Bird Wings and Paper Planes
Lesson Plan by Kim Trinkle
S.C. Science Standards:
8-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and
analysis, and problem solving.
8-2.1: Explain how biological adaptations of populations enhance their survival in a particular
environment.
Have you ever noticed how wings of different species of birds are shaped differently? Even among birds of prey, there is much variation in wing shape, even though the function of all wings is the same: maintaining flight. In this activity, we will learn about why different species have different shaped wings.
Bald Eagle
Eagles: Longer, thinner wings, short tail compared to body
Red-Tailed Hawk
Buteos: Shorter, fatter wings, short tail compared to body
Cooper’s Hawk
Accipiters: wings very short and stubby, very long tail compared to body
Peregrine Falcon
Falcons: short, tapered/bent wings, long tail compared to body
Activity
Homework (Day 1): As homework, you will build a paper plane out of the sheet of graph paper provided to you. The next day, you will bring in your plane and we will have a paper airplane contest!! There will be awards for longest flight, longest time in air, and fastest plane.
The Rules of the Contest:
1. You will be given a sheet of graph paper from which to construct your plane. You can make test planes from sheets of regular paper, but your final product needs to be constructed out of the graph paper.
2. You will also be given a paper clip and a rubber band. These are the only materials you can add to your plane! Before the contest, planes will be inspected to insure a fair contest, and any additional materials will be removed from your plane.
3. If you do not wish to add the paper clip or rubber band, you are not required to.
4. You are allowed to cut your graph paper, but you are not allowed to have tape or glue on your plane. Therefore, if you are planning to cut your graph paper, make a test plane out of regular paper BEFORE you make your “real” plane!!!!
5. You may look up patterns or instructions from the internet to help you build your plane.
6. The gridlines on the graph paper must be visible; we will be using them to help us measure the wings. Make sure you put your name on your paper airplane and bring it to class tomorrow!!!
Measuring your Plane
You will measure both the wingspan and area of your plane’s wings.
To find wingspan, measure the length of the wings from tip to tip of wings. Each “box” formed by the grid on your graph paper = 1mm
To find wing area, find the area of one wing and then multiply by 2
Area formulas: If your plane has rectangle wings: A= length x width
If your plane has triangle wings: A= (1/2) length x width
Once you have calculated the wingspan and area of your plane’s wings, add that data to your table.
Next, you will calculate your plane’s aspect ratio. This is a ratio of the wings’ length to width.
Formula: Aspect Ratio = (S)2/A (S= wingspan), A= wing area
Data Table
Distance plane flew (cm)Time spent in air (seconds)
Speed (cm flown/seconds in air)
Wingspan (cm)
Wing Area (cm2)
Wing Aspect Ratio
After you have filled out the data table, your data will be combined with the rest of the class to make a class set of data. Tomorrow, your group will be assigned to make one of three graphs: Wing Aspect Ratio vs. Distance, Wing Aspect Ratio vs. Time in Air, and Wing Aspect Ratio vs. Speed. We will then have a class discussion about our results.
(End Day 2)
Questions (Graph and Discussion on Day 3)
1. What was our independent variable? What was our dependent variable(s)? What was our control(s)? Could we have controlled for any additional variables?
2. Is there a relationship between wing aspect ratio and distance flown, time in air, and plane speed?
3. Aspect ratio is basically Wing Length divided by Wing Width (L/W). High Aspect wings are long and thin while Low Aspect wings are shorter and stubby. Which bird on the first page of the lab do you think has the highest wing aspect ratio?
4. Which bird do you think has the lowest wing aspect ratio?
5. Low aspect ratio wings are better for maneuverability while high aspect ratio wings are better for soaring and hovering. Below is a table of each species of bird of prey shown on the front page of the lab, the food they eat, and the habitat that they live in. Using the data in the table, can you predict how the wing type of each species helps the animal adapt to its environment? Write your explanation in the space below the table.
Species / Prey / HabitatBald Eagle / Hunts from perches; takes fish and small mammals / Forests adjacent to large bodies of water, perches in trees taller than canopy (out in the open)
Red-tailed Hawk / Hunts from perch: takes rabbits, small mammals, grassland birds like pheasants / Woodlots with open canopy (trees not dense) near grasslands
Cooper’s Hawk / Mostly medium-sized birds (such as doves or pigeons), scans ground from perches / Forests and urban areas
Peregrine Falcon / Mostly birds, captured in flight / Variable, prefers open landscapes for foraging, uses human-built roosts in urban areas
6. Do you notice anything special about the shape of the falcon’s wing compared to the other wing types? Do you notice anything special about the way it captures its prey (in relation to the other 3 species)? Can you form a logical explanation connecting the two characteristics?