LEARN NC

Car board game.

CareerStart lessons: Grade six

3.2 Chuck Yeager and technological design

By April Galloway and Christine Scott

Provided by CareerStart

Learning outcomes

The learner will demonstrate an understanding of technological design and how it applies to careers in aviation.

Teacher planning

Materials needed

  • Student handouts:
    • “Who is Chuck Yeager?”
    • “Careers in Aviation”
  • Computer for each student (computer lab)
  • Pencil

Time required for lesson

One class period

Advance preparation

Visit the Chuck Yeager website and click on “The Yeager Adventure.” (Be aware that this is a commercial site that may include endorsements.) You can use the “Who is Chuck Yeager?” student handout to write down information prior to asking the students to do so.

Procedure

  1. Instruct students to brainstorm aviation careers, and write the ideas on the board as the students state them. Try to steer students toward careers that involve technical design. (10 minutes)
  2. Pass out the first student handout, “Who is Chuck Yeager?”. Write the URL of the Chuck Yeager website (http://www.chuckyeager.com/home.htm) on the board and ask the students if they are familiar with Chuck Yeager. Explain to the students that they can learn more about Chuck Yeager by visiting the website. Instruct the students to use the handout to answer questions about Chuck Yeager as they read. (10 minutes)
  3. Walk around the room as students begin reading and answering questions, assisting students and monitoring computer use. (25 minutes)
  4. Have the students discuss their findings as a class, and explain that there are many aviation careers available today. Write the URL of the EAA Young Eagles careers page (http://www.youngeagles.org/careers/airlines.asp) on the board and pass out the second student handout, “Careers in Aviation.” The website lists numerous careers, so assign each five students a different set of careers. (For example, point to five students and have them list the first five careers on the website, and have the next five students list 6-11, etc. Each student will be responsible for listing five careers.) (10 minutes)
  5. Walk around the room while students locate and write down this information. (15 minutes)
  6. Come together as a class and allow students to state their career titles, salary ranges, and educational requirements. Students can write information on the handout as they state their findings. (jigsaw) (15 minutes)

North Carolina Curriculum Alignment

Science (2005)

Grade 6

  • Goal 2: The learner will demonstrate an understanding of technological design.
    • Objective 2.02: Use information systems to:
      • Identify scientific needs, human needs, or problems that are subject to technological solution.
      • Locate resources to obtain and test ideas.