Texture Rubbing Mini-Kite

Texture Rubbing Mini-Kite lesson plan

Kites are fascinating. From a simple celebration of spring to a springboard into topics such as aerodynamics, weather, or history, this decorative project soars with the wind!

  • 1.

    Kites have existed for at least 2000 years. Because kites are typically made from fragile materials, there are very few examples of historic kites, although traditions and documents verify their existence.

  • 2.

    Invite students to research the many different uses for kites in cultures around the world and at various time periods. Then challenge students to create a kite in a style that reflects what they have learned. Working in small groups, students plan the kite’s shape and design before beginning the crayon rubbings. Students look for interesting surface textures that would make good rubbings. Often items are flat and hard, such as tree bark, rocks, or nylon netting.

  • 3.

    Remove the wrappers from the sides of Crayola Triangular Crayons. Draw the body of the kite on white paper and cut it out with Crayola Scissors. Mark kite sections with a crayon if so desired.

  • 4.

    To make rubbings, students lay paper over a textured item and rub the paper with the flat side of the crayon. Triangular crayons are especially easy to use to make rubbings. Change colors and/or textures for different sections.

  • 5.

    Cut ribbon to use as the kite's tail. Students glue the tail to the back of the kite. Tie several shorter pieces of ribbon on the kite tail for further decoration. Air-dry the glue.

  • 6.

    Students share information about their decorative kite with classmates. Is it a kite like one used for learning about the weather, for flying someone to a new place, for fishing, or for something else? Ask whether others in the group can identify what surfaces were used to create the textures. Display kites indoors with descriptions about their original uses.

Standards

  • LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.
  • LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
  • LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • LA: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • MATH: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
  • MATH: Represent and interpret data.
  • MATH: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
  • SCI: Use mathematics and computational thinking to observe and record local weather data over time using standard units.
  • SCI: Obtain information about different climatic areas to predict typical weather conditions expected in a particular season in a given area.
  • SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Use visual structures of art to communicate ideas.

Adaptations

  • Possible classroom resources include: Kite Flying by Grace Lin; Let's Fly a Kite (MathStart 2) by Stuart J. Murphy; Henry & The Kite Dragon by Bruce Edward Hall; The Emperor and the Kite by Jane Yolen; How Ben Franklin Stole the Lightning by Rosalyn Schanzer
  • Students investigate weather patterns in their community. Encourage students to observe daily weather and listen to professional weather reports. If time permits, allow for daily class discussion about weather projections and actual weather events. Students create a written document of weather events daily and use it to assist with planning kite flying events.
  • Students research the life and work of Benjamin Franklin, including his discovery of electricity. Ask students to organize their research into an electronic format for presentation to classmates.
  • Working in small groups, students write an original short story about a kite flying event. Groups should be prepared to share their stories with classmates.
  • Students imagine what it would be like to be a kite flying among the clouds. Working in small groups, students generate a list of descriptive terms that could be used when writing about this imaginary experience. Student groups compose an original poem about the experience and illustrate the look of their neighborhood from the perspective of the kite.