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PlanePath Airplane Toss Set

Learn about aerodynamics and the forces that allow flight through paper airplane experiments!
Item# 37-530
Set
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Discover what variables cause a plane to fly farther and faster while creating paper airplanes. Each student folds the paper how they choose and modifies it with such things as popsicle sticks, tape, and binder clips to improve the plane's performance. Place the poly bars 10' away from the hoop targets to serve as a throwing line. Students test their designs by throwing the airplanes toward the hoop. With each successful toss through the hoop, move the poly bar back to increase the challenge. Create a classroom competition by assigning students to two teams to see which team can achieve the longest successful flight through the hoop. In the process, students learn about the four forces of flight and how changing variables affect the plane's ability to fly.

Included lesson direction is adaptable for grades K-4 and 5-8. The included lesson direction details setup instructions, activities by grade level, learning objectives, and teaching suggestions to expand lessons. Colors may vary. Accommodates 24 students. Recommended for Elementary and up.

CHOKING HAZARD (1). Not for under 3 yrs.

Set includes:

  • Hoop Targets with Bases, 2 Ea (1 Ea Blue, Red)
  • Poly Bars, Set of 2
  • Paper, 1 Ream
  • Popsicle Sticks, Set of 1,000
  • Tape, Green, 4 Rolls
  • Paper Clips, Set of 100
  • Binder Clips, Set of 40
  • Lesson Direction

For an overview of the lesson direction, click here.

Next Generation Science Standards*:

  • K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

  • K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

  • K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

  • K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

  • 2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

  • 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

  • 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

  • 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

  • 3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

  • 3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

  • 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

  • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment.

  • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

  • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

  • MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

  • MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

  • MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

*The Next Generation Science Standards are a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.