Tiger Kite

Lesson #10216
10216

Use Classroom Series Dies to assemble and decorate your own Tiger Kite! Use templates to create the left and right sides of the Tiger, or embellish as you desire!

Tiger Template: Left Side

Tiger Template: Right Side



This is a perfect science, technology, engineering and math (STEM) project. Research the advantages of wind energy as a natural, renewable resource. Understand how the sun provides energy to drive convection, heating the atmosphere and creating wind. Students conduct scientific investigations to explore wind energy, by assembling and flying Kites. Explore the technology of Kites and determine ways to make the Kite more aerodynamic. Calculate speed and velocity over several trials. Challenge students to create unique Kite designs using any desired pattern and assortment of materials.

Tiger Kites are great for project-based, inquiry learning!

A11040-Sizzix Bigz Pro Die - Kite, Tiger

Supplies Used: Construction Paper, Drinking Straws, Plastic Trash Bag or Tissue/Crepe Paper, Straws, Kite String, Rubber Cement or Tape

The teacher will die-cut the materials for student use prior to the lesson.

  1. TIP - Apply a piece of tape along the open end of the die-cut to use as a guide (Figure A).
  2. Fold an 18" x 12" sheet of construction paper (or material of choice) in half. Align the folded edge of the paper with the open end of the blade (Figure B).
  3. Lay the Kite face down and apply adhesive to the two center panels. Adhere both sides to each other to create a center ridge (Figure C).
  4. Turn Kite over and embellish before adding structure (Figure D). Embellish as desired or use templates for the left and right sides of the Tiger face (see Templates above). To add structure, tape a drinking straw between the ears of the Tiger as shown (Figure E).
  5. Make tails from 1" - 2" strips of plastic trash bags, tissue paper, crepe paper or similar lightweight flexible material. Attach to the bottom of the Kite. Length of tail will vary from between 5" - 8" depending on the strength of the wind and the weight of the selected material (Figure F).
  6. Tie guide string to the front of the Kite (Figure G) and you are ready to fly (see Main Photo)!

  • Figure A

  • Figure B

  • Figure C

  • Figure D

  • Figure E

  • Figure F

  • Figure G

Math: Geometry

Pre-K-12: Instructional programs from Pre-Kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships.

  • In Pre-Kindergarten through grade 2, all students should recognize, name, build, draw, compare and sort two- and three-dimensional shapes.
  • In grades 3-5, all students should identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes.
  • In grades 6-8, all students should understand relationships among the angles, side lengths, perimeters, areas and volumes of similar objects.
  • In grades 9-12, all students should use trigonometric relationships to determine lengths and angle measures.

Pre-K-12: Instructional programs from Pre-Kindergarten through grade 12 should enable all students to use visualization, spatial reasoning and geometric modeling to solve problems.

  • In Pre-Kindergarten through grade 2, all students should recognize geometric shapes and structures in the environment and specify their location.
  • In grades 3-5, all students should use geometric models to solve problems in other areas of mathematics, such as number and measurement.
  • In grades 6-8, all students should recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science and everyday life.
  • In grades 9-12, all students should visualize three-dimensional objects and spaces from different perspectives and analyze their cross sections.

Standards are listed with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content or validity of these alignments.

Source: Principles and Standards for School Mathematics

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