Mississippi Science ZOO.9.8
The Standard
- ZOO.9
- Students will understand the structure and function of phylum Chordata, class Aves, and how they demonstrate the characteristics of living things.
Enrichment: Use an engineering design process to utilize a bird’s flight adaptations in the development of a flying aircraft (e.g., glider, plane). *
2026 Mississippi College- and Career-Readiness Standards for Science · Phylum Chordata, Class Aves
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students choose a bird flight feature, such as long wings or a broad tail, and build it into a paper glider. They set a flight goal, test the glider, and change one part based on the results.
What Mastery Looks Like
- A student can explain how the chosen feature helps the glider meet its flight goal. They can test two versions with the same launch method and use the results to explain their design change.
Common Misconceptions
- Students may think all bird wings work the same way or that bigger wings always mean a longer flight. Some change several parts at once, then treat the test as proof that one change worked.
How to Assess It
- Exit ticket: Sketch one bird-inspired change to a paper glider aimed at a longer flight. Explain what you would measure and how you would keep the launch fair.
Lesson moves
Ways to Teach It
Give pairs paper and tape to build gliders with albatross-like wings, measure three flights, change one wing feature, and retest.
Show photos of albatross and hawk wings; ask which shape suits a long-distance glider and why.
Give groups cards labeled long wings, broad tails, and splayed wingtips; match each to gliding, steering, or reduced wingtip drag.
Compare an eagle's spread wingtip feathers with airplane winglets; have students label what each does to airflow.
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- BIO.5.8
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- ZOO.9.10
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- ZOO.10.7
Enrichment: Use an engineering design process to develop a possible solution to an environmental issue that currently exists in an ecosystem. *
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