What is the best design for a paper airplane?
When Kindergarten learners began to show an interest in building paper airplanes during lunchtime, the teacher supported and developed their interest further by pulling out books and watching videos about airplanes. As the excitement grew, the teacher planned a paper airplane contest.
First, learners needed to design their paper airplane. The teacher asked the guiding question, “What materials should we use for our airplanes?” Learners had previously been learning about trees and paper, so this helped guide the discussion.
Learners worked in groups to collect materials around the classroom and brainstorm design ideas. For example, learners collected stickers, markers, frozen-treat sticks, and stencils to add to their airplanes. Learners were given opportunities to plan what materials, other than paper, they would need for their final product. They discussed what might work well, and they built on each other’s ideas in a circle brainstorming session.
Next, learners were each given a white piece of paper. The teacher showed a step-by-step video on how to create a paper airplane. Some learners followed along, while others created a more complex one inspired by their own past experiences or design ideas. Learners were given opportunities to test their paper airplane in a safe environment so they could adjust their plans as needed for optimal performance. They engaged with one another and discussed their ideas as they created, learning alongside one another and using trial and error. Once they felt their design was the best it could be, they spent some time personalizing their “aircraft” and decorating it.
The next day, after using the materials to decorate and enhance their airplanes, learners met back at the carpet to brainstorm names for their airplanes. Learners had previously learned the importance of names and how they are a unique and important part of our identity. They reviewed how names carry deep personal, cultural, familial, and historical connections. Once they had decided on the name of their airplane, the teacher supported the learners by writing the names on the whiteboard for the learners to copy onto their airplanes. Learners took turns sharing about their airplanes with their classmates, including why they chose the name they did.
On the final day, after discussing some expectations on what a successful airplane contest would look like (e.g., everyone starting at the same spot, waiting for the teacher to say “Throw,” and then waiting until everyone threw their airplane before collecting theirs), the class went outside to the soccer field.
Once the learners were in a line, the teacher showcased how to properly throw a paper airplane (i.e., pinch the airplane with your thumb and pointer finger, move your forearm back, and release forward). Learners waited until the teacher said, “Throw.” Once everyone had thrown their airplane, the teacher said, “Collect,” and encouraged the learners to count how many steps it took to walk to pick up their airplane. They explored the natural counting connections and “more than, less than” concepts. The learners continued throwing their airplanes and counting their steps, reflecting on the differences that technique or other variables had on how far their airplane went. The class ended with a Sharing Circle, where the learners reflected on the experience, including what worked well and what they might change next time they designed a paper airplane.
Picture Books:
Jeffers, Oliver. The Great Paper Caper. Philomel Books, 2009.
Kelkar, Supriya. My Name. Illustrated by Sandhya Prabhat, Farrar, Straus and Giroux, 2023.
Syed, Anoosha. That's Not My Name! Viking Books for Young Readers, 2022.
