Flying Paper Experiment

Grade 1 | Duration: 20 minutes | Class size: 13 students

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Learning Objectives

Aligned to Common Core State Standards - English Language Arts (ELA):

• SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• SL.1.1(b): Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
• SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

I can...

• Participate in conversations by sharing my observations and listening to others.
• Respond to my classmates’ ideas by adding my own thoughts.
• Describe what happened in our flying paper experiment using clear details.

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Success Criteria

Students will be successful when they:

• Actively join the group discussion using talk stems like “I noticed…” or “When I threw the ___ I saw…”
• Make multiple exchanges by building on their classmates’ comments.
• Accurately describe the flight patterns and results of the paper types used in the experiment.
• Contribute observations to the anchor web using relevant and clear descriptive language.

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Materials Needed

• For each group (4 groups of ~3-4 students):

  • 3 sheets of paper (one flat, one prepared as a paper glider using the Falling, Floating, Gliding Worksheet)
  • 1 sheet crumpled into a ball

• My Falling, Floating, Gliding Observations Worksheet for each student

• Marker and large chart paper for "Our Flight Observations" anchor web

• Dyslexia-friendly fonts and printouts for all worksheets

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Lesson Breakdown

1. Introduction & Setup (3 minutes)

• Teacher: Briefly introduce the experiment, “Today we will see which paper flies the farthest: flat paper, a paper glider, or crumpled paper.”
• Show models of each paper form.
• Explain the goal: “We are scientists and will observe how each paper moves through the air.”
• Review talk stems: “I noticed...”, “When I threw the ___ I saw…”, “I feel that…”

2. Group Experiment & Observation (7 minutes)

• In groups, students take turns throwing each type of paper, one at a time.
• Students record their observations individually on the My Falling, Floating, Gliding Observations Worksheet, focusing on distance, movement, and any feelings or ideas they have.
• Teacher circulates, scaffolding dialogue and helping students use descriptive language.

3. Collaborative Conversation & Anchor Web Building (8 minutes)

• Gather whole class around chart paper with “Our Flight Observations” anchor web.
• Invite students to share their observations aloud, encouraging multiple conversational exchanges (SL.1.1 & SL.1.1(b)):
  • Teacher prompts: “Who would like to add to what Sarah said?”
  • Students use talk stems to contribute and respond.
• Chart key observations and the attributes that seem to help the paper fly best (shape, weight, smoothness).
• Teacher models writing clear, detailed sentences reflecting students’ comments (SL.1.4).

4. Wrap-Up & Connection to Unit (2 minutes)

• Teacher says: “We will read more texts about flying things and human flight soon. We’ll add what we learn to this anchor web.”
• Revisit the “I can…” statements with students.
• Encourage them to think about why some paper flew better and get excited about upcoming lessons.

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Differentiation Strategies

• For diverse learners:
  • Provide dyslexia-friendly versions of worksheets (larger font, sans-serif typeface, high contrast colors).
  • Use sentence starters and visual cues on talk stems cards to scaffold verbal participation.
  • Pair English Language Learners (ELLs) with supportive peers or adults for conversation practice.
• For students needing extra support:
  • Allow use of drawings on observation worksheets to express ideas if vocabulary is limited.
  • Provide one-on-one prompting during conversations.

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Extension Activities (For Advanced Learners)

• Challenge students to create their own new type of paper flyer and predict its flight performance.
• Encourage students to write a short descriptive paragraph about their flyer and the experiment at home.
• Facilitate a mini-research session about birds or airplanes to connect science and ELA.

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Notes for Teachers

• Maintain a warm, encouraging environment where students feel safe to share ideas and ask questions.
• Use the anchor web as a living document that you’ll continue building over the unit, integrating future readings and experiments.
• Reinforce academic language by revisiting talk stems often and modeling complete, descriptive sentences.
• This lesson promotes not only science inquiry but also critical speaking and listening skills aligned with Common Core ELA standards.

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Thank you for letting me support your innovative lesson!
This active, collaborative lesson will engage your first graders in meaningful conversation, clear descriptive language, and hands-on discovery about flight that aligns perfectly with Common Core standards.