Carolyn C. Smith
Sample Lesson
Air Traffic Control
Objective The students will be able to discuss the primary purpose of Air Traffic Control.
Materials Needed
-
Newspaper
-
Vocabulary:
-
collision, aircraft, visibility, facilities, control, routes, traffic, communication, navigation, rules, and regulations
Brainstorming Questions
-
1. Why is it important to follow the rules of walking to your right in hallways or drive in the right lane of a two-way street?
-
2. Name a situation in which you did not follow a rule and you were hurt or someone else was hurt as a result of it.
-
3. Other than an accident, name three causes of traffic jams.
Procedures Introduce the vocabulary to the students to make sure they understand the meaning of those words.
Discuss with the students the purpose of following rules in general. Direct the students to the concept that if rules are not properly carried out by everyone, it could be dangerous and in some cases fatal.
Make sure the students understand that ever since the Wright Brothers’ experiment with flying an aircraft, there has been a need to control the traffic in the air. Discuss with the students the objectives of the Air Traffic Control listed in the unit.
Related Activities
-
1. Have the students to set up rules for their classroom which could prevent accidents from happening.
-
2. Have the students to bring in articles from the newspaper of accidents and discuss what could have been done to avoid them.
-
3. Plan a field trip to Tweed Airport to see their Air Traffic Control System in operation.
-
4. Plan a field trip to Bradley lnternational Airport to see their Air Traffic Control System in operation.
-
5. Plan a field trip to visit the Aircraft Museum located in Hartford.
-
6. Construct a model of an Air Traffic Control System for display in the classroom.
Sample Lesson
Usage of Air Traffic Control
Objectives The students will be able to:
1. identify the basic users of Air Traffic Control.
2. identify the three subcategories of air carriers.
3. identify the categories of general aviation.
4. identify the purposes of military carriers.
Materials Needed drawing paper and colored pencils
Vocabulary jets, commuter, schedules, categories, aviation, carrier, regional, short haul, metropolitan, rural, and capacity
Brainstorming Questions
-
1. How long do you think it would take you to travel from New Haven to Los Angeles, Hartford, Washington, D. C., New York City, London, Philadelphia, and Seattle?
-
2. Would you be able to fly directly to those places from New Haven? Why or why not?
-
3. Have you ever taken a trip on a plane?
-
4. What kind of plane was it? (size, jet, commuter)
-
5. How long did it take you to reach your destination?
Procedures Introduce the vocabulary above. Discuss the basic users of airspace -(Air Carrier, General Aviation, and Military). Make sure the students are aware that there are three subcategories of air carriers. (Trunk, Regional, and Short Haul) Discuss the differences of these types of aircraft. Point out the size of the aircraft, the maximum distance they usually fly, and the maximum number of passengers they carry. At this point the students can be told why Tweed New Haven Airport is considered a small airport and it only accommodates regional and short haul carriers. Display for the students pictures of the different types of aircraft so they will be able to see the difference in their structure and size. Allow the students to make a drawing of some of the aircraft.
Related Activities
-
1. Divide the students into groups of three or six. Allow each group to choose an aircraft or you may assign them one of the three users of Air Traffic Control. Using art paper, papier maché, or modeling clay, allow each group to construct a model of the aircraft they have chosen. Give their finished product an original name.
-
2. Write an imaginary history of their aircraft giving credit to the designer and the builder. Display their creations as a
Mini Aircraft Museum
.
Sample Lesson
Airports
Objectives The Students will be able to:
-
1. discuss how airports are designed to accommodate specific aircraft.
-
2. identify some major airports in the world.
-
3. identify that the overall efficiency of the Air Traffic Control System is directly affected by the adequacy of the landing and takeoff areas of airports.
Materials Needed Library Resource/Reference Materials
Vocabulary function, terminal, taxiway, runway, landing, takeoff, capacity, facilities
Brainstorming Questions
-
1. Have you ever been to a major airport?
-
2. Do you have any idea how and why airports came to be?
-
3. Why do you think airports play a major part in the Air Traffic Control System?
Procedures Introduce the vocabulary to the students. Explain to the students that the design and function of airports play an important role of our modern society. Discuss with them that the major function of the airport is to accommodate the demands of a metropolitan or rural community. Point out to them that the largest and busiest airport in the United States is O’Hare located in Chicago, IL.
Have the students to complete the chart below concerning the leading airports of the world.
|
Newark International
|
John F. Kennedy lnternational
|
|
O’Hare International
|
Bradley International
|
|
Dulles
|
Montreal
|
|
London
|
Orly
|
|
Shannon
|
LaGuardia
|
|
NAME
|
LOCATION
|
NUMBER OF PLANES
|
SPECIAL COMMENTS
|
|
|
|
HANDLED A DAY
|
|
O’Hare
|
Chicago
|
Over 2,000
|
Largest and busiest
|
|
|
|
|
airport in the U. S.
|
Related Activities Have the students to develop a Jeopardy Game Show using the information gathered from the chart.
Sample Lesson
Aviation Careers
Objective The students will be able to recognize some of the careers that are associated with aviation.
Materials Needed Library Resource/Reference Materials
Vocabulary career, aviation, reference, resource, qualification
Brainstorming Questions
-
1. What would you like to be when you grow up?
-
2. What would you have to do to be prepared for that career?
-
3. How many years do you think it would take you to achieve that goal once you have graduated from high school?
Procedures Introduce the vocabulary to the students. Tell the students that their classroom is going to become an imaginary college. Each one of them is studying for a career which deals with aviation. List the following careers on small pieces of paper and allow the students to pull a career to research.
|
Flight Surgeon
|
Meteorologist
|
|
Traffic Engineer
|
Plane Designer
|
|
Pilot
|
Plane Builder
|
|
Ecologist
|
Aerial Survey Flying
|
|
Flight Dispatcher
|
Border Patrol
|
|
Aircraft Mechanics
|
Flight Tester
|
|
Stewardess
|
Aerial Archeologist
|
|
Nuclear Physicist
|
Air Traffic Controller
|
Airport Personnel (Such as clerks, ticket agent, airport manager)
After they have chosen a career have the students to utilize the school or public library to answer the following questions about their chosen career.
1. How long were you in school?
-
2. Where did you go to school?
-
3. What are your duties at work?
-
4. Do you travel a lot with your career?
-
5. Do you have to wear special clothes?
-
6. How much money do you make doing your job?
-
7. Is it easy for you to change to another job dealing with aviation?
-
8. Would you encourage other people to choose the same career as you have chosen? Why or why not?
-
9. In real life would you choose this career? Why or why not?
Related Activities Share these reports with the class. Also add them to the display in the
Mini Aviation Museum.
Sample Lesson
Geography: Latitude and Longitude
Objective The students will be able to identify lines of latitude and longitude on a map and/or globe.
Materials needed Wall map of the world, outline map of the world showing the equator and the prime meridian, colored pencils
Vocabulary latitude, longitude, parallel, prime meridian, equator, vertical, horizontal, North Pole, South Pole, hemisphere, north, south, east, and west.
Brainstorming Questions
-
1. If you are leaving New Haven on your way to Florida, what direction would you travel?
-
2. Using the prime meridian and the equator, how many parts is the world divided into?
-
3. What part of the world do you live in?
-
4. What continents do you find in each hemisphere?
-
5. What continent(s) is (are) located in all four hemisphere?
Procedures Introduce the vocabulary to the students to make sure they understand the meanings of those words.
Discuss with the students that parallels of latitude are imaginary circles that are parallel to the equator (0° latitude). Any point on one of these circles has the same latitude. Meridians of longitude are imaginary circles that pass through the North Pole and South Pole.
Inform the students that north latitude is measured north of the equator and south latitude is measured south of the equator. Point out that the west longitude extends from the prime meridian (0° longitude) westward halfway around the Earth to the International Date Line (180° longitude). The east longitude extends eastward from the prime meridian to the lnternational Date Line. The letters N. and S. indicate north and south latitude and the letters E. and W. indicate east and west longitude.
Related Activities
-
1. Have the students to use their desk outline maps to draw the equator and the prime meridian. Use a color code to identify the sections.
-
2. Have the students to identify the continents which are located in each part.
-
3. Have the students to tell what part of the world each of the following places are located.
-
|
Washington, D. C.
|
Stockholm
|
Sydney
|
|
Egypt
|
London
|
Paris
|
|
Brazil
|
Hawaii
|
Nigeria
|
