Victorian Essential Learning Standards
LOTE Units Plans - Indonesian
Kite Kit
Levels 1- 4:
Interpersonal Development, Indonesian, Information and Communication Technology,
Design, Creativity & Technology, and Communication and Thinking Processes
Contents
Introduction ....................................................................................................................2
Learning focus................................................................................................................2
Victorian Essential Learning Standards.......................................................................3
Teaching and learning activities ...................................................................................4
Activity 1: Awareness raising:.................................................................................................. 5
Activity 2 - Making connections ............................................................................................... 6
Part 1: Wind ........................................................................................................................ 6
Part 2: Size.......................................................................................................................... 6
Part 3: Design & decorate the kite ....................................................................................... 7
Part 4: Colours .................................................................................................................... 7
Part 5: Saying the colours, size, design and shape ............................................................. 8
Activity 3 Production: TFL Learning Object “Kite Kit” ............................................................... 9
Activity 4: Production: Design a Kite........................................................................................ 9
Activity 5: Reflections and Feedback:.................................................................................... 10
Part A ................................................................................................................................ 10
Part B ................................................................................................................................ 10
Activity 6: Extension Activities ............................................................................................... 10
Make a kite........................................................................................................................ 10
Assessment ..................................................................................................................11
Key Features/Evidence ................................................................................................12
Formal Assessment of Level 4 .......................................................................................... 13
Unit resources ..............................................................................................................14
Work sheet 1......................................................................................................................... 14
Kite Kit Pair Work .................................................................................................................. 15
Vocabulary posters ............................................................................................................... 17
Kite Designs ...................................................................................................................... 17
Colours.............................................................................................................................. 20
Kite Shapes....................................................................................................................... 21
How to make a Diamond Kite ................................................................................................ 22
How to make a kite out of a plastic bag ................................................................................. 24
Published by
© 2007
33 St Andrews Place East Melbourne Victoria 3001 Australia
Phone: +61 3 9637 2222 or 1800 809 834
Email:
[email protected]
Web:
www.education.vic.gov.au
www.education.vic.gov.au
Introduction
In the TFL Learning Object Kite Kit students use and recognise words describing colour, size,
shape and cultural images. They choose simple words to complete instructions for making a kite.
They then make another kite by following instructions given by an Indonesian friend. Opportunities
are available to fly the kites in a range of places in Indonesia by adjusting compass directions, wind
speed and flying height.
This unit provides opportunities for students to demonstrate achievements against the standards in
LOTE – Communicating in a Language, LOTE – Language Awareness, Interpersonal
Development, Design, Creativity and Technology, Information and Communication Technology,
Communication and Thinking processes.
Learning focus
This unit addresses learning focus statements from three strands. These include:
Physical, Personal and Social Learning:
Interpersonal Development:
• Working in a team promotes further learning
Discipline-based Learning:
Language Other Than English (Indonesian)
•
Students learn about places, wind directions and conditions and some leisure activities.
•
Students learn the language related to kites and its colour, size and accessories.
•
Making intercultural connections between kite flying in Australia and Indonesia.
Interdisciplinary Learning:
Communication:
•
Students develop skills in focusing their attention and to listen without interrupting.
•
Students present their kite to the class (show and tell).
Information technology and communication:
•
Use ICT to reinforced acquired knowledge and skills.
Thinking processes:
•
Reflect on their learning using the tools provided and working with their peers.
Design, Creativity & Technology
•
Students design and label a kite.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 2 of 27
www.education.vic.gov.au
Victorian Essential Learning Standards
Kite Kit can be used to assess Interpersonal Development of Victorian Essential Learning
Standards.
This table below is an example of how this unit might be used to assess some level 1 & 2
standards.
Strand
Domain
Dimension
Key elements of standards
Students:
Physical,
Personal and
Social Learning
Interpersonal
Development
Working in teams
Disciplinebased Learning
Language Other
Than English
(Indonesian)
Communicating
in a Language
Other Than
English
Intercultural
knowledge and
Language
Awareness
Interdisciplinary
Learning
Communication
Listening, viewing
and responding
Design, Creativity
& Technology
Information
Communication
Technology
Thinking
Processes
Level 1
...identify the qualities of a friend…
…describe basic skills required to work
cooperatively in a group….
Level 2
…share resources fairly. With teacher support,
they describe their contribution to the activities
of the team.
(Progression measure Part B)
• Generate simple original sentences
• Write words/letters in context and in modelled
sentences
• ...reading aloud
(Progression measure Part A)
• Display an awareness of different ways of
doing things in particular situations.
(Progression measure Part B)
• Names some colours, shapes….
Progressing towards Level 4:
Develop skills to:
• Pay attention to others
Communicate simple information (picture)
Level 4
…students ask clarifying questions about ideas
and information they listen to and view. They
develop interpretations of the content and
provide reasons for them.
Presenting
Level 4
…students summarise and organise ideas and
information, logically and clearly in a range of
presentations. Using provided criteria, they
evaluate the effectiveness of their own and
others’ presentations.
Investigating &
Designing
Level 4
Students generate and communicate alternative
design ideas…and use words, labelled
sketches and models to demonstrate that they
are aware of environmental and social
constraints.
Use a mouse to select and open a nominated
file
Reflection,
evaluation and
metagcognition
…learn to reflect on what they know and
develop awareness that there is more to know..
…when prompted, articulation of what they are
thinking.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 3 of 27
www.education.vic.gov.au
Teaching and learning activities
This unit focuses on students learning the topic of kites and vocabulary associated with making
and flying a kite. Students will work in pairs and in a whole class situation and will participate in
‘show and tell’ and other vocabulary and language learning activities. Make sure that you are
familiar with the Learning Object Kite Kit before introducing it to your students.
The Teaching Notes are organised into four sections:
• Awareness Raising - introductory or pre-teaching activities
• Making Connections - building connections between new and prior knowledge, and
between Bahasa Indonesia and Bahasa Inggris
• Production - using the TFL Learning Object
• Reflection and Feedback.
Production and reflection are not sequential, but instead are cyclical. For each learning activity,
there will be one or more periods of reflection and feedback to inform the language program for
both student and teacher.
Assessments are included throughout Kite Kit Teacher Resource series as appropriate. Teachers
could choose to use some or all of these to assess the Victorian Essential Learning Standards.
About Kite Kit (Years P–6)
In the Kite Kit series, designed for younger language learners, students create kites based on the
characteristics of size, colour, design, kite accessories and conditions to flying a kite. They then fly
the kite that they have created setting the wind directions, conditions and location.
Learning Objects
Kite Kit: flying [Indonesian]
Kite Kit: colours, shapes and design: Level 1 [Indonesian]
Kite Kit: colours, shapes and design: Level 2 [Indonesian]
LOID
1223
1221
1222
Years
P–6
P–3
4-6
This series contains non-TLF content. See Acknowledgements in the Learning Objects.
Kite kit: flying
This Learning Object allows students to fly kites in a range of places in Indonesia. They can adjust
wind direction and flying height and are introduced to a number of basic vocabulary items. This
Learning Object is the least complex of the three Learning Objects.
Kite kit Level 1: colour, shape and design
Students use and recognise simple words describing colour, size, shape and cultural images. They
choose simple words to complete instructions for making a kite. They then make another kite by
following instructions given by an Indonesian friend. Opportunities are available to fly the kites in a
range of places in Indonesia by adjusting compass directions, wind speed and flying height.
Kite kit Level 2: complex colour, shape and design
Students use and recognise complex words describing colour, size, shape and cultural images.
They choose complex words to complete instructions for making a kite. They then make another
kite by following instructions given by an Indonesian friend. Opportunities are available to fly the
kites in a range of places in Indonesia by adjusting compass directions, wind speed and flying
height.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 4 of 27
www.education.vic.gov.au
Activity 1: Awareness raising:
This section aims to introduce students to the locations where children in Indonesia fly kites.
Kite making and flying in Indonesia is a popular pastime because the materials are easily
accessible. Many Indonesian children make their own kites from a range of recycled plastic bags,
old newspapers and exercise books. Also the weather conditions are conducive to flying kites
most days of the year.
Ask students:
• Who has a kite?
• When do they and their family get together to fly a kite?
• Have they made a kite?
• What are the materials needed to make a basic kite?
• What shape or form do most kites come in?
Brainstorm with students where some of the places that people can fly kite and why?
Where: Di mana?
• Beach – pantai
• Sports ovals – lapangan olahraga
• Open spaces like paddocks or in Indonesia a Sawah – rice fields
Why these areas? Mengapa tempat ini?
• Conditions – kondisi
• Open spaces – tempat yang luas
• Wind conditions – Kondisi angin
• Wind directions – arah angin
Explain to students that you need some wind and wide open space to fly a kite. That’s why most
Indonesians fly their kites by the beach (pantai), in a rice field (sawah) and any sports field
(lapangan olahraga).
Explain to students that they will be working through the TLF Learning Objects to create, design
and fly a kite.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 5 of 27
www.education.vic.gov.au
Activity 2 - Making connections
In this section the activities aim to teach students vocabulary and concepts that are essential to
complete the TLF Learning Object Kite Kit.
Part 1: Wind
Teach students vocabulary wind directions and conditions using flashcards for the following:
East
timur
West
barat
North
utara
South
selatan
Conditions
kondisi
Calm
tenang
Strong
keras
Example of sentences:
Angin hari ini dari arah…….
Kondisi angina hari ini
………..
Utara
Selatan
Timur
Barat
Tenang
Keras
Giving Directions
⇒
Movement - Label an open area appropriately (Utara, Selatan, Timur dan Barat).
o In small groups, students are directed to one of the compass point by another
group.
o Give each group at least five directions, For example: Jalan ke utara (Walk to the
north).
o All groups will have a turn following and giving instructions.
Part 2: Size
Collect a range of objects which demonstrate opposites (for example: large or small, long or short).
Introduce students to the adjectives besar, kecil, pendek dan panjang. Ask the students to
describe the objects using the new adjectives. To reinforce this vocabulary, start a number of
lessons with this routine until students are confident in describing the size and length of objects.
Students could also bring in different objects to add to the variety.
Example:
Ini penggaris? Ask students to repeat.
Bagaimana penggaris ini? Penggaris ini panjang (ask students to repeat)
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 6 of 27
www.education.vic.gov.au
Part 3: Design & decorate the kite
To learn parts, shapes and designs of the kite, teach students the following vocabulary:
Shape – bentuk
Layang-layang saya berbentuk – intan, segi tiga, persegi, bundar/bulat (My kite shapes like a –
diamond, fish shape, square, round.
Colour – warna
Layang-layang saya berwarna – hijau, merah, biru, kuning (the colour of my kite is –green, red,
blue and yellow).
Tail - Ekor
Layang-layang saya berekor – panjang, pendek, sempit, lebar (the tail on my kite is –long, short,
narrow and wide).
Picture / Design – Gambar
Layang-layang saya bergambar –pelangi, kilat, batik dan burung (the picture on my kite is – a
rainbow, lightening, batik and a bird).
Other helpful vocabulary from the TLF Learning Object:
Simpan laying-layang – save the kite
Tolong buatkan saya laying-laynag yang berbentuk - please make me a kite in the shape of a ____
Beri warna – give it a colourBagus – good
Beri gambar - give it a picture –
Beri ekor yang - give it a -----tail
Terima kasih – thank you
Laying-layang ini hebat –this kite is great
Terbangkan laying-layang – fly the kite
Kamu belum siap – you’re not ready
Harus memilih – you must choose
Part 4: Colours
Using a twister game, to reinforce colour vocabulary. Ask students to sit on the colours that you
indicate. Duduk di warna……, ask them questions warna apa itu? Warna….
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 7 of 27
www.education.vic.gov.au
Part 5: Saying the colours, size, design and shape
As a whole class students learn the phrase ‘Layang-layang saya berwarna…(the teacher holds up
a colour and the students say the colour). Go around the class so that all students have a turn
saying the phrase and using the correct colour to describe the kite.
Students also take turns saying the following phrases:
• Layang-layang saya berbentuk – intan, segi tiga, persegi, bundar/bulat (my kite shapes
like a – diamond, fish shape, square, round).
• Layang-layang saya berwarna – hijau, merah, biru, kuning (the colour of my kite is –
green, red, blue and yellow). *With the older students include these additional colours –
tua meaning dark, muda meaning lighter colour, putih, hitam.
• Layang-layang saya bergambar –pelangi, kilat, batik dan burung (the picture on my kite
is – a rainbow, lightening, batik and a bird). *With the older students include these
additional designs – roket, bulan, matahari.
• Layang-layang saya berekor - panjang, pendek, sempit, lebar (the tail on my kite is –
long, short, narrow and wide).
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 8 of 27
www.education.vic.gov.au
Activity 3 Production: TFL Learning Object “Kite Kit”
Initially put the Learning Objects on a data projector and work through it with the students teaching
them how to use the Learning Objects. Ask students questions about the pictures in the learning
object, encouraging them to use as much of the new vocabulary introduced as possible.
Encourage students to also guess and predict what to do next.
Ask students to read out the sentences or click on the audio button, and then ask students to
repeat the Indonesian. Later during the lesson, go back to the same picture and ask students to
read it again in Indonesian, and ask them to explain what it means. Work with the students to
create their own kite or set the place and wind conditions to fly their kite on the Learning Object.
Once students have been shown how to work through the Learning Objects, students can begin to
work in pairs on the computers.
Activity 4: Production: Design a Kite
Using the concepts learnt in the Kite Kit Learning Object, students can design and label a kite.
They can draw their design on Worksheet 1 provided in the Unit Resources. Students can fill the
blanks to complete the sentences to describe their kite using the following phrases:
•
Layang-layang saya berbentuk – intan, segi tiga, persegi, bundar/bulat (my kite shapes
like a – diamond, fish shape, square, round).
•
Layang-layang saya berwarna – hijau, merah, biru, kuning (the colour of my kite is –
green, red, blue and yellow). *With the older students include these additional colours –
tua meaning dark, muda meaning lighter colour, putih, hitam.
•
Layang-layang saya bergambar –pelangi, kilat, batik dan burung (the picture on my kite
is – a rainbow, lightening, batik and a bird). *With the older students include these
additional designs – roket, bulan, matahari.
•
Layang-layang saya berekor - panjang, pendek, sempit, lebar (the tail on my kite is –
long, short, narrow and wide).
When finished, students can ‘show and tell’ the kite designs they have created to the whole class.
Students can read one sentence from their worksheet, describing their kite.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 9 of 27
www.education.vic.gov.au
Activity 5: Reflections and Feedback:
Part A
Encourage students to notice and highlight the differences and similarities in places where they fly
kites and where Indonesians fly kites as seen in the Learning Objects. Display the Indonesian
environment pictures (from the Learning Objects) on a data projector and ask questions about the
pictures using the ‘See/Think/Wonder’ Thinking Tool.
Ask:
• What do you see in the picture?
• What do you think about what you see in the picture?
• What do you wonder about what you see in the picture?
Encourage students to notice what is similar or different to what they see in Australia?
Part B
Through out the activities, encourage students to articulate their process of learning, what they
have learned and how they can improve their learning.
As a whole class activity, go through the following questions to help guide students thinking about
their learning.
• How did you learn your words? How do you make yourself remember new words?
• Teach another person an Indonesian word. How did you teach them the new word?
• Did you find working with the computer hard? Were you able to help your friend work
out the computer, or was your friend able to help you?
• How did you help your friend?
• How did you feel about being helped, or helping someone else?
• Do you think that having someone there working with you makes you learn a lot more?
• Did you enjoy working through the Learning Objects and building your own kite?
Activity 6: Extension Activities
Pair work: Find other people who have the same kite design as you and likes to fly the kite in the
same conditions as you. Refer to Unit Resources pages: Kite Kit Pair Work, How to make a
Diamond Kite and How to make a kite out of a plastic bag.
Make a kite
• make a plastic kite – suitable for students in grade 2- 4
• make a diamond kite – suitable for grade 5 and 6 students.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 10 of 27
www.education.vic.gov.au
Assessment
The Victorian Essential Learning Standards supports a combination of assessment practices:
• assessment of learning (summative)
• assessment for learning (formative)
• assessment as learning (ongoing).
Domains/Dimensions
Interpersonal Learning
Working in teams
Languages Other Than English
Communicating in Languages
Other Than English
Languages Other Than English
Intercultural knowledge and
language awareness
Communication
Design, Creativity & Technology
ICT
Thinking Processes
Assessment Focus
(Outline specific knowledge, skills
and behaviours that each
assessment task will focus on)
Ability to:
• Work cooperatively with the
partner
• Give assistance to the partner
• Generate simple modelled
sentences using vocabulary
appropriate to this topic.
• Write words/letters in context
and in modelled sentences
...reading aloud
Assessment Tasks / Evidence
Observation by the teacher and
feedback during show and tell.
Teacher observation of students
responding to questions during
the shared experiences.
Student’s ability to label and
complete a simple sentences
about their kite. Show and tell
about their kite. (worksheet 1)
Level 4
• written description of their kite
• Assessment of oral
description of their kite
Formal Assessment of Activity 4
(Progression measure Part A)
• Display an awareness of
different ways of doing things in
particular situations.
(Progression measure Part B)
• Identify and name some colours,
size.
• Pay attention to others
• Communicate simple information
(picture)
• Able to generate and label a
design of a kite
• Follow instructions (click and
drag) on the learning object.
…Learn to reflect on what they
know and develop awareness that
there is more to know..
…when prompted, articulation of
what they are thinking.
Teacher observation of students
participating in the discussion
about kite flying and making.
Formal Assessment and
observation of Activity 4 “ Show
& Tell”
Teacher observation of students’
ability to participate in particular
activities.
Teacher observation of student
listening and paying attention to
others during class discussions.
Design and label a Kite
(worksheet 1)
Observation, working on the
learning objects in pairs.
Teacher Observation of students’
ability to respond to questions and
articulate their learning.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 11 of 27
www.education.vic.gov.au
Key Features/Evidence
Ability to: work cooperatively with the partner & provide assistance
Below the Level
At the Level
Level 1
Has difficulty giving the other
A willingness to take turns
person a turn.
Level 2
Recognition of the right of all team
members to participate and feel
accepted as part of the group.
Good communication skills when
sharing information among team
members.
Above the Level
A generous attitude to take turns
and encourage the fairness of
allocation of resources.
Understanding, and supporting of
other team and positive response
to support offered by others.
Ability to: Follow instructions (click and drag) on the learning object
Below the Level
At the Level
Above the Level
Has difficulty coordinating the
mouse to drag, and click on the
appropriate button.
Using technology, working
independently on the learning
objects, and assisting others.
Follow instructions, using the
mouse to drag and click the
appropriate buttons.
Ability to: Generate (oral & written) simple modelled sentences using vocabulary appropriate to this topic.
Below the Level
At the Level
Above the Level
Has difficulties copying the letters
Copies sentences correctly, &
Copies sentences correctly and
and sentences. Describe their
describe orally and in written
describe orally and written with
kites orally and in written form
sentences of their kites using
simple original sentences.
using incomplete sentences.
modelled language.
Ability to: Reflect on their learning and communicate appropriately in class situation
Below the Level
At the Level
Above the Level
Has difficulties paying attention,
Pays attention when someone is
Pays attention and knows when to
and continuous interjection and
speaking, raising their hand to
ask questions. Articulate their
attract attention.
learning with enquiry skills to
interrupts for attention. Has
difficulties processing and
Articulate their learning process.
further their learning.
articulating their thought
processes.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 12 of 27
www.education.vic.gov.au
Formal Assessment of Level 4
Ability to: In written form describe their kites using the appropriate adjectives provided
Below the Level
At the Level
Above the Level
Has difficulties using modelled
Adapts modelled language to
Adapts modelled language with
language to describe the kite that
describe the kite that they have
the emergence of some original
they have designed. Need
designed
language to describe the kite that
considerable assistance to
they have designed.
complete set tasks. Often use
incorrect spelling and sentence
structure.
Ability to: describe their kites orally using the appropriate adjectives provided and are able to respond to
questions in Indonesian about their kite design
Below the Level
At the Level
Above the Level
Has difficulties using modelled
Adapts modelled language
Adapt modelled language
language to describe the kite that
correctly to describe the kite that
correctly with emergence of some
they have designed. Often use
they have designed.
original language to describe the
kite that they have designed.
incorrect spelling and sentence
Understood all of the questions
structure.
Understood most of the questions
asked and is able to respond
asked and is able to respond in
Did not understand most of the
Indonesian about their kite design. confidently and correctly in
questions asked and was unable
There are some error in the
Indonesian about their kite design.
to respond in Indonesian about
pronunciation, grammar and word
There are a few minor errors in
the pronunciation, grammar and
their kite design.
order but it does not interfere with
There are significant errors in the
the meaning.
word order.
pronunciation, grammar and word
order and interferes significantly
with the meaning.
Victorian Essential Learning Standards - LOTE Unit Plans – Kite Kit, Levels 1-4
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 13 of 27
Unit resources
Work sheet 1
Layang-layang saya
Layang-layang saya berbentuk _________________
Layang-layang saya berwarna __________________
Layang-layang saya bergambar_________________
Layang-layang saya berekor ___________________
Kite Kit Pair Work
Instructions for Teachers: Copy sufficient copies of the following cards so you have enough for 1
card per student in the class.
Instructions for students: Find all the other people who have the same kite design as you and
likes to fly the kite in the same conditions as you. There might be at least 2 other people in your
group. Use the following questions and answers to find your team.
Questions
Layang-layang kamu berwarna apa?
Layang-layang kamu berbentuk apa?
Layang-layang kamu berekor apa?
Layang-layang kamu bergambar apa?
Kamu suka berlayang-layang waktu angin keras
atau tenang?
Kamu suka berlayang-layang ketika angin dari
arah barat atau timur atau selatan atau utara?
Answers
Layang-layang saya berwarna …..
Layang-layang saya berbentuk…..
Layang-layang saya berekor……
Layang-layang saya bergambar….
Saya suka berlayang-layang waktu angin keras
/ tenang.
Saya suka berlayang-layang ketika angin dari
arah barat / timur / selatan /utara.
You have a kite that is:
⇒
Red
⇒
Fish shape
⇒
Long tail
⇒
Lightening design
You like to fly your kite in the following
conditions:
⇒ Strong winds
⇒ From the north
You have a kite that is:
⇒
Dark blue
⇒
diamond shape
⇒
Thick wide tail
⇒
rainbow design
You like to fly your kite in the following
conditions:
⇒ Strong winds
⇒ From the south
You have a kite that is:
⇒
White
⇒
Square shape
⇒
Thin long tail
⇒
sun design
You like to fly your kite in the following
conditions:
⇒ Calm winds
⇒ From the east
You have a kite that is:
⇒
pink
⇒
Round shape
⇒
Short wide tail
⇒
Rocket design
You like to fly your kite in the following
conditions:
⇒ Calm winds
⇒ From the north
You have a kite that is:
⇒
green
⇒
Square shape
⇒
long tail
⇒
bird design
You like to fly your kite in the following
conditions:
⇒ strong winds
⇒ From the east
You have a kite that is:
⇒
black
⇒
Round shape
⇒
no tail
⇒
batik design
You like to fly your kite in the following
conditions:
⇒ Calm winds
⇒ From the west
You have a kite that is:
⇒
Red
⇒
Fish shape
⇒
Short wide tail
⇒
moon design
You like to fly your kite in the following
conditions:
⇒ strong winds
⇒ From the north
You have a kite that is:
⇒
pink
⇒
Round shape
⇒
Short wide tail
⇒
rainbow design
You like to fly your kite in the following
conditions:
⇒ Calm winds
⇒ From the south
You have a kite that is:
⇒
Dark red
⇒
Square shape
⇒
Thin long tail
⇒
rocket design
You like to fly your kite in the following
conditions:
⇒ Calm winds
⇒ From the east
You have a kite that is:
⇒
Light green
⇒
Round shape
⇒
Short thin tail
⇒
Bird design
You like to fly your kite in the following
conditions:
⇒ Calm winds
⇒ From the north
You have a kite that is:
⇒
yellow
⇒
Diamond shape
⇒
Thin long tail
⇒
moon design
You like to fly your kite in the following
conditions:
⇒ Calm winds
⇒ From the south
You have a kite that is:
⇒
pink
⇒
fish shape
⇒
Short wide tail
⇒
batik design
You like to fly your kite in the following
conditions:
⇒ strong winds
⇒ From the north
Vocabulary posters
Kite Designs
Burung
Batik
Ikan
kilat
roket
bulan
matahari
pelangi
Colours
Warna – warna
red
merah
yellow
kuning
biru tua
green
hijau
white
putih
black
hitam
brown
coklat
pink
dark blue
light blue
biru muda
orange
merah muda
jingga
Source: Foreign Languages - Learning Colours, http://www.teachingideas.co.uk/foreignlanguages/contents02colours.htm
Kite Shapes
How to make a Diamond Kite
Have ever wanted to build a kite? Well, here is a simple kite you can make your self!
Source: http://www.skratch-pad.com/kites/make.html
A kite consists of these basic parts:
• The Spine. The up-and-down, or vertical stick that you build your kite around.
• The Spar. The support stick(s), that are placed crossways or at a slant over the spine.
Sometimes they are curved or bowed.
• The Frame. The joined spine and spars, usually with a string connecting their ends, that
form the shape of the kite and make a support for the cover.
• The Cover. The paper, plastic, or cloth, that cover the frame to make a kite.
• The Bridle. One or more strings attached to the spine or spars, which help control the kite
in the air.
• The Flying Line. The string running from the kites’ bridle, where you hold to fly the kite.
• The Tail. A long strip of paper or plastic of ribbon that helps to balance the kite in flight.
Not all kites need tails.
• The Reel. The object you use to wind your flying line, to keep it form getting tangled or
flying away.
DIAMOND KITE
Materials:
• butcher cord or thin garden twine
• scotch tape or glue
• 1 sheet of strong paper (102cm x 102cm)
• 2 strong, straight wooden sticks of bamboo or wooden doweling 90cm and 102cm
• markers, paint or crayons to decorate you kite.
1. Make a cross with the two sticks, with the shorter
stick placed horizontally across the longer stick. Make
sure that both sides of the cross piece is equal in width.
2. Tie the two sticks together with the string in such a
way as to make sure that they are at right angles to
each other. A good way to ensure that the joint is
strong to put a dab of glue to stick it in place.
3. Cut a notch at each end of both sticks. Make it deep
enough for the type of string you are using to fit in to.
Cut a piece of string long enough to stretch all around
the kite frame. Make a loop in the top notch and fasten
it by wrapping the string around the stick. Stretch the
string through the notch at one end of the cross-piece,
and make another loop at the bottom. Stretch the
string through the notch at one end of the loop at the
bottom. Stretch the string through the notch at the
other end of the cross-piece. Finish by wrapping the
string a few times around the top of the stick and
cutting off what you don't need. This string frame must
be taut, but not so tight as to warp the sticks.
4. Lay the sail material flat and place the stick frame face down on top. Cut around it, leaving
about 2-3cm for a margin. Fold these edges over the string frame and tape or glue it down so
that the material is tight.
5. Cut a piece of string about 122 cm long. and tie one
end to the loop at the other end of the string to the
loop at the bottom. Tie another small loop in the string
just above the intersection of the two cross pieces. This
will be the kite's bridle, the string to which the flying
line is attached.
6. Make a tail by tying a small ribbon roughly every 10cm
along the length of string. Attach the tail to the loop at
the bottom of the kite.
7. Decorate!
Tips:
• A properly located pivot point is generally located slightly ahead of the centre of gravity.
• Cut away from you!
• Spray can glue is really good for patching up paper kites.
• Stability is improved by the use of an effective bow and a flexible tail.
• Hold your kite up by the string when you are finished to see if it is balanced. You can
balance it by putting more paper on one side.
• Kites are different each time you make one, so slight adjustments might need to be made
for each kite.
How to make a kite out of a plastic bag
As much fun as it is to fly a kite, it's even better when you're flying a
kite that you made yourself.
With this simple kite-building method, you can save some money
on materials by recycling used plastic shopping bags. While very
simple to make, a kite made from plastic will fly very high and you
will get hours of entertainment from both making it and flying it.
Things You'll Need
•
•
•
•
•
•
Plastic bag (lightweight)
Thin bendable sticks
String
Scissors
Tape - strong, transparent tape
Extra plastic (for the tail)
See also: wikiHow: How to Make a Kite Out of a Plastic Bag, http://www.wikihow.com/Make-a-Kite-Out-of-aPlastic-Bag
Steps
1. Fold the plastic bag in half.
2. Cut out the kite shape.
Cut off the bottom of the bag. Cut
as closely to the base of the bag
as possible, but be sure to cut off
the bottom. Cut the bag in the
middle. Cut from the base to the
center of the plastic bag. Then cut
a slanting cut that goes up to the
folded part of the bag.
3. Open the bag out flat.
You should have 2 irregular
pentagons.
4. Cut a stick to the length (top to
bottom) of the kite.
5. Tape the stick vertically to the
center of the kite. Tape the top
end (at the tip of the kite) first.
Before you tape the bottom part,
stretch the plastic a little and then
tape the stick onto the bottom.
6. Tape another stick to the left,
on a slanting position.
Bend the stick carefully to make a
bow. Tape the other end to the
right. Keep the taping very tight.
7. Cut the extra plastic in strips
and tie together.
Make it 4 feet in length (see the
photo). You could use different
colors as shown here (red and
white).
8. Tape the tail to the bottom. It
depends on you what color should
be taped at the bottom of the kite.
9. Use a pointed item to make a
hole at the intersection where the
two sticks meet, as well as at the
bottom.
10. Cut a piece of string 1 foot (30
cm) in length.
Push one end of the string to the
intersecting sticks at the other side
of the plastic. Tie firmly. Do the
same with the other end. Now you
have the "bridle".
11. Make a knot with a hole in the
bridle on the same level as the
intersection of the sticks.
Check the alignment by pulling the
string to one side to see if the knot
is next to (not above or below) the
intersection.
12. When you are outside, hold the bridle string between your thumb and finger, so that the kite tries to fly
from your hand. Start in the middle of the bridle and gradually move your fingers up toward the intersection.
At one point, the angle of attack will be right and the kite will fly best, so this is where you want to tie a loop
into the bridle line. This loop needs to move up or down depending on the wind speed, so you have to adjust
the location for each flying session.
13. Tie the rest of the string to the loop and fly it! To fly, simply throw
the kite and pull the string as if you are fishing.
Extend the string while doing this. You may need to give it some help to
get into the air by running a little. If so, check that the ground ahead is
free of obstacles as you are likely to be looking up as you do this and
not concentrating on the ground!
Tips
•
If the kite is not flying well, attach more tail or remove some.
•
You can use different kinds of string, such as twine (get the thinnest sort possible), fishing line, or
craft string. Do not use heavy string.
•
This design is very lightweight. Any light breeze will make the kite wobble and fly. If the kite is not
flying well and wobbles or dives, you should check the bridle if it is aligned.
•
The wind is usually stronger higher up, so if you can let out more string and have someone help
launch it for you, it will rise faster and get into the good air.
•
You don't want to fly in the "wind shadow" of buildings or trees - they make "bumps" in the wind
that can make you kite dive or twist. Smooth wind is best. The best place to fly a kite is a wide,
windy place with no obstacles above.
Warnings
•
Be careful of powerlines. As you can see in this photo, the topmost is the most dangerous part so
don't let your kite get stuck to these lines!
•
Do not fly the kite too high. Accidents in the air might happen. For example, if you flew a kite very
high and a helicopter passed by, the kite or the string could get tangled on the helicopter.
•
Never fly kites during a thunderstorm - don't attempt to copy Benjamin Franklin.
•
Don't fly your kite if the wind is too strong for the kite to handle. It might get destroyed!
•
You should be aware of the weather during your flying time. Do not fly your kite if the upcoming
weather is going to be rainy or stormy. If you don't want to be caught out in it, neither does the kite.
•
If the kite gets tangled in an electric wire, do not attempt to get it. You might get shocked. Don't
attempt to climb a tree to get a lost kite either. It's much safer if the kite gets tangled at the point
that you can reach without climbing.
•
Watch out for small children while making the kite. Babies and infants can easily suffocate with
plastic bags. Also make sure they don't swallow any clippings or small pieces of plastic.
•
Be careful of letting out the string too fast. Your kite is more likely to go places it shouldn't go (and
get tangled up in things) if you give it too long a "leash."