Grade 7 Literacy Performance Task
Narrative: Hot Air Balloon
UNIT OVERVIEW: Write an original narrative using source materials as scaffolding activities.
TASK DETAILS
Task Name: Narrative: Hot Air Balloon
Grade: 7
Subject: ELA
Depth of Knowledge: Webb Level 3
Task Description: This culminating task asks students to write a narrative that incorporates
information and facts presented in various articles on a common topic of hot air balloons. Students
will read four written selections from various genres and comprehend the text. Students are then
expected to incorporate the vocabulary and content of the articles into an original, well-developed
and well-organized narrative, demonstrating the skill of elaborating narrative using source material.
Standards:
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings: analyze the impact of a specific word choice on meaning and
tone.
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of
the key information by emphasizing different evidence or advancing different interpretations of the
facts.
W.7.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Resources and Materials:
“Hot Air Balloon” original
"The History of Hot Air Balloons." - Science In Depth. Commonwealth of Australia, 2012. Web. 28 Mar.
2013. <http://www.questacon.edu.au/indepth/ballooning/>.
"Get Involved in Ballooning." Hot Air Ballooning. N.p., 2013. Web. 28 Mar. 2013.
<http://www.hotairballooning.com/>.
Wybrow, Angela. "Hot Air Balloon." PoemHunter.com. 06 Sept. 2012. Web. 28 Mar. 2013.
<http://www.poemhunter.com/poem/hot-air-balloon-3/>.
Section A: Assessment Task #1:
Student Name: _____________________________________ Class Period: ________
TASK:
Read the article Hot Air Balloon. Using the information provided in the article,
complete the diagram of a hot air balloon provided. Label the appropriate parts of
the balloon with the terms that are written in bold print in the article.
Space for Notes:
Crown
Load tape
Throat
/mouth
Gondola
Section B: Scoring Guides for Assessment Task # 1
Primary Trait of Assessment Task # 1:
RI.7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings: analyze the impact of
a specific word choice on meaning and tone.
While students are expected to complete the diagram accurately based on the
informational text provided, there is no formal evaluation of this first task.
Teachers are encouraged to use the diagram as formative assessment of student
comprehension of informational text. A review of the student work with informal
feedback is, of course, necessary; however a formal “grading” of the diagram is
not part of this task. Class discussion, led by teacher, will focus on critical
analysis and comprehension of the article. This first source provides
background information to be used in upcoming tasks… any information or
ideas presented in this article can be later incorporated into the final narrative
task as elaboration or detail.
Crown
Load tape
Throat
/mouth
Gondola
Assessment Task # 2
Student Name: _____________________________________ Class Period: ________
TASK: Read the article Hot Air Balloon History. After reading the information,
complete responses to the following questions.
What initially inspired the Montgolfier brothers to develop the first hot air balloon?
A.
B.
C.
D.
King Louis XVI agreed that it was a great idea.
They had seen farm animals fly in their village and wanted to travel by air, too.
They were inspired by a sheep, a duck, and a rooster.
They saw that when paper burned, the smoke and ashes floated into the air.
What contribution did Pilatre de Rozier make to modern day flight?
A.
B.
C.
D.
His name “Rozier” is the source for today’s phrase “rose into the air.”
He invented the first hot air balloon.
His name “Pilatre” is the source for today’s word “pilot.”
He invented champagne.
After reading about the Montgolfier brothers’ invention, select two character traits from
the list provided. Writing in complete sentences and using formal writing style, explain
which traits the brothers displayed, and cite specific evidence from the text to support
your character trait choices.
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Sample Character Traits
Able
Active
Adventurous
Affectionate
Afraid
Alert
Ambitious
Angry
Annoyed
Anxious
Apologetic
Attentive
Average
Bad
Blue
Bold
Bossy
Brainy
Brave
Bright
Brilliant
Busy
Calm
Careful
Careless
Cautious
Charming
Cheerful
Childish
Clever
Clumsy
Coarse
Concerned
Confident
Confused
Considerate
Cooperative
Courageous
Cross
Cruel
Curious
Dangerous
Daring
Dark
Decisive
Demanding
Dependable
Depressed
Determined
Discouraged
Dishonest
Disrespectful
Doubtful
Dull
Dutiful
Eage
Easygoing
Efficient
Embarrassed
Energetic
Evil
Excited
Expert
Fair
Fearless
Fierce
Foolish
Fortunate
Foul
Fresh
Fresh
Frustrated
Funny
Gentle
Giving
Glamorous
Gloomy
Good
Graceful
Grateful
Greedy
Grouchy
Grumpy
Guilty
Happy
Harsh
Healthy
Helpful
Honest
Hopeful
Hopeless
Humorous
Ignorant
Imaginative
Impatient
Impolite
Inconsiderate
Independent
Industrious
Innocent
Intelligent
Jealous
Kindly
Lazy
Leader
Lively
Lonely
Loyal
Lucky
Mature
Mean
Messy
Mysterious
Naughty
Nervous
Nice
Noisy
Obedient
Obedient
Old
Peaceful
Picky
Pleasant
Polite
Poor
Popular
Positive
Precise
Proper
Proud
Quick
Quiet
Rational
Reliable
Relicious
Restless
Rich
Rough
Rowdy
Rude
Sad
Safe
Satisfied
Scared
Secretive
Selfish
Serious
Sharp
Short
Shy
Silly
Skillfull
Sly
Smart
Sneaky
Spoiled
Stingy
Strange
Strict
Stubborn
Talented
Tall
Thankful
thoughtful
Thoughtless
Tired
Tired
Touchy
Trusting
Trustworthy
Unfriendly
Unhappy
Upset
Useful
Warm
Weak
Wicked
Wise
Worried
Wrong
Young
Section B: Scoring Guides for Assessment Task # 2
Primary Trait of Assessment Task # 2:
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Scoring Guide
Score Point Description
Selects two appropriate character traits, cites relevant and specific evidence
from the source material, analyzes what the text says explicitly, and draws
4
inferences from the text. The response provides thorough and convincing
support/evidence for the character trait analysis. Includes the effective use of
source, facts, and details.
3
2
1
Selects two appropriate character traits, cites relevant and specific evidence
from the source material, analyzes what the text says explicitly, and draws
inferences from the text. The response provides adequate support/evidence for
the character trait analysis. Includes the adequate use of source, facts, and
details.
Selects two appropriate character traits, cites limited evidence from the source
material, understands what the text says explicitly, and draws limited
inferences from the text. The response provides limited support/evidence for
the character trait analysis. Includes the limited use of source, facts, and
details.
Demonstrates inadequate ability to determine character traits. Student has
difficulty providing evidence from the source material, understanding what
the text says explicitly, and draws limited inferences from the text. The
response provides little or no support/evidence for the character trait analysis.
Includes the little or no use of source, facts, and details.
Each of the selected response questions is worth one point, and the short written response is
worth a possible four points, for the total possible point value of six points. The conversion chart
below indicates a recommended grade entry under the category of Reading (Informational Text)
as a Learning Topic, with the idea that it is entered as a 10 Possible Point grade.
6 points = 10/10
5 points= 9.3/10
4 points= 8.5/10
3 points= 7.6/10
2 points= 6.5/10
1 point= 5/10
Score Point 4 Exemplar:
The Montgolfier brothers were both nervous and ambitious. In the second
section of the article, the author actually says that “The brothers were far too nervous
to try out their invention themselves so they sent up a sheep, a duck, and a rooster to
see what happened.” Later in the article, two close friends of the brothers went up in
the next flight of the balloon, which indicates that they were still very uneasy about
flying in the craft themselves.
Although the men were nervous about their invention, they were also very
ambitious. After they got the initial idea about the balloon from seeing the smoke and
ashes rising from the burning paper, they quickly developed the first balloon. They went
to the King of France and asked him to look at their invention, and that takes a great
deal of initiative and ambition. They launched their balloon with human passengers in
front of the entire city of Paris, proudly showing off their accomplishment as they rose
above the Paris rooftops.
Section A: Assessment Task # 3
Student Name: _____________________________________ Class Period: ________
TASK: Read the poem Hot Air Balloon and the article Get Involved in Ballooning.
After reading both selections, respond to the questions provided.
Share your ideas and responses with others in your discussion group.
After analyzing the ideas in each source, compare and contrast the way the two
selections are written.
Students are divided into small groups. These questions are provided to
students, and they will discuss the responses. Encourage students to cite
specific evidence and examples from the text to support their responses.
Poem Discussion Questions:
1. What was the author’s purpose for writing this poem? What are some clues that
helped you determine the purpose?
2. What specific words or phrases appeal to your senses and paint pictures in your
mind? What is the effect of those passages?
3. How is this poem structured, organized, and formatted? How does that format
affect the way you read and understand the poem?
4. What is the general feeling you get when you read this poem? What are its tone
and mood?
5. What is the central idea of the poem? What are the supporting details the author
uses to support that idea?
Article Discussion Questions:
1. What was the author’s purpose for writing this article? What are some clues that
helped you determine the purpose?
2. What specific words or phrases did the author use to emphasize his purpose?
What was the effect of that word choice?
3. How is this article structured, organized, and formatted? How does that structure
help the reader understand the information?
4. What is the general feeling you get when you read this article? What are its tone
and mood?
5. What is the central idea of the article? What are the supporting details the author
uses to support that idea?
The group discussions can be organized in a format the teacher selects, but jigsawing the
groups and questions is recommended.
After the groups have met and discussed the five questions for each source, teacher will
lead a whole class discussion. In an attempt to help students compare and contrast the two
sources and genres on the same topic, these text-dependent questions are suggested to
guide the discussion. Require students to go back to the text and provide specific
support to defend their responses.
What are some characteristics that the two sources have in common?
What are some differences you note between the two hot air balloon selections?
What is the relationship between the author’s purpose and the tone of each selection?
Let’s look at the language used in each piece. What did you notice?
What effect does each author’s word choice have?
Consider the two articles and their presentation of fact and opinion. What do you notice?
Section B: Scoring Guides for Assessment Task # 3
Primary Trait of Assessment Task # 3:
RI.7.9 Analyze how two or more authors writing about the same topic shape their
presentations of the key information by emphasizing different evidence or advancing
different interpretations of the facts.
At end of class period, students will complete this exit ticket. The exit ticket will be
an assessment of student understanding of the class objective.
Name: _________________________________________ Period: ___________
Both of these hot air balloon selections are an attempt to influence the reader to see hot air
ballooning in a positive light. In your opinion, which piece was more effective in achieving that
goal? What techniques used by the author helped convince you?
This exit ticket should be used as a formative assessment of student understanding of
Standard RI.7.9 covered by reading and discussing these two selections. The class
activity compared and contrasted the language, tone, and purposes of each author.
Student understanding of how the authors shaped their presentation by presenting key
information, emphasizing evidence, and using specific language will be formatively
assessed with this exit ticket.
In addition, this third performance task required students to participate in structured class
discussion in small and whole class groups, targeting Standard SL.7.1. If desired, a
teacher might consider using this discussion as a score in the Speaking and Listening
Learning Topic.
Assessment Task # 4
Student Name: _____________________________________ Class Period: ________
TASK #4:
You have read and discussed four different selections on a common topic of
hot air balloons.
Develop a narrative, real or imagined, that incorporates facts, information, or
ideas from the source materials to strengthen and enhance your story.
Elaborate your narrative using details, dialogue, vivid images, and description.
Your story should be organized well with a strong beginning, detailed middle,
and satisfying conclusion. Write you narrative in a formal style.
Use the space below to plan your narrative.
TASK #4:
You have read and discussed four different selections on a common topic of
hot air balloons.
Develop a narrative, real or imagined, that incorporates facts, information, or
ideas from the source materials to strengthen and enhance your story.
Elaborate your narrative using details, dialogue, vivid images, and description.
Your story should be organized well with a strong beginning, detailed middle,
and satisfying conclusion. Write you narrative in a formal style.
Compose Your Narrative in the Space Below:
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StepBack Questions: Please answer the following questions in the space
below. Your responses will be collected but not graded.
What did you do to complete the Performance-Based Assessment task? List
the steps that you took to complete the task.
What did you find easy about the Performance-Based Assessment task?
What did you find difficult about the Performance-Based Assessment task?
Section B: Scoring Guides for Assessment Task # 4
Primary Trait of Assessment Task # 4:
W.7.3: Development and Elaboration
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Secondary Trait of Assessment Task # 4:
W.7.3 a and e: Organization and Purpose
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
e. Provide a conclusion that follows from and reflects on the narrated experiences or
events.
Scoring rubrics for these traits are on the following two pages of this document.
Conversion from Rubric to Grade:
Score 4 = 10/10 points
Score 3 = 9/10 points
Score 2 = 8/10 points
Score 1 = 7/10 points
It is recommended that each category scored on the rubric be entered as a separate
grade, both under the Learning Topic of Writing. One grade will be entered for
Organization and the other for Development/Elaboration (Ideas and Content).
4 POINT WRITING RUBRIC--- PERFORMANCE TASK
DEVELOPMENT/ELABORATION
NARRATIVE (Grades 6-8)
4
Development/Elaboration
Score
3
2
1
The narrative, real or imagined,
provides thorough and effective
elaboration using details,
dialogue, and description:
The narrative, real or imagined,
provides adequate elaboration
using details, dialogue, and
description:
The narrative, real or imagined,
provides uneven, cursory
elaboration using partial and
uneven details, dialogue, and
description:
The narrative, real or imagined,
provides minimal elaboration
using few or no details, dialogue,
and/or description:
•
experiences and events are
clearly expressed
•
experiences and events are
adequately expressed
•
experiences and events are
unevenly expressed
•
experiences and events may
be vague, confusing, or lack
clarity
•
effective use of source
material informs and
strengthens the narrative
•
adequate use of source
material informs and
contributes to the narration
•
weak use of source material
that may be vague, abrupt,
or imprecise, adding little to
the narration
•
little or no use of source
material that may be
irrelevant, confusing, or lack
clarity
•
•
effective use of a variety of
narrative techniques that
advance the story or
illustrate the experience
effective use of sensory,
concrete, and figurative
language that clearly
advances the purpose
•
•
adequate use of a variety of
narrative techniques that
generally advances the story
or illustrates the experience
adequate use of sensory,
concrete, and figurative
language that generally
advances the purpose
•
narrative techniques are
uneven and inconsistent
•
partial or weak use of
sensory, concrete, and
figurative language that may
not advance the purpose
•
use of narrative techniques
may be minimal, absent,
incorrect, or irrelevant
•
may have little or no use of
sensory, concrete, and
figurative language
•
may have little or no sense
of purpose
NS
•
unintelligible
•
in a language
other than
English
•
off-topic
•
copied text
•
off-purpose
4 POINT WRITING RUBRIC--- PERFORMANCE TASK
ORGANIZATION/PURPOSE
NARRATIVE (Grades 6-8)
4
3
2
The narrative, real or imagined, is
fully sustained and focus is clear
and maintained throughout:
The narrative, real or imagined, is
adequately sustained, and focus
is adequately and generally
maintained:
The narrative, real or imagined, is
somewhat sustained and may
have an uneven focus:
The narrative, real or imagined,
may be loosely maintained, but
may provide little or no focus :
•
•
•
•
Organization/Purpose
Score
•
an effective plot helps to
create a sense of unity and
completeness
effectively establishes a
setting, narrator and/or
characters, and point of view
•
consistent use of a variety of
transitional strategies to
clarify the relationships
between and among ideas
•
natural, logical sequence of
events from beginning to
end
•
effective opening and
closure for audience and
purpose
•
•
•
•
an evident plot helps to
create a sense of unity and
completeness, though there
may be minor flaws and
some ideas may be loosely
connected
there may be an inconsistent
plot, and flaws are evident
•
adequately establishes a
setting, narrator and/or
characters, and/or point of
view
•
unevenly establishes a
setting, narrator and/or
characters, and/or point of
view
adequate use of a variety of
transitional strategies to
clarify the relationships
between and among ideas
•
uneven use of transitional
strategies and/or little
variety
•
•
adequate sequence of events
from beginning to end
adequate opening and
closure for audience and
purpose
1
NS
•
unintelligible
•
in a language
other than
English
•
off-topic
•
copied text
•
off-purpose
there is little or no
discernible plot or may be
just a series of events
may be brief or there is no
attempt to establish setting,
narrator and/or characters,
and/or point of view
•
few or no transitional
strategies may be evident
weak, halting sequence of
events
•
little or no organization of
an event sequence;
frequent extraneous ideas
may be evident and/or
major drift
opening and closure, if
present, are weak
•
opening and/or closure may
be missing
Hot Air Balloon
We have all seen hot air balloons rising into the air above the city, and some of us might have even had the
opportunity to enjoy a ride on one of these magnificent crafts. But what do you really know about the hot air
balloon?
The hot air balloon is notable as the oldest and first successful human-carrying flight technology. So step
aside, Wright brothers! Aircraft today are classified into several categories, and these colorful ones that float
above our city are in a class of aircraft known as balloon aircraft. On November 21, 1783, two French brothers
by the last name Montgolfier successfully launched the first manned, untethered hot air balloon which they had
created on December 14, 1782. The site of this momentous flight was Annonay, France. While the Montgolfier
brothers designed and built the balloon, they were not the ones in the balloon when it floated into the air. Two
other men, Jean-François Pilâtre de Rozier and François Laurent d'Arlandes actually flew (piloted) the first hot
air balloon flight. Hot air balloons that can be propelled through the air (and not just pushed along by the wind)
are known as airships or, more specifically, thermal airships; blimps and dirigibles are examples of these
thermal airships.
While the regular hot air balloons we see look fairly simple and easy to design, they are actually made up of
several very important parts. The most obvious part of a hot air balloon is the large colorful bag called the
envelope that is capable of containing heated air. While the Montgolfier brothers used cotton fabric for their
first balloon, light-weight and strong synthetic fabrics such as ripstop nylon or dacron (a polyester) are usually
used to make the envelope in modern balloons. When the balloons are manufactured, the synthetic material is
cut into panels. These small panels are sewn together to create long sections of the balloon that run from the
throat (bottom) to the crown (top) of the envelope. These long sections that run vertically to form the envelope
are called gores. Structural load tapes are also sewn along each of the vertical seams; these load tapes help
carry the weight of the gondola or basket, as well as the weight of the passengers inside. Envelopes can have as
few as 4 gores or as many as 24 or more, and the number of gores helps determine both the size of the envelope
as well as how colorful it can be.
A gondola or wicker basket is suspended beneath the envelope. The gondola carries passengers and, usually, a
source of heat (in most cases, an open flame) that creates the hot air that causes the balloon to rise. Baskets are
commonly made of woven wicker or rattan. Because these materials have proven to be sufficiently light, strong,
and durable, they are ideal for balloon flight. The baskets are typically either square or rectangular in shape, and
they come in many different sizes. Some gondolas are so small that only two people can ride, while others can
be large enough to carry as many as thirty passengers. Larger baskets are often used by commercial balloon
companies that sponsor and sell tickets for tours over interesting places (like the Grand Canyon or Napa Valley
vineyards) or rent out the balloon for parties, weddings, or other celebrations. These large gondolas often are
sectioned off into separate internal partitions that serve as structural bracing to make the basket stronger. The
partitions also can compartmentalize the passengers. These compartments ensure that too many people don’t go
over to one side and make the basket become unbalanced. Because it might be difficult for some passengers to
climb in or out of the gondola, some manufacturers have woven small holes or footholds into the side of the
basket.
Baskets may also be made of aluminum. Some gondolas are made of a collapsible aluminum frame with a
fabric skin that reduces their weight or makes them more portable. These aluminum gondolas may be used by
pilots who fly alone, without a ground crew, or adventurous pilots who are attempting to set new records for
altitude (how high the balloon flies), duration (how long the balloon flies), or distance (how far the balloon
flies). Other specialty baskets look a bit like space capsules; these are fully enclosed gondolas are usually used
for around-the-world attempts.
The burner unit is the part of the balloon that is responsible for making it rise up into the air. Balloons rise
because the envelope is filled with hot air that is much warmer than the air outside of the envelope. The burner
unit is responsible for heating that air to create the lift. Have you noticed that most balloon flights are either
early morning or in the evening? The outside air is cooler during these parts of the day, so the balloon is easier
to lift, or make buoyant. The burner unit turns liquid propane into gas, mixes it with air, and then ignites that
mixture. A blower in the unit shoots the flame and exhaust into the mouth of the envelope. The heated air inside
the envelope creates the buoyancy... and up, up, and away we go! Interestingly, the envelope does not have to
be sealed at the bottom since the air near the bottom of the envelope, while hotter, is at the same pressure as the
surrounding air, so it stays inside the envelope.
You might be wondering why, in today's sport balloons, if the envelope is generally made from nylon fabric,
why doesn’t the fabric catch fire, burn, or melt when the flames from the burner unit shoot out? The envelope is
designed so the mouth of the balloon (closest to the burner flame) is made from fire resistant material such as
Nomex. This heat and fire resistant material forms a skirt around the mouth to protect it from the heat generated
by the burner unit.
Hot air balloon fans have become more and more creative over the years. Balloons have been adorned with a
rainbow of colors, logos of companies, and interesting designs. Beginning in the mid-1970s, balloon envelopes
took the next step of creativity. Manufacturers began to make balloons in all kinds of shapes, such as hot dogs,
rocket ships, and the shapes of commercial products. However, the traditional shape remains most popular for
the majority of balloon enthusiasts.
In order to legally fly a hot air balloon in the United States, a person must have a pilot certificate from the
Federal Aviation Administration (FAA). The certificate must carry the rating of "Lighter-than-air free balloon",
and unless the pilot is also qualified to fly gas balloons, will also carry this limitation: "Limited to hot air
balloons with airborne heater". A person must be at least 16 years old to obtain a private pilot license, but at 14
a student license can be issued.
A pilot must have a commercial pilot certificate if he or she wants to carry paying passengers for hire (have
people pay to ride). Also, some of the balloon festivals around the country require participants to have a
commercial license. Commercial hot air balloon pilots may also make income as hot air balloon flight
instructors, teaching others who want to become balloon pilots. While most balloon pilots fly for the pure joy of
floating through the air, many are able to make a living as a professional balloon pilot. Some professional pilots
fly commercial passenger sightseeing flights and own companies that provide this service for tourists. Other
professional pilots fly corporate balloons that advertise commercial products.
Hot air balloons have a rich history. Since the Montgolfier brothers began this exciting sport in France over 230
years ago, the basic design of the aircraft has not changed significantly. The world has changed, and technology
has advanced, but hot air balloons still rise into the sky with a majesty and simplicity that keeps people
intrigued and fascinated.
Sources:
"Balloon Pilot License Requirements." Balloon Pilot License Requirements. Balloons Over Charlotte, 2012.
Web. 28 Mar. 2013. <http://www.balloonsovercharlotte.com/htm/pilotreq.htm>.
Chaney, A. "Hot Air Balloon." Hot Air Balloon. Princeton University, n.d. Web. 28 Mar. 2013.
<http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Hot_air_balloon.html>.
Silverman, Buffy. How Do Hot Air Balloons Work? Minneapolis: Lerner Publications, 2013. Print.
Wells, Barry, and Paul Stumpf. Hot Air Ballooning. New York, NY: Harvey House, 1980. Print.
Hot Air Balloon History
Can you believe that the hot air balloon began with a sheep, a duck and a
rooster?
French brothers, Jacques and Joseph Montgolfier were the local paper manufacturers in the town of
Alchemy in southern France. The brothers noticed that when they burnt paper the ashes floated up in
the air. They thought that the heat and smoke from the flame had a special lifting quality and set their
minds to inventing a craft that could capture smoke and heat to lift them off the ground.
On the 19th of September, 1783, the Montgolfier brothers successfully launched a balloon made from
paper and cloth. To inflate the balloon they burned a combination of straw, chopped wool and dried
horse manure underneath the balloon. As the straw burned it released heat that helped the balloon
float. The wool and manure made lots of smoke and helped keep the burning flame low, which
lessened the risk of the balloon catching fire. The brothers were far too nervous to try out their
invention themselves so they sent up a sheep, a duck and a rooster to see what happened. The
paper balloon floated up into the sky and landed safely after eight minutes.
The First Crewed Flight
Once the Montgolfier brothers realised* what they had achieved they approached the King of France
to see if he would view their invention, with two people on board instead of farmyard animals. King
Louis XVI agreed.
On the 21st of November, 1783, a hot air balloon was launched in Paris for all to see. On board were
two close friends of the brothers, Pilatre de Rozier and Francois Laurnet (the modern word ‘pilot’
comes from Pilatre de Rozier’s name). The balloon was successfully launched and rose 500 feet
(approx 150 m) above the rooftops of Paris, eventually landing a few miles away in some vineyards.
The beginning of a tradition, or so the story goes...
As the hot air balloon landed in the vineyard, local farmers raced towards it with pitchforks, ready to
attack this strange object from the sky. To prevent the farmers from destroying the balloon, Pilatre
and Francois offered them a bottle of champagne, as thanks for allowing them to land in their field.
Today, in memory of that first courageous flight, champagne (or a non-alcoholic sparkling wine) is
often drunk after a hot air balloon ride.
*notice British spelling of word--- American spelling is realized
"The History of Hot Air Balloons." - Science In Depth. Commonwealth of Australia, 2012. Web. 28 Mar. 2013.
<http://www.questacon.edu.au/indepth/ballooning/>.
Hot Air Balloon
I saw a hot air balloon flying over my house:
Most of the time, it was as quiet as a mouse,
But, every so often, its burners suddenly roared,
And higher, up into the sky, it suddenly soared.
My excitement, I found hard to keep at bay,
As, a hot air balloon, you don't see every day.
A passenger balloon floating through the air,
For me, is so special, as the sight is so rare.
The sight of the balloon, filled me with delight,
And I stood watching it, until it flew out of sight.
My eyes were stuck to the balloon, just like glue,
As it floated across a sky of cornflower blue.
I wonder what it's like to float through the sky,
Watching the world down below gliding on by.
I've always wanted to ride in a hot air balloon:
I hope I will one day, and I hope that it's soon.
By Angela Wybrow
Wybrow, Angela. "Hot Air Balloon." PoemHunter.com. PoemHunter, 06 Sept. 2012. Web. 28 Mar. 2013.
<http://www.poemhunter.com/poem/hot-air-balloon-3/>.
Get Involved in Ballooning
If you are one of those who find hot air balloons fascinating, you've probably dreamt of
going for a balloon ride, or maybe even piloting one.
Did you know it's relatively easy to get involved in ballooning? Getting involved can be as
simple as following a balloon and meeting it at its landing spot. There are lots of other ways
to get involved, a few of which are explained here:
Buy a Balloon Ride
Buying a balloon ride for yourself is often the most direct way of learning about the sport.
Ask if you can help with the inflation and deflation of the balloon - most passengers enjoy
helping which maximizes your experience.
There are lots of companies who offer balloon rides. The flight lasts generally an hour, and
you should plan to spend about 3-4 hours for the entire adventure. Flights will take place
near dawn and dusk since that's when the wind is the calmest.
You can find a balloon ride company in your local phone book.
Call a Local Pilot
If there are any local hot air balloon pilots in your area, give them a call and tell them you are interested in crewing.
Most balloon pilots are very happy to accept new crew people. You'll help with all aspects of the flight, and will ride in
the chase vehicle as it follows the balloon during flight. Don't expect to fly, as this very important job will keep you
grounded. Your efforts will be appreciated and you'll learn all about balloon flight quickly.
Go to a Festival
Balloon Festivals are a popular place to watch balloons fly. There are hundreds of balloon festivals around the world
each year, with the majority occurring in the summer or fall. Some festivals allow spectators to walk amongst the
balloons, while others may keep spectators away from the pilots and crews.
If you go to a festival, don't be shy -- balloonists are happy to answer your questions, and it’s possible you'll find a
balloonist that lives near you.
Find a Balloon Club
There may be a balloon club near you, which would be a great way to find a balloonist to help. Many pilots welcome
new crew members, and volunteering to be an a balloon crew is probably the quickest way to learn about the sport.
Learn to Fly
If you've as fascinated about the idea of learning to fly a balloon as we are, we think you'll enjoy the new edition of
the FAA's
Balloon Flying Handbook.
This 252 page guide provides comprehensive information about flying balloons. It is used by some flight instructors as
they train students.
It covers all the important aspects including both actual flying and regulatory matters. While some
of the topics are best understood while training, it serves as a window into the world of ballooning
for even the casual armchair pilot.
Source: "Get Involved in Ballooning." Hot Air Ballooning. N.p., 2013. Web. 28 Mar. 2013.
<http://www.hotairballooning.com/>.