SPI 0601.3.9
Select an appropriate concluding sentence for a well-developed paragraph.
SPI 0601.4.3
Determine the most appropriate research source for a given research topic.
SPI 0601.5.7
Make inferences and draw conclusions based on evidence in text.
SPI 0701.5.8
Make inferences and draw conclusions based on evidence in text.
SPI 0801.5.9
Make inferences and draw conclusions based on evidence in text.
TSS.ELA.5.RI.KID.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
TSS.ELA.5.RL.KID.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
TSS.ELA.5.SL.CC.2
Summarize a text presented in diverse media such as visual, quantitative, and oral formats.
TSS.ELA.6.RI.KID.1
Analyze what a text says explicitly and draw logical inferences; cite textual evidence to support conclusions.
TSS.ELA.6.RL.KID.1
Analyze what a text says explicitly and draw logical inferences; cite textual evidence to support conclusions.
TSS.ELA.6.SL.CC.1
Prepare for collaborative discussions on 6th grade level topics and texts; engage effectively with varied partners, building on others' ideas and...
TSS.ELA.6.W.RBPK.7
Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when appropriate.
TSS.ELA.6.W.RBPK.8
Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding...
TSS.ELA.6.W.RBPK.9
Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 6 standards for reading.
TSS.ELA.6.W.TTP.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of...
TSS.ELA.7.RI.KID.1
Analyze what a text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions.
TSS.ELA.7.RL.KID.1
Analyze what a text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions.
TSS.ELA.8.RI.KID.1
Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.
TSS.ELA.8.RL.KID.1
Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.
TSS.ELA.8.W.RBPK.9
Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for...

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

The learner will explore the early flight process of the Wrights, explore images from the Library of Congress Web site related to the subject matter that they are studying, and complete picture analysis worksheets. Each group will investigate one of the steps in the flight process and combine that step with other steps to produce a timeline of the important steps the Wright brothers made during their design process.

Essential and guiding questions:

How did the Wright brothers’ methodical, systematic process in building the airplane demonstrating the steps in the engineering design process?

### Lesson Variations

Blooms taxonomy level:
Applying
Extension suggestions:

### Helpful Hints

MATERIALS:

• PowerPoint presentation
• Engineering Design Process Worksheet (H1)
• Picture Analysis Worksheet (H2)
• Picture Bibliography Page Worksheet (H3)
• Poster Board (cut in half, long ways)