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Grade Level 7

History/Social Studies
7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.

Literature & Language Arts
2.0 Reading Comprehension (Focus on Informational Materials)
2.3 Write research reports:
2.4 Write persuasive compositions:
2.5 Write summaries of reading materials:

Analyzing text
Critical thinking
Collaborative tasks
Compare and contrast
Cause and effect
Expository critique
Making inference
Visual analysis
Write persuasive composition
Research
October 8, 2006

Lessson Plan
Introduction
Background for Teacher
Guiding Questions
Learning Opportunities
Assessment
Guided Discussion Questions
Instructional Plan
Materials Needed
Groupings
Checking for Student Understanding
Guided Practice
Independent Practice
Closure
Extension
English Learners
G.A.T.E. Students

Links
Vocabulary
Pre-Post Test | Blackline Master
Socratic Seminar
Grade 7 Rubric | pdf
Cornell Notes
Powerpoint (Large file - save to hard-drive before running.)

Stanley, Diane. “from
Leonardo da Vinci, World in
Transition
, Holt, Rinehart, and
Winston, Austin, Texas 2005.
Pages 143-147

Leonardo da Vinci National Museum of Science and Technology in Milan, Italy
Museum of Science, Boston, Massachusetts
“Da Vinci: Father of Flight”. NasaExplores, October 6, 2004.
PDF file, Da Vinci article
The Dream of Flight; Library of Congress
Leonardo: A Dream of Flight – teach with movies
Women in flight
History of Women Aviators - Smithsonian
Leonardo flight site
Veterans History Project - Library of Congress
George Palmer Putnam Collection of Amelia Earhart Papers E-Archives -Purdue University Libraries
The Western Region Tuskegee Airmen Archive - University of California Riverside
April 15, 2007
Feedback and Evaluation
Email Lesson to friends or colleagues
 
Aviation Lesson Plan | 7th Grade Level
Download Complete Aviation Lesson Plan for 7th Grade Level | lpav7.pdf

Leonardo da Vinci: Father of Flight

Introduction:

The birth of man-powered flight occurred the same year Frank Miller opened his Mission style hotel. Mr. Miller, his guests, and the whole world would soon learn of Orville Wright’s 12 second flight on December 17, 1903. Riverside was headed for an “adventure in the skies” that continues over 100 years later. Immediately fascinated with this invention was Frank Miller, who recognized that the world would be forever changed.

The Aviation Artifacts of the Mission Inn Foundation commemorate those who bravely advanced the world of flight; beginning with the Wright Brothers and chronicling the efforts of those determined men and women who were willing to endanger their personal safety.

Though man’s first flight was not documented until the 20th century, the idea for man-powered flight was not new. One of the earliest thinkers and inventors in this field was Leonardo da Vinci, known throughout history as a painter, sculptor, architect, scientist, mapmaker, and military engineer. Da Vinci’s theories and technical drawings on flight provided inspiration and ultimately the realization that humans can indeed fly.

Background for the teacher:

Leonardo da Vinci : Leonardo da Vinci spent a good deal of time thinking about how people could get around faster—on the earth, in the water, and even in the air. After studying the anatomies of certain wild creatures and tinkering around with mechanisms like gears and pulleys, he came up with some designs for vehicles that were ahead of his time.

Frank Miller and his guests were thrilled to learn of Orville Wright’s 12-second flight on December 17, 1903, the same year Miller opened his mission-styled hotel. Riverside was headed for an adventure in the skies that continues over 100 years later.

Despite the successes of the Wright Brothers and many other Americans, France, Britain, Germany, and Italy were at the forefront of aviation. The Army and the Navy were seeking to expand their fledgling aviation programs in the United States. Planes, airfields and trained flyers were needed. Could the Army be persuaded to establish an airfield in Riverside? Many believed it was possible, including Frank Miller, who had successfully helped establish Riverside County, the Citrus Experiment Station (now UC Riverside), the Sherman Indian School and of course, the Mission Inn. Miller and other community leaders convinced the U.S. government to locate an airfield east of Riverside. With the backing of the Riverside Chamber of Commerce, Frank Miller signed the deed transferring 640 acres of Alessandro Ranch to the Army Signal Corps. The first military plane landed at the new airfield on March 1, 1918, and by July, cadets were in training. Thus began an extraordinary part of Riverside County’s military history.

In a letter to friend General Hap Arnold, Dewitt Hutchings (Frank Miller’s son-in-law) once described himself as “Air Minded.” Although the term was not exclusive to the Miller-Hutchings family, they were the embodiment of it. They embraced flight with unmatched enthusiasm. The result was an extensive and eclectic military and civilian aviation collection, comprised of travel brochures, souvenirs, insignias, photographs, and a variety of other materials (even a bottle of Graf Zeppelin oil). The Miller-Hutchings had a circle of friends who shared their “Air Mindedness," including many associated with March Field, such as Generals Hap Arnold and Jimmy Doolittle. The family also had collected memories of flights to South America, Europe, Asia, and points beyond.

The family's aviation-related objects were displayed in several locations throughout the hotel. Many were exhibited in a small structure called the “Pilot’s Roost” located above the St. Cecilia Chapel (opposite the entrance to the St. Francis Chapel). A small conference and dining room reserved for the military housed even more flight-themed objects.

In 1932, the International Shrine of Aviators was opened, encompassing the St. Francis Chapel and the adjoining St. Francis Atrio; the Atrio hosts the Famous Fliers’ Wall, which was used by the Miller-Hutchings family to recognize notable aviators. Today, 151 fliers or groups of fliers—most of whom were in attendance for their induction ceremonies--are honored there. Each aviator’s signature is etched onto a 10-inch wide pair of copper wings attached to the wall.

The "Air Mindedness" of the Miller-Hutchings family brought a soaring new element to the Mission Inn, and helped Riverside fly boldly into the future.

Guiding Questions:

  • Define "Renaissance". What were the qualities, skills, and attitudes one would expect from a person in Renaissance Italy?
  • Have we seen that same spirit in modern time?

Learning Opportunities: (What do you expect your students to do by the end of this lesson? (Objective):

As a component during instruction on the Renaissance, upon completing this lesson, students will be able to:

  • Detail advances in science, engineering, and the understanding of human anatomy and astronomy and explain how Leonardo da Vinci reflected the spirit of that time period.
  • Discuss da Vinci’s work in aviation theory.
  • Compare and contrast the qualities of a more contemporary aviator with that of Leonardo da Vinci.
  • Compose a persuasive essay to convince the reader that the more contemporary aviator displayed the spirit of the Renaissance as did Leonardo da Vinci in his time.

Assessment: (What evidence will let you know that each and every student has achieved this objective?):

Guided Discussion Questions: What review, refocus, or leading will occur that will ensure that students are focused on the learning? (Anticipatory Set):

To introduce the topic of Leonardo da Vinci, specifically his technical drawings and theories regarding human flight, and the connection of that Renaissance spirit to contemporary aviators, encourage discussion of the following:

  1. How did Leonardo da Vinci exemplify the spirit of the period of the Renaissance?
  2. What challenges did da Vinci face versus more contemporary inventors?
  3. Why was Leonardo da Vinci called the “Father of Flight”?
  4. What qualities must one possess to dare to attempt the first man-powered flight?

Instructional Plan: How will the lesson be structured? What strategies will be used? (Instructional Input):

  • Teacher peruses the above Introduction.
  • Teacher familiarizes self with information from website, which describes each artifact.
  • Whole class direct instruction during initial questioning – tapping into prior knowledge.
  • Whole class direct instruction for viewing artifacts from website or PowerPoint – contextual clues.
  • Students will work independently to conduct research on student choice object of research.

Materials needed to teach this lesson:

  • Mission Inn Museum website viewed on classroom LCD projector or printout PowerPoint and use on overhead or students may view from home or on classroom computer in small groups.
  • Computer access for Internet research resources.
  • Library resources.
  • Leonardo daVinci article for summary.

Groupings that will be used in this lesson:

  • Whole class for checking for prior knowledge, guided questions, viewing artifacts, brainstorming for names, introducing prompt.
  • Small groups to gather research materials.
  • Independent writing of persuasive composition.
  • Working in small groups of peer review of first draft.

Checking for student understanding:

Opportunities for students to practice the skill/concept (Guided Practice):

Explain that a local entrepreneur, Frank Miller, was “air minded” and impressed with the spirit and accomplishments of aviation. He dedicated much of his Mission Inn, and helped to establish March Air Force Base in honor of those men and women involved. Show Early Flight, March Field, Endorsement of Passenger Flight .

Show the Aviator Wall and explain the creation and structure of this wall. Ask students if any names sound familiar as you review the list. You may wish to point out John Glenn, Eddie Rickenbacher, Chuck Yeager, Charles Lindbergh, the WASPS, and Orville Wright. Students will likely recognize Amelia Earhart; however, if not, review her accomplishments.

Discuss the question that although these aviators displayed a Renaissance spirit and innovation, a sense of bravery might also be necessary to accomplish the feats involved. Imagine flying in a dirigible as large as a cruise ship. Show and describe the Zeppelin and in particular the Hindenberg.

Opportunities for students to practice the skill/concept independently:  (Independent Practice):

Refer students to article, Leonardo da Vinci, Father of Flight. Students read and summarize article. Summary prompt and rubric. Also available is an article of da Vinci as a Renaissance Man.

Instruct students to select an aviator on which to write a research paper. (Research standard)

Opportunities for students to reflect, summarize, clarify, or explain learning: (Closure):

Write a persuasive essay in which you discuss how the object of your research compares to Leonardo da Vinci as having the spirit of the Renaissance. How did (subject of research) exemplify the period of the Renaissance as did Leonardo da Vinci in his time? Use the Persuasive Essay rubric. Give convincing reasons that support your opinion and address the concerns of those who would argue against your position. Explain your reasons with specific details.

Extensions:

  • Compare/contrast Leonardo da Vinci’s drawings with modern inventions.
  • Create a scrapbook of Leonardo da Vinci’s inventions in Renaissance Italy.
  • Design a stained glass window in honor of Leonardo da Vinci, to be placed near the Aviator’s Wall.
  • Leonardo da Vinci webquest, grades 5-8. Sponsored by NASA.
    http://media.nasaexplores.com/lessons/04-065/5-8_2.pdf
  • “Leonardo da Vinci”; www.unitedstreaming.com
  • Create a design for Leonardo da Vinci’s “wings” to be placed on the Famous Fliers Wall. Also, write a dedication that might be used while wings are placed on that wall.

English Learners:

Beginning: Write a short summary of Leonardo da Vinci: Father of Flight in which the main idea of article is stated in student’s own words.

Intermediate: Write brief response to persuasive prompt in which student shows factual understanding using simple sentences.

Advanced: Write response to prompt that develops interpretations and cites specific support of position.

G.A.T.E. Students:

Discuss with students; what factors of that time and place may have influenced Leonardo da Vinci to be such a prolific artist/scientist/inventor.

  • What unanswered questions might students have regarding Leonardo da Vinci?
  • Socratic Seminar : “How would our world view Leonardo da Vinci today?
  • During the Renaissance, who were Leonardo da Vinci’s critics?
  • Does innovation require irrational thought?
 
 
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