1

refer 

Teach science 

and literacy 

through stories.

6 integrated 

science lessons 

based on 6 

popular 

children’s books

WITH YOU WHEN YOU FLY: 

Aeronautics for Pre-K
2

Literature List 

Lesson 1: Gliders in Nature – Key Concepts: Form and Function 

The Dandelion Seed 

Text copyright © 1997 by Joseph Anthony 

Illustrations copyright © 1997 by Cris Arbo 

Dawn Publications 

Lesson 2: Balloons – Key Concepts: Floating and Sinking, Weight 

Hot Air: The (Mostly) True Story of the First Hot Air Balloon Ride 

Copyright © 2005 by Marjorie Priceman 

Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division 

Lesson 3: Parachutes – Key Concepts: Fluid Thickness, Drag 

Egg Drop

Copyright © 2009 by Mini Grey 

Knopf Books for Young Readers 

Lesson 4: Kites – Key Concepts: Area, Lift 

Kite Festival 

Copyright © 2004 by Leyla Torres 

Farrar, Straus, and Giroux 

Lesson 5: Airplanes and Helicopters – Key Concepts: Force, Propulsion 

Clorinda Takes Flight 

Text copyright © 2007 by Robert Kinerk 

Illustrations copyright © 2007 by Steven Kellog 

Paula Wiseman Books/Simon & Schuster Books For Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division

Lesson 6: Global Flyers – Key Concepts: Geography, Interconnectedness 

Planes Fly! 

Text copyright © 2013 by George Ella Lyon 

Illustrations copyright © 2013 by Mick Wiggins 

Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division

With You When You Fly 

NASA’s Educator Resource Guide to Living in the Age of Airplanes 

http://www.nasa.gov/sites/default/files/files/Living-in-the-age-of-airplanes-resourceguide.pdf

Supplement your science of flight lessons with NASA’s High Flyer’s 

Alphabet Activity Book: http://goo.gl/GmWEml

 Writing 

 Reading 

 Math 

 Colors/Shapes 
3

Overview 

Aeronautics for Pre-K: A Literacy Approach for Science 

Although most children (and adults) associate NASA with space flight, NASA’s first “A” stands for 

“Aeronautics.” 

Before the first airplane, scientists and engineers worked to develop lighter-than-air aircraft using the principle 

of buoyancy. They also turned to parachutes and gliders to learn to drift across air currents and slow their rate of 

descent as they fell. It is from these early beginnings that aviation and space flight have become what they are 

today. In this full unit of study for pre-school and early elementary students, we will investigate gliders in 

nature; balloons, parachutes and kites; helicopters and airplanes; the impacts of aviation through classic 

children’s literature; and science and engineering activities. 

This educators’ guide provides an opportunity to teach thematic lessons on aeronautical science principles 

through children’s literature. The guide is the result of an effort to address a growing need for early STEM 

education, and is founded on the ideas and principles provided by popular children’s books. 

Because a robust instructional approach is also very important, these activities are aligned with the cross-cutting 

principles and science and engineering process skills elaborated in the Next Generation Science Standards. 

Many can also be easily applied or adapted to teach the Next Generation Science Standards and the Common 

Core State Standards for early elementary education. 
4

Table of Contents 

LITERATURE LIST .......................................................................................................................................................................... 2

The Dandelion Seed................................................................................................................................................................................................. 2

Hot Air: The (Mostly) True Story of the First Hot Air Balloon Ride .................................................................................................. 2

Egg Drop....................................................................................................................................................................................................................... 2

Kite Festival................................................................................................................................................................................................................. 2

Clorinda Takes Flight............................................................................................................................................................................................. 2

Planes Fly!.................................................................................................................................................................................................................... 2

With You When You Fly......................................................................................................................................................................................... 2

OVERVIEW ......................................................................................................................................................................................... 3

EARLY LEARNING STANDARDS FOR SCIENTIFIC INQUIRY AND PHYSICAL SCIENCE .............................. 6

GLIDERS IN NATURE..................................................................................................................................................................... 7

FOCUS STORYBOOK............................................................................................................................................................................................. 8

The Dandelion Seed................................................................................................................................................................................................. 8

LEARNING GOALS................................................................................................................................................................................................ 8

SCIENCE/ENGINEERING: PRE-READING ACTIVITIES................................................................................................................................. 9

Investigation: Flyers and Gliders in Nature ................................................................................................................................................. 9

READING: THE DANDELION SEED ................................................................................................................................................................15

SCIENCE/ENGINEERING: BOOK-BASED ACTIVITIES ...............................................................................................................................17

Discovery Learning: Seed Classification ......................................................................................................................................................17

Interactive Demonstration: Maple Seeds ....................................................................................................................................................18

Inquiry Experiment: Wind and Wings ..........................................................................................................................................................18

Inquiry Experiment: Paper Whirly-Birds ....................................................................................................................................................20

WRITING: “F” AND “G”....................................................................................................................................................................................23

BALLOONS........................................................................................................................................................................................27

FOCUS STORYBOOK...........................................................................................................................................................................................28

Hot Air: The (Mostly) True Story of the First Hot Air Balloon Ride ................................................................................................28

LEARNING GOALS..............................................................................................................................................................................................28

SCIENCE/ENGINEERING: PRE-READING ACTIVITIES...............................................................................................................................29

Investigation: Sinking and Floating Objects ..............................................................................................................................................29

Interactive Demonstration: Soda and Oranges ........................................................................................................................................29

Application: Density Column .............................................................................................................................................................................31

Interactive Demonstration: Sensory Bottles ..............................................................................................................................................31

Experiment: Floating Boats ...............................................................................................................................................................................31

Interactive Demonstration: Salt Water .......................................................................................................................................................31

Interactive Demonstration: Floating and Sinking Balloons ...............................................................................................................31

READING: HOT AIR: THE (MOSTLY) TRUE STORY OF THE FIRST HOT AIR BALLOON ................................................................32

SCIENCE/ENGINEERING: BOOK-BASED ACTIVITIES ...............................................................................................................................33

Experiment: Helium Balloon Activity ............................................................................................................................................................33

Interactive Demonstration: Hot Air Balloon .............................................................................................................................................35

WRITING: “B”......................................................................................................................................................................................................38

PARACHUTES ..................................................................................................................................................................................43

FOCUS STORYBOOK...........................................................................................................................................................................................44

Egg Drop.....................................................................................................................................................................................................................44

LEARNING GOALS..............................................................................................................................................................................................44

SCIENCE/ENGINEERING: PRE-READING ACTIVITIES...............................................................................................................................45

Experiment: Coffee Filters and Marbles .......................................................................................................................................................45

READING: EGG DROP........................................................................................................................................................................................47
5

SCIENCE/ENGINEERING: BOOK-BASED ACTIVITIES ...............................................................................................................................48

Application Lab: Parachute Building ............................................................................................................................................................48

Interactive Demonstration: Group Parachute ..........................................................................................................................................49

WRITE: “D” AND “U.”.......................................................................................................................................................................................50

KITES...................................................................................................................................................................................................53

FOCUS STORYBOOK...........................................................................................................................................................................................54

Kite Festival...............................................................................................................................................................................................................54

LEARNING GOALS..............................................................................................................................................................................................55

SCIENCE/ENGINEERING: PRE-READING ACTIVITIES...............................................................................................................................55

Inquiry Experiment: Build and Test a Simple Straw Glider ................................................................................................................55

READING: THE KITE FESTIVAL......................................................................................................................................................................56

SCIENCE/ENGINEERING: BOOK-BASED ACTIVITIES ...............................................................................................................................57

Discovery Lab: Materials Science ....................................................................................................................................................................57

Application Lab: Kite Building .........................................................................................................................................................................58

Art Project: Suncatcher .......................................................................................................................................................................................62

WRITING: “K” .....................................................................................................................................................................................................63

HELICOPTERS AND AIRPLANES............................................................................................................................................65

FOCUS STORYBOOK...........................................................................................................................................................................................66

Clorinda Takes Flight...........................................................................................................................................................................................66

LEARNING GOALS..............................................................................................................................................................................................67

SCIENCE/ENGINEERING: PRE-READING ACTIVITIES...............................................................................................................................67

“Getting On an Airplane”.....................................................................................................................................................................................67

Interactive Demonstration: Gliders, Planes, and Helicopters ............................................................................................................69

SCIENCE/ENGINEERING: PRE-READING ACTIVITIES...............................................................................................................................70

Inquiry Experiment: Surface Area and Lift ................................................................................................................................................70

Inquiry Experiment: Surface Area, Thrust, Angle, and Distance ......................................................................................................70

READING: CLORINDA TAKES FLIGHT..........................................................................................................................................................71

SCIENCE/ENGINEERING: BOOK-BASED ACTIVITIES ...............................................................................................................................72

Interactive Demonstration: Aerolab .............................................................................................................................................................72

WRITING: “H,” “J,” AND “Z.”.........................................................................................................................................................................74

WORLD FLYERS.............................................................................................................................................................................79

FOCUS STORYBOOK...........................................................................................................................................................................................80

Planes Fly!..................................................................................................................................................................................................................80

LEARNING GOALS..............................................................................................................................................................................................81

READING: PLANES FLY!...................................................................................................................................................................................81

SCIENCE/ENGINEERING: BOOK-BASED ACTIVITIES ...............................................................................................................................81

Application Activity: Air Cargo ........................................................................................................................................................................81

Inquiry Lab: Round Globe, Flat Map ..............................................................................................................................................................86

WRITING “A,” AND “P,” AND “T.”................................................................................................................................................................88

ADDITIONAL INFORMATION AND EDUCATOR RESOURCES .............................................................................................92

WITH YOU WHEN YOU FLY ................................................................................................................................................................................93
6

Early Learning Standards for Scientific Inquiry and Physical Science 

This document was created with the National Science Teachers Association (NSTA) Position Statement: Early 

Childhood Science Education in mind. To access the full document, please visit: 

http://www.nsta.org/about/positions/earlychildhood.aspx The NSTA position statement emphasizes that even 

very young children are capable of learning fundamental scientific concepts and practices. The primary 

approach to teaching science should encourage inquiry, hands-on activities, and play. 

Many of the scientific investigations in this guide can also support Common Core State Standards English 

language arts and math literacy that children need to develop throughout their school years: 

http://www.corestandards.org/

Through the activities in this guide, children learn about fundamental physical concepts, as well as become 

introduced to many of the science and engineering practices listed in the Next Generation Science Standards: 

http://www.nextgenscience.org/
7

Lesson 1 

Gliders in Nature 
8

Lesson

Gliders in 

Nature 

Literature

The Dandelion 

Seed

Lesson 1: Gliders in Nature

Birds fly, and so do some small mammals. However, a much larger number of 

organisms, including plant seeds, glide. In this module, children will first compare 

common seeds that glide, and determine what physical characteristics make them 

good gliders, as well as why gliding is advantageous. Children will then be read The 

Dandelion Seed to categorize seeds within the book as gliders or non-gliders based 

upon their physical characteristics. These concepts help prepare young students to 

understand form and function. By learning about the characteristics of a good 

glider, children will also learn how humans have long attempted to fly by copying 

ideas from nature, often referred to as biomimicry. 

Focus Storybook 

The Dandelion Seed 

By Joseph Anthony, illustrated by Cris Arbo 

Copyright © 1997 by Joseph Anthony and Cris Arbo 

Used with permissions of the author and illustrator 

Dawn Publications 

Learning Goals 

Language  Vocabulary: Fly, Glide.

 Writing: Write “F” and “G.”

Math  Count the twists as a paper “seed” glides down.

 Measure distance of a blown seed (near/far).

Science/ Engineering  Explain what characteristics make for a good glider,

and why gliding is important (biology).

 Design a seed that takes the longest time to fall

(physics).

Key Q’s

What kinds of things fly 

or glide? What makes 

them able to fly or 

glide? Why is it good to 

be able to fly or glide?

Primary Materials

Images of animals and 

plant seeds that fly/ 

glide.

Maple seeds (fresh or 

dry, enough for each 

student to have 2-3).

Seed samples –

multiple examples of 

seeds that glide (maple, 

elm, dandelion, 

milkweed, etc.) and 

seeds that don’t 

(coconut, acorns, 

hitchhikers, seeds 

found in fleshy fruits, 

etc.)

Whirly-bird template

Paper Clips

Scissors

Crepe/streamers

Resources

High Flyers e-Book
Fine Motor Skills  Cut a straight line.

Science/Engineering: Pre-Reading Activities 

Investigation: Flyers and Gliders in Nature 

Perhaps one of the best examples of the intersection between biology and engineering to which small children 

can relate is the study of flight. Children’s books often focus on topics such as plants and animals and things 

that “go” (i.e. cars, trucks, and planes), but the relationship between these topics is often overlooked. 

1. Begin a discussion of flight by helping students to identify some flyers in nature. Children will most likely

think of: 

 Birds

 Insects (butterflies, bees, etc.)

 Bats

However, not all things that travel by air actually fly. Generally, flyers power their own motion (typically by 

flapping), while gliders simply let themselves be carried by the wind. Gliders include a variety of seeds that get 

dispersed by the wind, baby spiders that “balloon” away from their place of birth, and many fish, mollusks, 

amphibians, and mammals that use gliding to stay aloft when jumping, or to slow themselves down as they fall. 

2. Provide students with books and printed/projected images of animals that fly or glide, and those that do not

(see the following pages for images). 

3. Discuss how flyers and gliders look.

 They have wings (flyers/gliders), or extra skin that acts as a parachute (gliders).

 They have big wings for their size.

 They have thin (aerodynamic) bodies.

4. Discuss why it might be beneficial to animals and plants to be able to fly or glide.

 It is faster than walking.

 It is easier to get away from danger.

 It is easier to cross forests/rivers/oceans/mountains, etc.

 It allows animals to have access to a much larger area for food and shelter.

 It allows plant seeds to get spread over a much larger area so that they have a better chance of survival

and reproduction.
Birds that Fly/Glide 

Bald Eagle, Photo Credit: USFWS 

Mallard Duck, Photo Credit: USFWS 
Birds that DO NOT Glide 

Penguins, Photo Credit: NSF 

Attwater’s Prairie Chicken, Photo Credit: USFWS
Other Gliding Animals 

Mexican Long-Tongued Bat, Photo Credit: USFWS 

Flying Fish, Photo Credit: NOAA

West Virginia Northern Flying Squirrel, Photos Credits: USFWS 
Some examples of flyers and gliders include: 

 Birds (most) - FLYING

 Mammals (some)

o Gliding squirrel (as can be seen in NASA Aeronautics’ mascot!) – GLIDING

o Possums – GLIDING

o Lemurs - GLIDING

o Bats - FLYING

 Amphibians (some) – Flying frog – GLIDING

 Reptiles (some)

o Lizards – GLIDING

o Geckos – GLIDING

 Fish (some) – Flying fish - GLIDING

 Mollusks (some) – Flying squid - GLIDING

 Arthropods (most)

o Insects – FLYING

o Spiders – BALLOONING

 Pterosaurs (extinct) – FLYING

Although birds are often the first thing children think about when asked what kinds of animals fly, not all birds 

are capable of flying or gliding. After discussing what makes an animal a good glider, ask students to look at a 

variety of images of birds that can and can’t fly, to see if they all have the traits necessary for gliding. Consider 

looking at the following: 

o Birds – Look at bird feathers or images of different types. See some examples you might want to

discuss below:

 Which kinds of birds glide?

 Eagle – YES

 Chicken – NO

 Duck – YES

 Ostrich – NO

 Penguin - NO

 What is the difference between birds that glide/fly and birds that don’t?

 Gliders typically have streamlined bodies and large wings for their weight. These

birds tend to need to fly long distances without stopping (migratory birds, sea

birds).

 Non-gliders do not necessarily have streamlined bodies or large wings. These

birds are often land-bound, and are able to eat their prey and protect themselves

without the need for flight.
Color Orville the Flying Squirrel, NASA Aeronautics’ new mascot!

Like most other squirrels, flying squirrels live high up in the treetops. What is the benefit of 

having the extra skin between a flying squirrel’s arms and legs?

Although they are called flying squirrels, do flying squirrels actually fly? Explain!
For a long time, people tried to FLY by making machines or outfits that they hoped people would be able to use 

to flap. However, gliding is much easier than powered flying. 

The first people to really be successful at building airplanes 

first made sure that they understood how to GLIDE before 

they tried to FLY. 

Although gliding and flying are what people have long 

wanted to do simply because they are fascinated by both, 

there is a really important reason for flight – because of 

travel! In the same way, plant species are most successful at 

surviving if they can spread their seeds all over, using the 

wind to disperse. 

Reading: The Dandelion Seed 

By Joseph Anthony, illustrated by Cris Arbo 

Copyright © 1997 by Joseph Anthony and Cris Arbo 

Used with permissions of the author and illustrator 

Dawn Publications 

Read The Dandelion Seed, a book about the lifecycle of 

dandelions, from seed to flower to seed. The focus is on the 

journey the seed can make because of the force of the wind 

and the tufts that make it glide across the land. As you read, 

consider using the following strategies to engage the 

listeners: 

 Why would a dandelion plant want its seeds to be carried by the wind?

 What makes a dandelion seed really good at being

“caught” by the wind and being blown about?

o It is very light

o It has “feather-like” designs

 What would happen to the seed if the weather was

bad? (It might get blown really far away, or it might

get wet and not fly at all).

© Joseph Patrick Anthony and Cris Arbo

Figure 1: The Dandelion Seed, page 32 

© Joseph Patrick Anthony and Cris Arbo
 What other seeds can be found in the pictures in the book? Have students find at least three other seeds!

 Are the other seeds found in the pictures in the book gliders, or are they

not gliders? How do you know?

Figure 2: These are examples of plants that dry up before releasing their

seeds. The seed capsules either burst and release the seeds, or the seeds

simply drop. These seeds ARE NOT gliders.

Figure 3: These grass seeds have “feather-like” ends, much like the

dandelion seeds. These seeds ARE gliders!

Figure 4: Acorns are fairly heavy, and the wind cannot blow these seeds

around. This seed IS NOT a glider.

 Dandelion seeds glide really well. Do airplanes look like dandelion

seeds? What is similar? What is different? (Remind students that

airplanes FLY with engines or propellers that can take them where they

want to go, and that they only sometimes GLIDE. A gliding seed gets

pushed around wherever the wind takes it).

 What happens to gliding seeds when the weather gets bad? How do you think weather affects airplane

flight? (Because airplanes don’t want to get pushed around – they might end up in the wrong place –

airplanes usually won’t fly in really bad weather).

Figure 3: The Dandelion Seed, pg. 12

© Joseph Patrick Anthony and Cris Arbo

Figure 2: The Dandelion Seed, pg. 5

© Joseph Patrick Anthony and Cris Arbo

Figure 4: The Dandelion Seed, 

pg. 20

© Joseph Patrick Anthony and 

Cris Arbo
Science/Engineering: Book-Based Activities 

Discovery Learning: Seed Classification 

Look at a collection of seeds of different types. Maple seeds, milkweed seeds, and dandelion seeds are some 

common gliding seeds found in North America. Ask students to classify the seeds as “gliders” or “not gliders,” 

and to explain how they classified them as they did. 

See some more examples that you might want to bring into the classroom below: 

Seeds that Glide 

milkweed* American elm*

green ash* linden/beech*

maple*

Typically, gliding seeds have wings or fuzz that help them to get captured and carried by the wind. Coconuts 

float, and therefore are spread by water, while hitchhikers have hooks that can allow them to get picked up by 

passing animals. Seeds surrounded by fruit (such as apples, grapes, tomatoes, etc.) tend to get eaten by 

animals, and are then deposited by animals at another location after passing through their digestive system. 

* Samples courtesy of U.S. Botanic Gardens.
Seeds that DO NOT Glide 

coconut “hitchikers” / burrs

Interactive Demonstration: Maple Seeds 

Look at maple seeds, and observe them glide to the ground by spinning. 

Discuss what benefits this might have to the seeds. (The wind is more 

able to catch them and take them flying away from the base of the tree, 

so they spread out as much as possible, and so they can get their own 

sunlight as they grow). 

Inquiry Experiment: Wind and Wings 

Maple seeds have a “wing” that behaves very much like an airplane or 

helicopter wing. Have students determine the effect of wind on maple 

seeds that have wings and those that do not. Prepare sets of maple seeds 

with and without wings. 
Set up the classroom so that you place a large fan near ground level, so that children can drop maple seeds 

above the flow of the air. Give each child at least one maple seed (ensure that seed pairs are separated). Ask 

students to watch how the wind pushes the seeds all around. 

Next, have students perform the same activity, but before dropping the maple seed, ask students to break off the 

wing from the seed capsule. This time, ask students to compare how far the seed capsule fell in comparison to 

the seed with the wing. 

Children should find that by having the wing, the seeds are much more spread out by the wind. 
Inquiry Experiment: Paper Whirly-Birds 

Make a model “maple seed” glider or whirly-bird. This glider, also 

known as a whirly-gig, gets slowed down by its wings, much like a 

parachute, and spins as it falls. 

The more times a “maple seed” spins, the more it is slowed down, and, 

therefore, the longer it can stay airborne! The goal of this activity is to 

find out what kinds of factors influence the number of spins made by 

the “maple seed.”

Experiment with the whirly-bird by 

investigating how weight, wing 

shape/width/length, etc. influences the time of 

fall or number of total spins that it makes. See 

NASA’s Museum in a Box First Flyer Activity 

for more information: 

http://www.aeronautics.nasa.gov/pdf/first_flyers_k_4.pdf

Use the attached template to allow students to practice cutting straight 

lines. (Consider cutting out the template for each child). 

Allow students to cut the two horizontal slits as well as the vertical slit 

to separate wing A and wing B. (Consider providing children with a 

cut-out rectangular template, and simply highlighting the lines that 

they should cut.) 

Assist children with bending the propellers and folding in the base. If 

necessary, attach a paper clip to the bottom of the propeller’s body to 

give it some weight and to keep it folded. 

Allow children to practice dropping the paper whirling “seeds.”

Children can try to make their seeds take the longest time to fall. Variables 

that can be changed could include: 

 Adding weight to the base of the seed (by adding paper clips) 

 Changing the shape or length of the propellers (folding or cutting 

them) 

 Removing one of the propellers (cutting it off) 

Children could also look for the relationship between variables and the 

number of twists made by the seed. (Adults should do the dropping, as 

children are likely too small). To determine the number of twists, attach a 

piece of crepe (streamer) paper to the bottom of the seed with a piece of 

tape. The adult should place his/her foot on the flat streamer, then allow the 

seed to fall. The twists can then be counted by children as they are 

untwisted. 
Writing: “F” and “G”

Practice writing the letters F and G. Use NASA’s High Flyers Alphabet Activity Book. 

Print the following page on a piece of heavy cardstock, and cut 

out the wings and fuselage on the next page.

Lesson 2 

BALLOONS 
Lesson

Balloons 

Literature

Hot Air: The 

(Mostly) True Story 

of the First Hot Air 

Balloon Ride 

Lesson 2: Balloons

The first people who took to the skies were balloonists. Balloons offer the 

opportunity to teach young children about sinking and floating, and to learn about 

early concepts of volume, density, buoyancy, and weight. In this module, students 

are read Hot Air: The (Mostly) True Story of the First Hot Air Balloon Ride. 

Children then re-create the hot air balloon ride with helium-filled balloons (latex or 

Mylar), an origami paper basket, and paper animal cut-outs of the first animals to 

ride in a hot air balloon: a rooster, a sheep and a duck. 

Focus Storybook 

Hot Air: The (Mostly) True Story of the First Hot Air Balloon Ride 

Cover and illustrations from HOT AIR by Marjorie Priceman

Copyright © 2005 by Marjorie Priceman

Used by permission of Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division

Learning Goals 

Language  Vocabulary: Sinking, Floating.

 Writing: Write the letter B.

Math  Count animals of various types.

 Identify objects as having more or less mass/weight.

Science/ Engineering  Identify objects as floating or sinking.

 Identify and describe the properties of solids, liquids, 

and gasses.

 Design a floating object/boat.

 Launch a hot air balloon.

Fine Motor Skills  Fold a simple origami cup.

Key Q’s

What kinds of things 

sink/float? Why do 

some things sink/float? 

What is weight?

Primary Materials

Balloons w/air and 

w/helium (mylar or 

latex)

Ribbon

Printer Paper

Stapler

Animal templates

Paper lantern

Heat source (hair 

dryer)

Streamer Paper

Animal templates

Resources

High Flyers e-Book
29

Science/Engineering: Pre-Reading Activities 

Allow students to investigate floating and sinking objects. On a simple level, ask students to describe what 

kinds of things sink, and what kinds of things float. Although this concept might be too advanced for some 

students, be aware that the real difference between sinking and floating objects is density, not just mass. The 

following are some possible supplemental activities to help students understand the concepts of sinking and 

floating: 

Investigation: Sinking and Floating Objects 

Classify sinking and floating objects. Provide students with a variety of sinking and floating objects, along with 

a large tub of water. Allow students to classify objects as sinking 

or floating, and ask students to hypothesize why some things 

sink, and why some things float. 

Interactive Demonstration: Soda and Oranges 

Provide a cognitive-dissonance activity about sinking and 

floating. Ask students what they think will happen (sink or float) 

to two similar objects: 1) a can of regular and can of diet soda, or 

2) a whole orange with its rind and a whole orange without its 

rind. In both cases, one will sink, and one will float. To help 

students see why an unpeeled orange floats, have students look at 

the rind under the microscope – they should see small cells filled 

with gas. 

 

For more information on this sodacan activity, please check out 

NASA’s Museum in a Box, Weather 

to Fly By lesson for K-8 

To help students visualize the difference in density of the two soda cans, use the 

following worksheet. Prepare cut-out examples of cans with varying densities, and 

ask students to demonstrate that they know which can would sink and which can 

would float. Have students place the denser object on the bottom of the container of 

the fluid, and the less dense object near the surface of the fluid. (Note: The denser 

object will sink, and the less dense object will float). 
30

Cut out the two “cans” below, and ask students to place them on the image above where they would go if they 

were placed into the “tank of water.”

Float

Sink
31

Application: Density Column 

Practice pouring in order to create a a colorful density column, and drop small items to see where they land 

within the column. Use liquids of varying densities (water, cooking oil, corn syrup, maple syrup) and food 

coloring to make a beautiful density column. 

Interactive Demonstration: Sensory Bottles 

Create water sensory bottles with colored water and oil, and add 

glitter, beads, or other small objects for appeal. In particular, ask 

students to predict how a very massive amount of oil will behave 

when mixed with a very small amount of water. Students are often 

surprised to see that the “heavy” oil still floats on top!

Experiment: Floating Boats 

Using a container of water, aluminum foil, and small masses or 

coins, have students build the best boat possible to support the 

most weight. (Students who maximize volume while minimizing 

surface area – i.e. spherical boats – tend to hold the most mass!) 

Interactive Demonstration: Salt Water 

Demonstrate that a change in the surrounding fluid also can 

determine if something is going to sink or float. Add salt water to a 

container with an egg in it. As the salt dissolves in the water, and 

makes the fluid more dense, students will see the egg begin to 

float. 

Interactive Demonstration: Floating and Sinking Balloons 

Provide students with helium-filled and air-filled balloons without telling them that the gasses inside are 

different. (*Caution: Some schools prohibit the use of latex balloons. Mylar balloons can easily be substituted.) 

If appropriate, allow students to tug on the helium-filled balloons to feel the upward force, and to compare that 

to holding an air-filled balloon. Ask students to compare the two balloons. 
32

Reading: Hot Air: The (Mostly) True Story of the First Hot Air Balloon 

Cover and illustrations from HOT AIR by Marjorie Priceman

Copyright © 2005 by Marjorie Priceman 

Used by permission of Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division

Read Hot Air: The (Mostly) True Story of the First Hot Air Balloon Ride. 

While there is some significant amount of text within the first few pages, 

and on the last page, most of the story is visual. If possible, ask students to 

help narrate the story based upon the clues they get from the book. 

Use some of the following strategies to engage children: 

 On the first page of the book, the large balloon is displayed, 

surrounded by smoke. Ask children:

o Why is there smoke around the bottom of the hot air 

balloon? The first hot air balloon was filled using a large 

bonfire.

 On the second page of text, there is an image of a servant preparing 

some food for a dog. As he removes the cloche covering the food, 

steam is shown to be travelling upward. Ask children:

o What does the purple swirl represent? The swirl represents steam rising upward. 

o Why is it going up? This is a key concept to help students understand that hot air rises, as with 

the hot air balloon! 

 Have students interact with the animal sounds by repeating them as they are read. Allow students to 

make “baa,” “quack,” and “cock-a-doodle-doo” sounds. Students will be surprised and delighted to 

hear the rooster go “moo” in the story!

 Midway through the flight, a group of birds passes by the hot air balloon. Do birds fly in the same way 

as hot air balloons? What is different? Hot air balloons float, but birds must flap to stay aloft.

 Ask students why the balloon first went up. It was filled with hot air, which is less dense than the 

surrounding air, so it floats.

 Ask students why the balloon came back down. A small bird popped the balloon with its beak, releasing 

the hot air, and causing the balloon to sink back to the ground. 

© Marjorie Priceman 
33

Science/Engineering: Book-Based Activities 

Experiment: Helium Balloon Activity 

Model the use of balloons to lift up weight by creating a model air balloon with one 

or more of the helium balloons. Either create a “basket” or have students create a 

basket by making an origami cup. (Note: To lighten the weight of the “basket,” 

consider cutting off any excess flaps.) Staple or tape the balloon basket to the ribbon 

of the balloon.
34

Provide students with an adequate number of cut-outs of the animal templates 

provided. Use standard printer paper, so that multiple animals can be supported 

by the balloon in the basket before sinking. Allow students to add one animal at 

a time, to see how many animals can be supported by the balloon until it begins 

to sink. 

 

 

© Majorie Priceman © Majorie Priceman © Majorie Priceman

Have students count the animals of each type that fit into the basket.

Supplemental activities to go further: 

a. Compare balloon sizes (volumes). Using the same animals, 

see how the size of balloons affects the number of animals 

that can be held. (Bigger balloons tend to hold more.) 

b. Compare animal sizes. Using one animal of each type per 

trial, see how many animals can be held when filling the 

basket only with ducks, roosters, and sheep. (Balloons should 

hold fewer of the larger animals, due to their mass, and the 

equivalent mass of the larger paper). 
35

Interactive Demonstration: Hot Air Balloon 

However, in this case of Hot Air, the helium-filled balloon does not work as hot air balloons do. To demonstrate 

this, launch a hot air balloon. Paper balloons can be easily built with tissue paper, or purchased as Chinese 

lanterns. (Caution: Use a hair dryer or other safe heating device – never launch a Chinese lantern for lessons 

using the provided candle sold with commercial Chinese lanterns, as this could be both dangerous as well as 

interfere with FAA regulations.) 

See instructions on the following page for how to build your own hot air balloon from tissue paper. 

 
36

To make your own hot air balloon in advance of lesson, follow these instructions, and visit The Courage to 

Soar: Lesson 14 – Discovering the Properties of Air. Note: Ensure that this hot air balloon is capable of flying 

before trying with the class! It might be necessary to use a heat source much more powerful than a hair dryer. 

Instructions for heating the hot air balloon with a grill and stovepipe are included in the referenced document. 

Please consider safety when doing such activities with very small children. 

1. Fold two sheets of different colors of tissue paper in half. Cut both sheets on the fold. 

2. Place these four sheets on top of one another, and fold in half again. Then fold in half (lengthwise, 

again). 

3. Open. There should be three vertical folds dividing the paper into four equal panels. 

4. On the far right panel, make a diagonal fold from the bottom right corner to the top of the nearest fold. 

One the far left panel, make a diagonal fold from the bottom left corner to the top of the nearest fold. 

You should now see the shape of the trapezoid. Cut on the outer diagonal folds to make four trapezoids. 
37

5. Lay a large (uncut) sheet of tissue paper on the table. Glue the long side of the trapezoid to the bottom of 

the sheet. They should match up to be the exact length. Repeat this process until each of the four large 

sheets has a trapezoid glued to the bottom. Make sure the glue is thick and continuous so that no air can 

escape. 

6. Glue the four panels together so that they become the sides of the balloon. Then glue the four trapezoids 

together so that they form a funnel-like opening at the bottom. Again, make sure that the glue is thick 

and continuous. 

7. Using the last sheet, take the upper right corner and fold it over diagonally until it touches the bottom 

edge and the two bottom edges line up. Cut along the left edge of this folded triangle so that the rest of 

the panel becomes detached. Open the triangle to produce a square. Thoroughly glue this square onto the 

four panels to form the top of the balloon. 

8. Tape four pennies or paper clips at the bottom where the edges of each trapezoid meet. 

9. Let the glue dry overnight. 
38

Writing: “B” 

Practice writing the letter B. Use NASA’s High Flyers Alphabet Activity Book. 
39
40

Illustrations from HOT AIR by Marjorie Priceman

Copyright © 2005 by Marjorie Priceman 

Used by permission of Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division
41

 

Illustrations from HOT AIR by Marjorie Priceman

Copyright © 2005 by Marjorie Priceman 

Used by permission of Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division
42

Illustrations from HOT AIR by Marjorie Priceman

Copyright © 2005 by Marjorie Priceman 

Used by permission of Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division
43

Lesson 3 

Parachutes 
44

Lesson

Parachutes 

Literature

Egg Drop 

Lesson 3: Parachutes

Parachutes are an opportunity to teach young students about fluid thickness and for 

them to learn about early concepts of drag. In this module, students are read Egg 

Drop, a story about an adventurous egg that dreams of flying. The egg considers all 

of the ways that it could fly, but finally settles on climbing a large tower and 

jumping from it. Unfortunately, the egg had not thought ahead to use a parachute –

it breaks and becomes someone’s breakfast meal. Children then use this story as an 

inspiration to create a parachute for their own “egg” (plastic egg, or ping pong ball) 

while learning about how surface area, shape, and weight affect the fall time of the 

egg and parachute. 

Focus Storybook 

Egg Drop 

Cover and illustrations from EGG DROP by Mini Grey

Copyright © 2009 by Mini Grey 

Used by permission of author 

Knopf Books for Young Readers

Learning Goals 

Language  Vocabulary: Parachute, friction, up, 

down, fast, slow.

 Writing: Practice writing the letters 

“U” and “D.”

Key Q’s

What makes some 

objects fall faster than 

others? What slows 

objects down as they 

fall? What is drag?

Materials

Coffee filters

Viscous fluids (water, 

soap, corn syrup, or 

combinations thereof)

Tubes/cylinders

(large syringes used for 

basting turkeys are 

best)

Plastic eggs/ping 

pong balls

String

Tape

Parachute materials

(tissue paper, wrapping 

paper, plastic bags)

Resources

High Flyers e-Book
45

Math  Time a parachute fall.

 Identify shapes.

Science/Engineering  Describe air resistance.

 Identify variables that might affect air 

resistance.

 Compare the time of fall for different 

objects.

 Design a parachute.

Science/Engineering: Pre-Reading Activities 

Experiment: Coffee Filters and Marbles 

In the book Egg Drop, an egg wants to fly, and ultimately jumps from a tower and breaks upon hitting the 

ground. The key idea is that the egg could have slowed itself down if it had a way to take advantage of drag, a 

concept very closely related to friction generated through air. To help students understand drag, give students as 

many experiences as possible: 

a. Compare the fall time for one coffee filter (light) 

versus multiple coffee filters in a single stack 

(heavy). Make sure that students drop the coffee 

filters from shoulder height, and that they are 

released at the same time. The heavy coffee filter 

stack should hit the ground much more quickly than 

the single coffee filter. (Note: Children are often 

erroneously taught that all things fall toward the 

Earth at the same rate. While this is true when there is no (or negligible) drag, this is not the 

case when the object falls through a fluid such as air).

b. Compare the fall time for a regular coffee filter (large 

surface area) versus a crinkled coffee filter (small 

surface area). Make sure students drop the coffee 

filters from shoulder height, and that they are released 

at the same time. Consider allowing children to 

modify their own single coffee filter by crunching it 

or folding it to decrease its total surface area. The 

crinkled/balled-up coffee filter should hit the ground 

much more quickly than the single coffee filter.
46

c. Compare the fall time for a marble (or other sinkable 

object) through a clear tube/tall cup/bottle of water, soap, 

and/or honey. Alternatively, use test tubes or large syringes 

(like turkey basters) to make “viscosity tubes” to observe 

the speed of air bubbles or marbles traveling through the 

fluid. Use hot glue to close off the ends of the syringes so 

that fluid does not come out. For small children, it is best to 

use a totally enclosed container so that the children can turn it 

over and upside down again and again. Children should 

find that some fluids are thick and other fluids are thin. 

Marbles or other heavy objects take a long time to travel 

down a tube of very thick fluid (like soap, corn syrup, or 

honey), while they travel very quickly through thin fluids 

(like water). Help students to understand that air produces 

drag on falling objects, so it does have some thickness, but 

it is not as thick as liquids such as water or corn syrup. 

d. Hold a plastic bag by its handles in front of or above a 

fan on the floor that blows air. Students can feel the 

upward push of the air on the “parachute” bag.
47

Reading: Egg Drop 

Cover and illustrations from EGG DROP by Mini Grey

Copyright © 2009 by Mini Grey 

Used by permission of the author 

Knopf Books for Young Readers

Read Egg Drop. As the story is read, encourage children to 

think about how the egg could have safely flown using drag 

to its advantage. 

Additionally, to engage the listeners, consider using the 

following strategies: 

 Point out the scientific/technical pictures as the egg 

considers the many ways to fly. Ask students to list 

the images they see – helicopters, airplanes, 

parachutes, gliders, wings, rockets, blimps, etc. © Mini Grey

Egg Drop, pg. 10-11. © Mini Grey

 Have students explain why the egg broke. Help children to understand that most things speed up as they 

fall. The egg fell from a very high tower, and because it didn’t have a parachute, it sped up throughout 

its fall, and crashed into the ground at a very high speed. Although a fairly large, light egg could 

potentially reach terminal velocity before hitting the ground, this concept is likely beyond Pre-K 

children.

 Have students explain what the egg could have done to keep itself from breaking. It could have used a 

parachute to slow itself down, or some other device to help it to float upward (such as a hot air balloon, 

blimp, or helicopter propellers).
48

Science/Engineering: Book-Based Activities 

Application Lab: Parachute Building 

Help students create parachutes – try to have the slowest fall possible! 

1. Provide students with string, tape, scissors, and a variety of types of paper or thin plastic, and allow 

students to choose the size and shape of their parachute. For younger children, prepare in advance 

rectangles (quarters) of tissue paper, four strings, and four bits of tape to attach the strings to the 

corners of the rectangle.

2. Allow students to attach strings with tape. 

3. Allow students to choose the type of parachuter – in line with Egg 

Drop, consider using plastic Easter eggs, filled with varying amounts 

of coins or sand, and sealed with tape. Children should think about 

what kind of parachute would result in the slowest fall (Should it be 

light or heavy? Big or small?) Encourage students to personalize their 

egg by adding a face/eyes/goggles, etc. 

4. Drop the parachutes from a stairwell, window, or ledge. Caution: 

Ensure that there is no risk of children falling, and that it is safe to 

drop the parachutes on the ground below. Ideally, choose a location in 

which it is easy for all children (the droppers and the observers) to see 

the parachute as it falls the entire way. Have students identify the slowest parachute. 

Egg Drop, pg. 9. © Mini Grey
49

Interactive Demonstration: Group Parachute 

Many libraries, schools, and informal education centers have very large parachutes for circle time. Although 

typically used as an opportunity to have students learn to follow instructions, cooperate, and sing songs, the 

parachute also gives teachers and leaders the chance for young children to experience the impact of air on an 

object that is falling. 

1. Have children lift and lower the parachute with tall strokes (not just “shaking” the parachute, but 

actually lifting it.) Is this easy or hard to do? Why? Students should notice that it is actually rather 

difficult – the parachute might be a little bit heavy, but it is even difficult to lower the parachute more 

quickly than it wants to fall on its own, because air gets in the way, and air is actually quite viscous! 

(This is how parachutes work – but “capturing” some air as it falls).

2. Have half of the children go under the parachute while the remaining children hold onto the parachute. 

Ask the children under the parachute to explain what they feel (wind). Then, take turns. 
50

Write: “D” and “U.”

Practice writing the letters D and U. Use NASA’s High Flyers Alphabet Activity Book. 

 
51
52
53

Lesson 4 

Kites 
54

Lesson 4

Kites 

Literature

Kite Festival

Lesson 4: Kites

Kites (a type of glider) provide an opportunity to teach young students about early 

concepts in material science and lift. In this module, children read a story about the 

creation of a kite in The Kite Festival, a story that includes a simplified engineering 

process including design, material selection, testing, and optimization (improving 

the design). Afterward, students create their own kite for flying, as well as a craft 

kite suncatcher. 

Focus Storybook 

Kite Festival 

Cover and illustrations from KITE FESTIVAL by Leyla Torres

Copyright © 2004 by Leyla Torres 

Used by permission of author

Farrar, Straus, and Giroux

Key Q’s

What materials are 

needed to make a good 

kite? What is lift?

Materials

Paper (printer, 

cardstock, and tissue)

Cardboard samples

Scissors

Tape

Straws

Feathers

Popsicle sticks

Fabric belt

Map

Napkins

Band-Aids

Ball of yarn

Kite

String

Tissue Paper

Wax Paper

Iron

Resources

High Flyers e-Book
Learning Goals 

Language  Vocabulary: kite, glider.

 Writing: Practice writing the letter “K.”

Science/ 

Engineering 

 Compare materials based upon their weight (light vs. heavy).

 Compare materials based upon their strength (weak vs. strong).

 Choose materials that are most appropriate for building a kite.

Art  Decorate a kite “suncatcher” with a variety of colors and shapes.

Science/Engineering: Pre-Reading Activities 

Inquiry Experiment: Build and Test a Simple Straw Glider 

Build a number of other types of gliders to demonstrate how many different shapes can sail across and through 

the air. 

1. Provide each child with a “non-bendy” straw.

2. Provide each child with 1-inch thick strips of paper about 4.5 and 6 inches

in length.

3. Help each child make loops with their paper strips, and then to tape them to a straw, as shown in the

figure above.

4. See Loop Airplane for more information.

5. Test the Simple Straw Glider by changing different aspects of the glider:

a. Throw the glider with either the small loop or large loop facing forward.

b. Throw the glider side-ways.

c. Move the loops to different positions along the straw.

d. Plug the front end or back end of the straw with a bit of modeling dough or clay.

6. Students will find that changing any of the variables on their straw glider influence both the center of

mass (i.e. balance) of the glider, as well as the amount of lift that is produced.

55
Reading: The Kite Festival 

Cover and illustrations from KITE FESTIVAL by Leyla 

Torres

Copyright (c) 2004 by Leyla Torres 

Used by permission of author

Farrar, Straus, and Giroux

Read The Kite Festival. As you read the story, encourage 

engagement by using the following strategies. 

 Hand each child one object in order to role-play

throughout the story. To ensure that all children can

participate, prepare duplicates of as many items as

possible.

o Popsicle sticks (wooden sticks purchased by

the grandfather)

o Ball of string/yarn (string from the pull-toy)

o Fold-up paper map (map used to make the

paper kite)

o Band-Aids (Band-Aids from the car used as an

adhesive)

o Fabric belt (fabric belt from the mother’s dress)

o Napkins (from the picnic basket, to make the tail)

 As the story is read, choose one student to be the main character. As the child in the story receives

different materials, allow the student to collect the appropriate items from the “audience” members.

Once the kite is created, have the child pull out a kite for the other children to see.

 This story is about the resourcefulness of the family, who depend upon their creativity and their ability

to reuse and recycle. Ask children what kinds of things they do to reuse and recycle.

© Leyla Torres

56
 This is also a story that incorporates aspects of the

engineering process. A simplified view of the

engineering process is shown below, taken directly

from the Next Generation Science Standards

framework. Encourage students to identify the parts of

the engineering process in the story:

o DEFINE:

 The characters of the story needed to

design a kite using only wooden sticks

and the materials they had with them.

o DEVELOP SOLUTIONS:

 Identify criteria (a kite should have a

large area but not weigh very much; it

should be stable).

 Identify available materials and select

materials for the task (materials that were

purchased or available).

 Build the kite.

o OPTIMIZE:

 Test-fly the kite. When the kite was first flown, it was unstable because it had no tail.

 Design a tail, build it, and test-fly it again.

Image Credit: NGSS

57

Science/Engineering: Book-Based Activities 

Discovery Lab: Materials Science 

In the book, Kite Festival, the family had to make many decisions about the types of materials to use to 

accomplish their task to build a working kite. This activity will help students to consider both weight and 

strength as determining factors for building their own kite. 

One of the things that helped the Wright brothers to be the first people to successfully fly a controlled and 

powered heavier-than-air aircraft was that they were experts in working with materials that were both strong 

and lightweight (they both owned and worked in a bicycle shop before they began building airplanes). In fact, 

one of the most important aspects of engineering is choosing the right materials for the job. Gliders must be 

both light and strong. 

1. Provide each student with a bird feather (synthetic is fine, but a real bird feather is best). Allow them to toss

the feathers into the air, to feel them, and to “weigh” them in their hands. Ask the children why they think birds 

fly so well. Help students to recognize that feathers are very LIGHT. In fact, a real bird feather is hollow inside 

the main rib. Likewise, bird bones are hollow inside to make them lighter. Bird feathers also act a bit like a 

parachute, because they can “catch” air easily. Bird feathers are also very STRONG for their light weight. In 

the same way, building a kite or building airplanes requires the use of materials that are both light and strong.

2. Provide the children with a set of materials for making a simple kite. Provide them with:

 Printer paper

 Cardstock

 Construction paper

 Cardboard

 Tissue paper
3. Encourage them to rank the papers based upon WEIGHT. Ask students to hold equal sizes of paper in each

hand, and to compare them. Children should classify tissue, printer, and construction paper as relatively light, 

while cardstock and cardboard as relatively heavy. 

4. Next, ask students to rank the papers based upon STRENGTH. Allow children to take designated test strips

of print paper, cardstock, construction paper, cardboard, and tissue paper, and attempt to break them by pulling. 

(Most kites will undergo a stress that is much similar to the material being pulled apart rather than torn). With 

the exception of tissue paper, children will find that most of the materials are actually rather difficult to break 

when being pulled evenly apart! 

5. Considering that materials to build a kit must be both light and strong, ask students to determine which

materials would be best for building their own kite! Printer paper is the best option for this task, and is used in 

the activities noted below.

In the back of the book, The Kite Festival, has some excellent and clear instructions for building a robust, stable 

hexagonal kite. Although it would be nice to display the construction of such a kite to children, very small 

children can assist building a simpler sled kite. 

For small children, the teacher should provide a pre-cut template and pre-cut straws. 

Application Lab: Kite Building 

58

Before building a sled kite, carefully demonstrate the use of a small kite in a safe area 

outdoors away from electrical lines, or inside a large gymnasium. Prepare to have a 

child try to safely run/pull tight on the kite. Then, if appropriate, show how it can be 

easier to fly a kite using a constant flow of air (with a fan). Consider using NASA 

Museum in a Box First Flyers for additional activities. 
In The Kite Festival, the main character makes a kite from paper from a road map. This is a wonderful 

opportunity for children to learn about the purpose of maps and their geographic features. 

1. Provide each student with a sled kite template.

2. Show children an actual road map. Ask students to identify major features of the map (roads, cities,

bodies of water, parks, major attractions, etc.).

3. Ask children to create a map of their own design, and to include some of the features discussed.

4. To add another element of The Kite Festival, encourage children to personalize their map by outlining

their hand and filling it in with color.

59
5. After decorating the kite, place tape in the designated spots to reinforce the paper and use a hole punch

to make holes on either side of the sled kite.

6. Use tape to secure two straws at the appropriate location.

7. Attach 12-inches of string through each of the holes, and attach those two strings to a longer string for

kite-flying.

8. Allow students to try flying their kite using a constant breeze or even a fan.

9. Encourage students to try making different sized kites to compare

their lift ability and stability. A number of simple sled kite kits can

be purchased online.

60
61
Art Project: Suncatcher 

Design a kite suncatcher. Allow children to practice cutting tissue paper to make kite suncatchers. The flat bits 

of tissue paper can be placed between two pieces of wax paper, and quickly heated with an iron until they are 

melted together (do not overheat, or the wax will no longer stick). 

The suncatcher can then be affixed to a window for a beautiful display of colors. 

62
Writing: “K”

Practice writing the letter K using the NASA High Flyers Alphabet Activity Book. 

63
64
Lesson 5

Helicopters and Airplanes 

65
 

Lesson 5

Helicopters and 

Airplanes 

Literature

Clorinda Takes 

Flight 

66

Lesson 5: Helicopters and Airplanes

Helicopters and airplanes provide young children with the opportunity to 

conceptually synthesize what they learned about in previous lessons with the 

addition of thrust as one of the four forces of flight (lift, weight, thrust, drag). In this 

module, children read about airplane flight and the construction of aircraft in 

Clorinda Takes Flight. Afterward, children participate in a movement-based song 

and then construct paper airplanes to look at the effect of surface area and mass on 

flight distance. 

Focus Storybook

Clorinda Takes Flight 

Cover and illustrations from CLORINDA TAKES FLIGHT by Robert Kinerk, 

illustrations by Steven Kellog

Text copyright © 2007 by Robert Kinerk

Illustrations copyright © 2007 by Steven Kellog

Used by permission of Paula Wiseman Books/Simon & Schuster Books For Young 

Readers, An imprint of Simon & Schuster Children’s Publishing Division

Key Q’s

What is the difference 

between a helicopter 

and an airplane? What 

is the difference 

between a glider and an 

airplane? What is 

thrust?

Materials

Model airplane

Audio source (for 

playing song)

Fan/hair dryer

Pie pan

Pencils

Notecards

Glue

Tape

Wood (6” x 12”)

Large nails (2)

Hammer

Rubber band

Paper clips

Printer Paper

Rubber band airplane

Plastic whirly-bird

(optional)

RC helicopter

(optional)

Resources

High Flyers e-Book
Learning Goals 

Language  Vocabulary: airplane, helicopter.

 Writing: Practice writing the letters “A,”

“H,” and “Z.”

Math  Use visual guidance to fold a glider.

 Measure the distance flown by a glider.

Science/Engineering  Design and launch a glider.

 Compare how wing area affects the distance

flown by a glider.

Science/Engineering: Pre-Reading Activities 

“Getting On an Airplane”

Download from NASA’s Museum in a Box “Getting on an Airplane” lesson.

Begin the lesson by listening to the “Getting On an Airplane” song, and encouraging 

children to sing along to the chorus. 

Before listening to the song again, have children pretend to be airplanes. Ask them to 

move around the room as if they were airplanes. Carefully observe their moments for 

examples of pitch, yaw, and roll. 

When a good example of pitch, yaw, or roll is observed, ask the children to freeze. Ask the child using the 

appropriate motion to demonstration his/her motion to the rest of the children while the teacher explains what 

the movement is called. Have all children practice pitch, yaw, and roll, and explain how the motion affects 

flight. 

67
Verbal instructions for each movement can be found below: 

68

Before listening to the song again, teach children some motions to the song lyrics: 

Song lyrics: “I’m getting on an airplane” – children march 

Song lyrics: “How does the plane fly?” – children tap finger to chin with questioning look 

Song lyrics: “There are many parts to an airplane” – children use right index finger to point in front of them, 

bouncing finger in the air from right to left 

Song lyrics: “To keep it moving through the sky” – children place arms in wing positions, tilting up and 

down 

Song lyrics: “It carries people and cargo” – put one hand out in front of body, slightly cupped, then with the 

other hand do the same 

Song lyrics: “The pilot sits in the cockpit...” – pretend to grip steering wheel 
Interactive Demonstration: Gliders, Planes, and Helicopters 

Show students the following items: 

1. Paper “airplane”

2. Rubber-band airplane

3. Plastic whirlygig OR remote-control helicopter

Ask students what they view as the differences between each of these objects: 

Children should notice the following: 

1. A paper airplane does not have a propeller (as a result, it is actually a glider, not an airplane).

2. The rubber-band airplane has a propeller (however, some airplanes have jet engines in place of

propellers).

3. Helicopters have propellers, but they face up to generate lift, instead of forward on an airplane.

Help children to understand that airplanes have propellers (or jet engines) and wings. Propellers generate thrust 

on an airplane, while the wings generate lift. 

69
Science/Engineering: Pre-Reading Activities 

Inquiry Experiment: Surface Area and Lift 

Good airplanes also tend to be good 

gliders. Based upon their experiences 

building a variety of gliders, ask 

children to think about what might 

make a good airplane. To help them 

see that “size” (surface area) makes a 

difference, have them hold two 

prepared pencils mounted with two 

postcards. Children should feel a real 

difference in lift, as evidenced by 

how far up each pencil goes before 

stabilizing. 

Alternatively, simply ask students to 

hold the edge of a pie pan between their thumb and forefinger, and ask them to observe what happens to the pan 

when held in front of the fan. If possible, change the speed of the fan, then ask students to explain what happens 

to the amount of lift experienced by the pan when the air is moving more slowly or quickly. (In turn, the use of 

propellers on airplanes allow the plane to move faster with respect to the wind, so it generates more lift!) 

Inquiry Experiment: Surface Area, Thrust, Angle, and Distance 

Demonstrate and have children fold a paper airplane. Remind children that it is 

actually a glider, because it does not have any propellers or engines. The only thrust 

the paper airplane gets is during its launch phase. 

70

Children can investigate 

surface area and the effect 

on lift (measured via the 

distance it goes) by 

launching it from an 

equal-thrust platform. To 

create paper airplanes of 

different surface area, 

consider providing 

children with pre-folded 

airplanes before wings have been folded down. Allow 

the children to choose if they want their airplane to 

have large or small wings. Paperclip together the 

central portion of the airplane (perpendicular to the 

ground) and then fold down the corresponding amount 

of paper for the wings (horizontal to the ground). 
There are many different ways to fold a paper airplane, and a variety of 

templates can be found online. Children can test their paper airplane by simply 

throwing them. However, in order to fairly test paper airplanes’ distance based 

upon differences in wing surface area, it is important that they all be launched 

with the same initial launch force, at the same height, and at the same angle. 

Optionally, help children launch their glider from a prepared launch pad (wood, 

nails, rubber band, paper clips). A paper clip can be easily inserted through a 

hole in the nose of a paper airplane, and then hooked onto the rubber band and 

pulled back equal amounts for each launch. 

Alternatively, paper airplane launchers can be 

commercially purchased online for a relatively low 

cost. 

If appropriate, have children practice using a 

measuring tape or counting floor tiles to quantify 

how far their glider went. 

Allow children to change a number of variables –

one at a time – to see the net result on the distance 

traveled. Some variables might include gliders of different surface areas (with the same mass), different 

amounts of initial thrust (depending upon the distance the rubber band is pulled back from its neutral position), 

angle (depending upon the angle of the launch pad), and the resulting distance. 

Reading: Clorinda Takes Flight 

Cover and illustrations from CLORINDA TAKES FLIGHT by Robert Kinerk, illustrations by Steven Kellog

Text copyright © 2007 by Robert Kinerk

Illustrations copyright © 2007 by Steven Kellog

Used by permission of Paula Wiseman Books/Simon & Schuster Books For Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division

Read Clorinda Takes Flight. Engage children throughout the story by 

asking them to: 

 Identify the types of flying machines built by Clorinda

(airplane, helicopter, rocket, hot air balloon).

 Explain the differences between each flying machine.

Airplanes and helicopters use propellers, rockets use fuel, and

hot air balloons use the principle of flotation.

 Help students to consider the engineering process:

o How many “failures” did Clorinda experience before

she was successful? What should you do when

something you want to do breaks or fails the first time

you try? Clorinda’s airplane crash-landed, her

helicopter broke up, and her rocket fizzled out before

take-off. Clorinda gives a great example of someone

who both tries again and is willing to continually try new ideas until one of them works.

© Robert Kinerk and Steven Kellogg

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o What was Clorinda’s response when she was told by the pig that “Cows can’t fly”? Clorinda

refused to give up, and found friends who were willing to support her dreams of flying. She was

not afraid of being the first cow to fly!

o Which of Clorinda’s friends supported her efforts?

Science/Engineering: Book-Based Activities 

If possible, introduce students to actual airplanes and helicopters that propel their own flight. (Rubber-band 

airplanes are adequate, and fairly cheap remote-controlled helicopters can be purchased from toy stores or 

electronic stores.) Ask students: 

 How is an airplane different from a glider? (Airplanes propel themselves throughout their flight, while

gliders only get pushed initially. Paper airplanes are actually gliders, not airplanes!)

 How is an airplane different from a helicopter? (Airplanes have propellers in the front to pull themselves

forward, while helicopters have their main propellers mounted on top to pull them primarily upward.)

If appropriate, allow children to launch rubber-band airplanes and to practice flying a remote-control helicopter. 

Help students to note that, like real helicopters, remote-control helicopters can be a challenge to control/pilot. 

Airplane and helicopter pilots must go through a lot of training in order to learn 

how to safely fly. 

Interactive Demonstration: Aerolab 

Use NASA’s Museum in a Box: Aerolab activity to set up a fun interactive 

demonstration for students. 

The use of a rubber-band airplane can be demonstrated as it flies in a straight line 

from ground-level in a room. 

Alternatively, children can observe a rubber-band airplane as it goes in a circle, if it 

is mounted by a string to a heavy object, such as an inverted trash can. 

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Help children to practice counting the number of revolutions taken by a rubberband airplane. Ask children to consider what might influence how many times it 

flies around (a “better” plane will fly further). Consider the following:

 The number of times the rubber band is twisted before release

 The amount of mass carried by the airplane (tape pennies to the wings)

 The amount of drag on the airplane (tape bits of yarn to the edges of the

wings to induce drag)

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Writing: “H,” “J,” and “Z.”

Practice writing the letters H, J, and Z. Use NASA’s High Flyers Alphabet Activity Book. 

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Lesson 6 

World Flyers 

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Lesson 6

World Flyers 

Literature

Planes Fly! 

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Lesson 6: World Flyers

Although not all children have flown on an airplane before, this lesson helps students 

to see that airplanes transport more than just people. The focus story of this lesson is 

Planes Fly!, and it uses simple rhyming to help children understand the segments of a 

typical passenger flight from check-in and takeoff to landing, as well as the various 

types of aircraft (jets, fire-fighting planes, and sea planes), and type of cargo carried 

by planes (live animals and food). While learning about where planes travel, children 

will learn about geography and map-making with a very conceptual approach to 

learning Euclidean and spherical geometry. 

Focus Storybook 

Planes Fly! 

Cover and illustrations from PLANES FLY! by George Ella Lyon, 

illustrations by Mick Wiggins

Text copyright (c) 2013 by George Ella Lyon

Illustrations copyright © 2013 by Mick Wiggins

Used by permission of Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division

Key Q’s

What is it like to fly in 

an airplane? What flies 

on airplanes (besides 

people)? How do we 

make maps of the 

world?

Materials

Items shipped by air 

cargo (fresh flowers, 

fresh fruit, empty 

medicine bottles, 

foreign souvenirs, etc.)

World map print-out

Beads

Globe

Oranges or other 

spherical citrus fruit

Map projections sheet

Resources

High Flyers e-Book
Learning Goals 

Language  Vocabulary: airplane, pilot, and takeoff.

 Writing: Practice writing the letters “A,” “P,” and “T.”

Math  Convert a spherical surface into a flat surface (as in the

map-making process) to determine the most accurate

type of flat-map projection of the globe.

Science/Engineering  Identify the seven continents.

Art  Identify and match the colors of beads to their

continents on a color-coded world map.

 Make a tissue paper flower to give to a friend.

Fine Motor Skills  Separate individual tissue papers to fluff up a paper

flower.

Reading: Planes Fly! 

Cover and illustrations from PLANES FLY! by George Ella Lyon, 

illustrations by Mick Wiggins

Text copyright © 2013 by George Ella Lyon

Illustrations copyright © 2013 by Mick Wiggins

Used by permission of Atheneum Books for Young Readers, 

An imprint of Simon & Schuster Children’s Publishing Division

Read the story Planes Fly! Engage listeners with the following 

activities: 

 Have children share their own experiences of being on an

airplane.

 Encourage children to act out some of the scenes, such as putting

on their seatbelt, looking out the window, taking a nap, etc.

 Have children identify the USES of airplanes. Airplanes are often used to carry cargo (commercial

items, mail, etc.), to dust crops, to fight fires, and for personal transportation.

 Have children identify the PRODUCTS that get shipped by air cargo in the story. In the story, lobsters,

horses, and people are all shown being transported by airplanes.

 Have students work through the “T: Takoff” worksheet provided by the NASA High Flyers Alphabet

Activity book after reading Planes Fly!

© Mini Grey and Mick Wiggins

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Science/Engineering: Book-Based Activities 

Application Activity: Air Cargo 

Airplanes bring us so many things that we could not typically get otherwise, including fresh fruits and flowers 

out of season, seafood, live animals, medicines, and human organs for transplant, among many other perishable 
and season-sensitive items. Perhaps most importantly, airplanes bring us closer to people and places we would 

likely never meet. 

In this activity, children will learn about the many objects that are shipped to us by air, as well as the names and 

locations of the seven continents. 

 Provide each child with a printout of a colorful world map divided up by continent.

 Give each child seven small beads (if possible, in color-coordination of the continents on the map).

 Show each child an object that comes from each continent. If necessary, show images of things that

might get shipped by air (see the examples listed below number 2).

 As the object’s continent of origin is listed, ask students to place a matching bead on the continent

(identify the continent both by its name and its color).

 Allow students to count the number of continents that have beads placed on them after each object is

listed.

1) Provide each student (or small group of

students) with a map of the continents and seven

beads or small objects (buttons, etc.).

2) Show students – one at a time – examples of

items that have been imported by aircraft.

Depending upon the age, ask students to guess

where the object came from. Besides souvenirs

from international travel, the following are some

examples of items that can be displayed:

a. North America – any U.S.-made items, preferably

perishable or time-sensitive items that are likely to

have been flown in an aircraft.

b. South America – fruits/vegetables, coffee, flowers

c. Europe – chocolates, specialty foods, flowers

d. Asia – clothing, specialty foods

e. Africa – diamonds (i.e. wedding bands), flowers

f. Australia – diamonds

3) As the nation or continent of origin is identified, ask

students to identify the continent by placing a bead or

small marker object on the map. Help younger students to

identify the continents by referring to both the continent

name as well as the color of the continent on the map.

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4) Flowers are one of the most internationally transported

perishable items. Explain to students that they will be

making tissue paper flowers to attach to a card that they can

give to a friend or family member to help them to share

what they learned about the importance of air cargo.

5) Cut out tissue-paper squares that are approximately 4” x 4”.

Stack approximately 5-7 tissue paper squares one on top of

the other. (If appropriate, prepare these squares in

advance).

6) Fold the tissue paper back and forth multiple times in a

folded-fan pattern.

7) Use a piece of ribbon to hold the folds together by tying it

tightly in the middle.

8) Use scissors to scallop the edges of the folds to give the

paper the appearance of petals.

9) Carefully unfold the folds.

10) Delicately separate each tissue paper layer and fluff it up

until it has been made into the shape of a flower.

11) Use ribbon to attach the tissue paper flower to a car printed on cardstock.

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Flower photo Credit: Tricia Carzoli 

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Inquiry Lab: Round Globe, Flat Map 

By pre-school age, most children are aware that the Earth is round, like a ball. (If possible, consider providing 

children with a small globe). However, maps of Earth are flat! Show children the following four maps, and 

ask them which map they think is best to represent the Earth on which we live. Many children will choose the 

Airy Projection because it is round, like the globe. However, help them to see that there are some important 

parts missing (the entire Eastern hemisphere!) 

Mercator Projection Airy Projection 

Sinusoidal Projection Polyconic Projection 

1. To find out which type of flat map is actually best for representing the whole spherical Earth, give each

student or student group a single orange. (Oranges with thick skins that do not easily tear are best for this 

activity). Optionally, allow students to draw a map of their design on the orange. 

2. Using a butter knife, help students to cut a vertical slit in the orange from the top to the bottom.

3. Ask students to flatten their spherical maps. This can be accomplished

by carefully peeling the skin of the orange using a butter knife to make 

sections. Students should notice that a curved surface cannot be flattened

on its own. The orange peel can be carefully flattened, but it is expected 

that the peel will rip. 

4. Once students have flattened their peels, ask them to notice where

most of the cutting or ripping had to occur, and in which direction. 

Students should find that most of the cuts or rips occurred near the top 

and bottom ends of the map, going vertically. (Caution: This is not true if 

the incision in the globe goes along its “equator,” rather than across it). 

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5. Ask students to compare their flattened peels to the maps first introduced to them.

6. Ask students to now choose which map they think is best for representing the spherical globe on a flat map.

Most students will see that the circular map is not at all the best choice, nor, for that matter, the common 

rectangular map. A sinusoidal map is actually best, because it represents the rips and tears that are 

experienced by taking a spherical shell and flattening it. 

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Writing “A,” and “P,” and “T.”

Practice writing the letters A, P, and T. Use NASA’s High Flyers Alphabet Activity Book. 

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Additional Information and Educator Resources 

Although we often fail to recognize it, aviation has connected us in ways that deeply impact our daily lives. 

When you fly to your favorite destination, consider the places you can go, things you can learn, and people you 

can meet. Before the invention of the airplane, you would likely have been unable to travel very far at all in 

your lifetime. Even if you do not fly, consider the people and ideas that have come to you! Without airplanes, 

your world and your life experiences would be very limited indeed. 

A visit to your common grocery store is now an international experience brought to you by the power of flight. 

When you walk into a grocery store, take note of the fruits and vegetables available to you year-round and that 

could otherwise not be grown in your geographic region. Most of these items transited the air cargo system in 

order to arrive as fresh as possible and still 

maintain a reasonable shelf life. 

Perhaps surprisingly, even the local farmer’s 

market is not immune to the impact of 

aviation. Locally grown flowers might have 

been germinated from seeds flown from 

South America, and the farmers who sustain 

the market might make a portion of their 

income from air-shipping some of their 

produce around the nation or around the 

world. 
Although not all imported or exported products are shipped by air, most 

perishable items do travel by plane because of the speed of air cargo in 

comparison to ground- or water-based transportation. When making 

purchases of produce that is out of season locally, it can be fairly easy to 

deduce if a fruit or vegetable has been primarily shipped by air, water, or 

ground transportation, depending both upon the distance from the item’s 

origin as well as how quickly the produce ripens and spoils. For 

example, berries, cherries, 

peppers, and asparagus are 

among some of the most 

frequently air-shipped produce 

because of their short shelf life. 

Dry onions and coffee beans are 

more likely to be shipped more 

cheaply by boat or ground 

because of their weight, 

durability, and ability to 

withstand long transport times. 

An additional digital children’s 

book with informational commentary for adults about NASA’s contributions to aeronautics can be found here:

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With You When You Fly 

NASA’s Educator Resource Guide for 

Living in the Age of Airplanes 

http://www.nasa.gov/sites/default/files/files/Living-in-the-ageof-airplanes-resource-guide.pdf

To learn more about the beauty of flight, its impact on 

our lives, and NASA’s contributions to aviation, 

please check out the following resources. 

NASA Aeronautics: 

http://www.nasa.gov/topics/aeronautics/index

 Aeronautics Education Teacher Resources

o Aeronautics for Pre-K (Pre-K/Early

Education)

o Museum in a Box (Elementary – High School)

o Aeronautics for Introductory Physics (High School – Introductory College)

 Lithographs: NASA’s Contributions to Aviation, Parts of an Airplane

 Videos, News, Updates

 App: Sector 33 air traffic control game

 e-Books
Developed by:

Rebecca E. Vieyra, 2014-2015 Albert Einstein Distinguished Educator Fellow placed at NASA ARMD, lead 

Tony Springer, NASA ARMD Director of Communications and Education, lead 

Lillian Gipson, Maria Werries, NASA ARMD Office of Communications and Education, graphic designers 

Jim Schultz, NASA ARMD Office of Communications and Education, reviewer 

Tricia Carzoli, photographer, reviewer 

Kellie Ortiz, Capitol Hill Learning Group, PreK teacher, collaborator 

Diana Price, Alexandria Public Library, youth services manager, collaborator 

Lee Coykendall, U.S. Botanic Gardens, Children's Education Specialist, collaborator

Special thanks:

Thérèse Vieyra, student model

National Aeronautics and Space Administration, Aeronautic Research Mission Directorate 

Washington, DC 20546-0001 

http://www.aeronautics.nasa.gov/education.htm

http://www.nasa.gov/aeronautics

National Aeronautics and Space Administration 

Headquarters 

300 E. Street, SW 

Washington, DC 20546 

www.nasa.gov 

EG-2015--03-004-HQ

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