grade 6 air and aerodynamics unit plan - bailey king's...
TRANSCRIPT
Grade 6 Air and Aerodynamics Bailey King, Rachel Weppler, Heather Jobs, Jessica Mask
Science Unit Plan EDES 366
Gord Strowbridge Red Deer College October 30, 2013
Grade 6 Unit Plan: Air and Aerodynamics
General Overview
Course Outline Welcome to Grade 6 Science! This is going to be an exciting class full of flying objects and growing plants. Students will have the opportunity to explore ideas, theories, and concepts associated with Flight, Space, Trees & Forests and Evidence & Investigation. This is an overview of how the year is going to go and what you can look forward to. If you or your parents have any questions please feel free to contact me anytime by e-mail or phone. This year the units and approximate dates are:
A. Trees and Forests – 10 Weeks o September 5rd – November 22nd o Authentic Assessment Project & Unit Exam – Last Week of Unit o Field Trip - Center for Outdoor Education - September 19th & 20th
B. Sky Science – 8 Weeks o November 25th – Feb 6th o Authentic Assessment Project and Unit Exam – Last Week of Unit o Field Trip – TELUS World of Science – November 27th
C. Air and Aerodynamics and Flight – 10 Weeks o Feb 10th – May 9th o Authentic Assessment Project and Unit Exam – Last Week of Unit o Field Trip – Red Deer Airport – April 2nd
D. Evidence and Investigation – 5 Weeks o May 12th – June 13th o Authentic Assessment Project and Unit Exam – Last Week of Unit o TELUS World of Science – Science in Motion in the Classroom - May 12th,
June 10th E. Review
o June 16th – 19th F. Provincial Achievement Test
o June 20th: 9:00 – 10:00 am Extra Supplies:
-‐ USB Stick -‐ Scrap Book -‐ Pencil Crayons -‐ Calculator -‐ Ruler
Basic Expectations: 6–1 Design and carry out an investigation in which variables are identified and controlled, and that provides a fair test of the question being investigated. 6–2 Recognize the importance of accuracy in observation and measurement; and apply suitable methods to record, compile, interpret and evaluate observations and measurements. 6–3 Design and carry out an investigation of a practical problem, and develop a possible solution. 6-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways. 6–5 Describe properties of air and the interactions of air with objects in flight. 6–6 Construct devices that move through air, and identify adaptations for controlling flight. 6–7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements. General Learner Expectations 6–8 Apply observation and inference skills to recognize and interpret patterns and to distinguish a specific pattern from a group of similar patterns. 6–9 Apply knowledge of the properties and interactions of materials to the investigation and identification of a material sample. 6–10 Describe characteristics of trees and the interaction of trees with other living things in the local environment. Homework: Homework will be kept to a minimum as long as in-class time is being used effectively. There will be both authentic projects and unit tests for each unit to ensure practice for the Provincial Achievement Test. Textbooks:
-‐ No textbook required -‐ Students will use the internet and books for any research need to enhance their
inquiry and problem solving skills
Please review the Science Course Outline with one of your parents, sign it and return the entire outline by September 21st. I have gone over the Science course outline and understand the expectations for the 2013-‐2014 school year. _______________________________ __________________________________ ___________________________ Student Name Student Signature Parent Signature
Year Plan Overview
Topic A: Trees & Forests: 10 weeks (September 5 – November 22) (20% of Questions on P.A.T. based on this section)
• 10th week – Final Project / Inquiry & Problem Solving • Field Trip: Centre for Outdoor Education, Nordegg -‐ September 19th & 20th, 2013
We felt that it was best to schedule Trees & Forests for this time of year as the leaves are starting to turn and the forest is changing and preparing for winter. It begins to encourage and foster critical thinking for future units by engaging students in the discovery of outdoor life and the changes that must occur in the forest to prepare for the seasons of the year. Topic B: Sky Science: 8 weeks (November 25 – February 6) (16% of Questions on P.A.T based on this section)
• 8th week – Final project / Inquiry & Problem Solving • Field Trip: TELUS World of Science – November 27th, 2013
From Trees & Forests we felt that Sky Science was the next adequate fit as the seasons are changing and constellations in the sky are moving. The night skies are clear and in some places it gets dark earlier and can allow for sooner nighttime observations of the night sky and phases of the moon. Topic C: Air & Aerodynamics / Flight: 10 weeks (February 10 – May 9) (28% of Questions on P.A.T based on this section)
• 10th week – Final project / Inquiry & Problem Solving • Field Trip: Red Deer Airport – April 2nd, 2014
We decided to combine Air & Aerodynamics with Flight as we felt that it went well and flowed smoothly from one topic into the other. Students need to have background knowledge of Air and how the molecules work before they can begin to understand the concepts associated with Flight. Topic D: Evidence and Investigation: 5 weeks (May 12 – June 13) (14% of Questions on P.A.T based on this section)
• 5th week – Final project / Inquiry & Problem Solving • Science in Motion in the Classroom – May 12th, 2014 & June 10th, 2014
We decided to put Evidence & Investigation at the end of the year for a few reasons. First off it is one of the smallest units in the Grade 6 Science and consequently if there is not enough time to do the whole unit the important concepts can be
obtained in a limited amount of time. Secondly, we felt that at the end of the year student’s attendance rates begin to decrease and perhaps by having a fun and exciting unit left it would encourage students to continue to come. Finally, we felt that Evidence & Investigation could be used as a final review of the year’s topics as they could all be incorporated when solving the final mystery as part of their assessment. Review:
June 16-‐June 19 -‐ Review of Grade 6 Science Provincial Achievement Test
June 20, 2014
Calendar September 2013 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7 A: Trees
and Forests, Sept 5 – Nov, 22
8 9 10 11 12 13 14 PD
Day – No School
15 16 17 18 19 20 Nordegg Conservation Field Trip
21
22 23 24 25 26 27 28
29 30
October 2013 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5
6 7 8 9 10 11 12 Parent/ Teacher
Conferences
13 14 15 16 17 18 19 Thanksgiving
Day – No School
20 21 22 23 24 25 26
27 28 29 30 31 Halloween
November 2013 Sunday
Monday Tuesday
Wednesday
Thursday
Friday
Saturday
1 2 PD
Day – No School
3 4 5 6 7 8 9
10 11 12 13 14 15 16 Remembranc
e Day – No School
17 18 19 20 21 22 23
24 25 26 27 28 29 30 Topic B: Sky
Science, Nov 25 – Feb 6
Telus Space & Science Field Trip
December 2013 Sunday
Monday
Tuesday
Wednesday
Thursday
Friday Saturday
1 2 3 4 5 6 7 PD Days – No
School
8 9 10 11 12 13 14
15 16 17 18 19 20 21 Christma
s Holidays
22 23 24 25 26 27 28 Christmas Holidays
Christmas Holidays
Christmas Holidays
Christmas Holidays
Christmas Holidays
Christmas Holidays
Christmas Holidays
29 30 31 Christmas Holidays
Christmas Holidays
Christmas Holidays
January 2014 Sunday
Monday
Tuesday
Wednesday
Thursday
Friday Saturday
1 2 3 4 Christmas
Holidays Christmas Holidays
Christmas Holidays
Christmas Holidays
5 6 7 8 9 10 11 Christmas Holidays
Topic B: Sky Science
12 13 14 15 16 17 18 PD Day
– No School
19 20 21 22 23 24 25
26 27 28 29 30 31
February 2014 Sunday
Monday Tuesday
Wednesday
Thursday
Friday
Saturday
1
2 3 4 5 6 7 8 PD
Day- No School
9 10 11 12 13 14 15 Topic C: Air
and Aerodynamics & Flight, Feb 10 – May 9
16 17 18 19 20 21 22 Family Day
– No School Teachers
Convention – No School
23 24 25 26 27 28 Quiz #1
March 2014 Sunday
Monday Tuesday
Wednesday
Thursday
Friday
Saturday
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22 Quiz #2 Parent/ Teacher
Conferences
23 24 25 26 27 28 29 Spring
Break – No School
Spring Break – No School
Spring Break – No School
Spring Break – No School
Spring Break – No School
30 31 Topic C: Air & Aerodynamics
April 2014 Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1 2 3 4 5 Red Deer
Airport Field Trip
6 7 8 9 10 11 12
13 14 15 16 17 18 19 Quiz #3 PD Day –
No School Good Friday – No School
20 21 22 23 24 25 26 Easter
Monday – No School
27 28 29 30
May 2014 Sunday
Monday Tuesday
Wednesday
Thursday
Friday
Saturday
1 2 3
4 5 6 7 8 9 10 Unit
Test
11 12 13 14 15 16 17 Topic D:
Evidence and Investigation, May 12 – June 13 In-class Field Trip
PD Day – No School
18 19 20 21 22 23 24 Victoria Day
– No School
25 26 27 28 29 30 31
June 2014 Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1 2 3 4 5 6 7 PD
Day – No School
8 9 10 11 12 13 14 In-Class
Field Trip
15 16 17 18 19 20 21 Review Grade
6 PAT Test
22 23 24 25 26 27 28
29 30
Objectives
The most important part from air and aerodynamics is that students understand the concept of air and its properties. Students need to understand how air behaves even though you cannot see it. In flight students need to understand how mechanisms use air. Ex: an airplane or a glider. They will understand the components and how they fly.
Grade 6 SKILLS These skills apply to the five topics of study identified for Grade 6. The organization of these skills reflects a general pattern of science activity, not a fixed instructional sequence. At Grade 6, students normally will show independence and the ability to work cooperatively in exploratory and investigative activities. Limited guidance may be required in defining problems and selecting appropriate variables. At this level, students should be able to describe the purpose of each step followed in investigative activities. Science Inquiry General Learner Expectations Students will: 6–1 Design and carry out an investigation in which variables are identified and
controlled, and that provides a fair test of the question being investigated. 6–2 Recognize the importance of accuracy in observation and measurement; and
apply suitable methods to record, compile, interpret and evaluate observations and measurements.
Problem Solving through Technology General Learner Expectations Students will: 6–3 Design and carry out an investigation of a practical problem, and develop a
possible solution. Note: The problem will involve construction or modification of a device that moves through air.
Specific Learner Expectations Students will: Focus
• Ask questions that lead to exploration and investigation • Identify one or more possible answers to questions by stating a prediction or a
hypothesis
Focus • Identify problems to be solved and the purpose(s) of problem-‐solving activities:
What problem(s) are we trying to solve? What resources can we use? How will we know that we have done what we set out to do? What possible impacts do we need to consider?
Explore and Investigate
• Identify one or more ways of finding answers to given questions • Plan and carry out procedures that comprise a fair test • Identify variables:
-‐ Identify the variable to be manipulated -‐ Identify variables to be held constant -‐ Identify the variable that will be observed (Responding variable)
• Select appropriate materials and identify how they will be used • Modify the procedures as needed • Work individually or cooperatively in planning and carrying out procedures • Identify sources of information and ideas and demonstrate skill in accessing them.
Sources may include library, classroom, community and computer based resources
Explore and Investigate • Identify one or more possible approaches and plan a set of steps for solving the
problem • Select appropriate materials and identify how they will be used • Attempt a variety of strategies and modify procedures, as needed (troubleshoot
problems) • Work individually or cooperatively in planning and carrying out procedures • Identify sources of information and ideas and demonstrate skill in accessing them.
Sources may include library, classroom, community and computer-‐based resources • Reflect and Interpret • Communicate effectively with group members in sharing and evaluating ideas, and
assessing progress
• Record observations and measurements accurately, using a chart format where appropriate. Computer resources may be used for record keeping and for display and interpretation of data
• Evaluate procedures used and identify possible improvements • State an inference, based on results. The inference will identify a cause and effect
relationship that is supported by observations • Identify possible applications of what was learned • Identify new questions that arise from what was learned.
Reflect and Interpret
• Communicate effectively with group members in sharing and evaluating ideas, and assessing progress
• Evaluate procedures used and identify possible improvements • Evaluate a design or product, based on a given set of questions or criteria. The
criteria/questions may be provided by the teacher or developed by the students. Example criteria include: -‐ Effectiveness—Does it work? -‐ Reliability—Does it work every time? -‐ Durability—Does it stand up to repeated use? -‐ Effort—Is it easy to construct? Is it easy to use? -‐ Safety—Are there any risks of hurting oneself in making it or using it? -‐ Use of materials—Can it be made cheaply with available materials? Does it
use recycled materials, and can the materials be used again? -‐ Effect on environments -‐ Benefit to society
• Identify positive and negative impacts that may arise and potential risks that need to be monitored: What good effects and what bad effects could this solution have? What would we need to look for to be sure that it is working as intended?
• Identify new applications for the design or problem solution.
ATTITUDES These attitudes apply across the five topics of study identified for Grade 6. General Learner Expectations Students will: 6–4 Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways. Specific Learner Expectations
Students will show growth in acquiring and applying the following traits:
• Curiosity • Confidence in personal ability to learn and develop problem-‐solving skills • Inventiveness and open-‐mindedness • Perseverance in the search for understandings and for solutions to problems • Flexibility in considering new ideas • Critical-‐mindedness in examining evidence and determining what the evidence
means • A willingness to use evidence as the basis for their conclusions and actions • A willingness to work with others in shared activities and in sharing of experiences • Appreciation of the benefits gained from shared effort and cooperation • A sense of personal and shared responsibility for actions taken • Respect for living things and environments, and commitment for their care.
UNDERSTANDINGS Topic A: Air and Aerodynamics Overview Students explore the characteristics of air and the interaction between moving air and solids. They learn that air is a compressible fluid, that it is composed of many gases, and that moving air can support solid materials in sustained flight. By studying birds and airplanes, they learn a variety of adaptations and designs that make flight possible and that provide for propulsion and control. General Learner Expectations Students will: 6–5 Describe properties of air and the interactions of air with objects in flight. Specific Learner Expectations Students will:
1. Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications.
2. Provide evidence that air is a fluid and is capable of being compressed, and identify examples of these properties in everyday applications.
3. Describe and demonstrate instances in which air movement across a surface results in lift— Bernoulli’s principle.
4. Recognize that in order for devices or living things to fly, they must have sufficient lift to overcome the downward force of gravity.
5. Identify adaptations that enable birds and insects to fly. 6. Describe the means of propulsion for flying animals and for aircraft. 7. Recognize that streamlining reduces drag, and predict the effects of specific design
changes on the drag of a model aircraft or aircraft components. 8. Recognize that air is composed of different gases, and identify evidence for different
gases. Example evidence might include: effects on flames, the “using up” of a particular gas by burning or rusting, animal needs for air exchange.
Topic B: Flight Overview Students apply their knowledge of aerodynamics to design, build and test a variety of flying devices. In constructing models, students develop a basic design, then build it, test it, and solve the problems that inevitably arise. Through teamwork they learn that planning, communication, cooperation and flexibility are important to the overall result, even though parts of a task can be worked on individually. In the process, students learn about the parts of an aircraft, their role in controlled flight and the differences between aircraft and spacecraft. General Learner Expectations Students will: 6–6 Construct devices that move through air, and identify adaptations for
controlling flight. Specific Learner Expectations Students will:
1. Conduct tests of a model parachute design, and identify design changes to improve the effectiveness of the design.
2. Describe the design of a hot-‐air balloon and the principles by which its rising and falling are controlled.
3. Conduct tests of glider designs; and modify a design so that a glider will go further, stay up longer or fly in a desired way; e.g., fly in a loop, turn to the right.
4. Recognize the importance of stability and control to aircraft flight; and design, construct and test control surfaces.
5. Apply appropriate vocabulary in referring to control surfaces and major components of an aircraft. This vocabulary should include: wing, fuselage, vertical and horizontal stabilizers, elevators, ailerons, rudder.
6. Construct and test propellers and other devices for propelling a model aircraft 7. Describe differences in design between aircraft and spacecraft, and identify reasons
for the design differences.
Note: Model aircraft or rockets may be constructed and used as part of this topic. It is recommended that these models be simple devices of the student’s construction, not prefabricated models. Propulsion of rockets by chemical fuels is neither required nor recommended, due to safety considerations. ICT Outcomes – Division 2
C.1 - Students will access, use and communicate information from a variety of technologies.
Specific Outcomes
2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)
2.2 organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes
C.4 - Students will use organizational processes and tools to manage inquiry.
Specific Outcomes
2.1 design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary
2.2 organize information, using such tools as a database, spreadsheet or electronic webbing
2.3 reflect on and describe the processes involved in completing a project
C.5 - Students will use technology to aid collaboration during inquiry.
Specific Outcomes
2.1 retrieve data from available storage devices, such as a shared folder, to which a group has contributed
2.2 record group brainstorming, planning and sharing of ideas by using technology
C.6 - Students will use technology to investigate and/or solve problems.
Specific Outcomes
2.1 select and use technology to assist in problem solving
2.2 use data gathered from a variety of electronic sources to address identified problems
2.3 use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment
C.7 - Students will use electronic research techniques to construct personal knowledge and meaning.
Specific Outcomes
2.1 use a variety of technologies to organize and synthesize researched information
2.2 use selected presentation tools to demonstrate connections among various pieces of information
F.1 - Students will demonstrate an understanding of the nature of technology.
Specific Outcomes
2.2 identify and apply techniques and tools for communicating, storing, retrieving and selecting information
F.4 - Students will become discerning consumers of mass media and electronic information.
Specific Outcomes
2.1 recognize that graphics, video and sound enhance communication
F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
Specific Outcomes
2.1 power up and power down various technologies and peripherals correctly
2.2 use and organize files and directories
P.1 - Students will compose, revise and edit text.
Specific Outcomes
2.1 create and revise original text to communicate and demonstrate understanding of forms and techniques
2.2 edit and format text to clarify and enhance meaning, using such word processing features as the thesaurus, find/change, text alignment, font size and font style
Advance Preparation
-‐ As a teacher you need understand the concepts you will be teaching
before you teach them. You need to have background knowledge for the content.
-‐ You need to do all experiments and activities before hand to catch any complications that may arise. As well as to be prepared for any mistakes or questions your students have.
-‐ Gather materials ahead of time, the more notice you have for yourself and your students to bring materials, the more you will end up with. Plus you will have more time to organize them.
-‐ Begin with the end in mind. Plan the end of unit assessment before the unit begins. That way both you and your students know exactly what they are expected to do by the end and you are always working towards a common goal.
-‐ Plan different strategies for multiple intelligence and different learning styles so you can reach all your students.
-‐ Plan big projects for the unit ahead of time so students are working toward a common goal.
Air and Aerodynamics
• Every object on Earth or in space can be classified as a solid, liquid, or a gas. • Air is a fluid -‐ A fluid can be a liquid or a gas. • Every object on earth has mass and every object has molecules, which are the
smallest part of something. • Density is a measure of how closely packed together the molecules are. • Some matter, like air, can be compressed (squeezed) into a smaller space by
forcing the molecules closer together than they would normally be (e.g. your lungs blowing against the air in a balloon).
• When pressure or temperature change in a fluid, density changes. Molecules get closer together or farther apart.
• When air is heated, it expands because the molecules that make up air start
to move faster and take up more space. The farther apart the molecules are, the less dense the air becomes.
• When air gets cold, it contracts. As air cools, its molecules settle closer together and the density increases.
o Think of it this way: If you were a molecule and exposed to heat, you would be really warm and not want to be close to another ‘person’/molecule. If you were a molecule and exposed to the cold,
you would want to get close to other ‘people’/molecules to keep warm.
• Warm air rises because it is less dense than the cool air surrounding it. • Water has more density than air because molecules of water are closer
together than molecules of air; therefore some matter, like water, cannot be compressed.
• The molecules that make up gases are far apart therefore they can be
compressed by employing pressure. When air is compressed, the molecules that make up air are forced together. When you put air into your car tires, air is forced or squeezed in a confined space – it is compressed.
• In order for birds and insects to fly, they must create lift and generate enough
thrust to create propulsion. • Lift is an upward force that acts against gravity; thrust is the act of the object
moving forward; and propulsion is what gives the object the force to move forward.
• Thrust and propulsion for flying animals are generated by flapping their wings, while an aircraft uses a propeller or jet engine.
• An adaptation is a device or mechanism that changes so as to become suitable to a new situation.
• Many adaptations combine to enable birds and insects to fly.
Birds • Adaptations for birds to achieve flight include feathers, powerful flight
muscles, air sacs, hollow bones, and wings. o Feathers: give birds a smooth, streamline shape that reduces drag and
maintains body temperature o Muscles: designed to be strong to provide sufficient power for flight
and do not get tired quickly (A lot of energy is needed to power the flight muscles of birds)
o Air sacs: in bird’s thorax and abdomen fill up with air and provide its body with the oxygen needed during flight (Birds need a large and constant supply of oxygen to get the energy for flight)
o Hollow Bones: help reduce its weight and allow it to keep a large supply of air in its lungs
o Wings: shape helps to achieve lift, wings are curved on top and flat on the bottom (as bird flaps its wings, air travels over the top of the wing and creates a difference in pressure – lift and thrust are achieved on the downward stroke)
• Most bird species are expertly designed for flight. o Example: Hawks are able to soar; geese have adapted so they can fly
long distances; and hummingbirds are able to fly swiftly.
Insects • Insect wings are made up of a thin membrane (supported by blood-‐filled
veins) and are one of nature’s lightest structures, lacking bone and muscle. • Most insects rely on two pairs of wings which join or overlap so they work
together as a single pair. • Wings on insects are curved on top and flat on the bottom (just like a plane’s
and bird’s wings). Each downward wing flap creates more lift, propelling the creature upward and forward.
• Did you know that insect wings don’t just flap up and down? o On the upstroke, insect wings move in a figure-‐eight motion and as the
wing nears the end of the forward stroke, the wing rotates backward, twisting upside down, parallel to the ground. This rotation speeds up the flow of air over the wing.
• Insects also have specially designed flight muscles to power their wings. • Insects are cold-‐blooded which means that they have to be warm before their
muscles will work. o Example: as it gets cold outside insects aren’t able to keep their flight
muscles warm so they are unable to fly. Flight For centuries man has observed things flying, floating, drifting and hovering in the air and felt the desire to break free from the confines of earth. Once successful, the challenge became one of controlling the flight of these crafts. We will be focusing on aircraft design and surfaces which control the movement of bodies in motion through the air, and adaptations which need to be made when traveling in the absence of air. Floaters can include items such as balloons, dandelion seeds, parachutes, poplar fluff or bubbles. Technically, a floater does not really fly. Wind controls the speed and direction of flight. Gliders can include paper airplanes, flying squirrels or hang gliders. Gliders use their wings (or membranes) to interact with air currents (moving air). In still air, gliders will always finish lower than their beginning altitude. Powered Flyers use an engine or body energy to fly or gain altitude. Some examples are insects, flying birds and airplanes. Hot air balloons could be classified as either floaters or gliders and some birds may be categorized as either gliders or powered flyers. Parachutes operate on the principle of drag and work as a result of their mass to surface area ratio. Parachutes are usually concave in shape and have a small hole in the center to prevent the parachute from wobbling. Two things affect the descent rate of an object falling through the air. Gravity and wind resistance (drag) act
together, one pulling the object towards the earth, the other slowing it down respectively. The balance of the two results in a maximum rate of descent for a particular object; this is called terminal velocity. Hot air balloons operate on Archimedes Principle (objects suspended in a fluid – such as a boat in water or a balloon in the air – have a buoyant force equal to the weight of the fluid displaced). A hot air balloon rig consists of a lightweight envelope (silk or nylon), a lightweight basket (wicker), the load and burner. To allow for a quick descent, a Velcro vent at the top of the balloon can be opened by means of a rope, speedily dispelling warm air. In the air, the hot air balloon’s lateral movement is at the mercy of the prevailing winds. Airplanes however are designed to control movement. The pilot of an airplane must keep the movements of the plane adjusted to keep it stable in the air. An airplane moves around its center of gravity along three axes – lateral, longitudinal and vertical. Lateral axis runs from wing tip to wing tip (pitch). Longitudinal axis runs from the nose to the tail of the plane (roll or bank). Vertical axis runs from the top to the bottom of the fuselage (yaw). Helicopters, with their horizontal propeller called a rotor, do not require forward propulsion. Each of the long, thin blades of the rotor is shaped like an airfoil. The spinning blades create an area of high pressure under them and an area of low pressure over the top of them; this produces the lift needed to take the helicopter into the air. When the helicopter’s blades are tilted, it flies in the direction of the tilt. If a helicopter was designed with a single rotor it would be very difficult to control (rotor spinning in one direction, sends the body twisting in the opposite direction). To overcome this effect, some helicopters are designed with two rotors, each turning in the opposite direction; this is typical of large helicopters used to carry heavy loads. Most helicopters compensate for this twisting by adding a smaller, sideways facing rotor on the tail. It creates an equal but opposite twisting force to that produced by the main rotor. How do jets achieve forward motion? They take in air through the front of the engine and compress it into a small space. The compressed air is mixed with fuel and burned. The hot air and fuel expand creating a jet of hot gases which are shot out of the rear of the engine. The action of the hot gases being forced from the rear of the plane causes a reaction on the plane which moves it in the opposite direction. This is an illustration of Newton’s Third Law of Motion: For every action, there is an equal and opposite reaction. Rockets – Sending aircraft into outer space presented new design problems for engineers because there is no air beyond the thin layer of atmosphere, to hold up an
airplane or balloon. The absence of air means: no oxygen to burn liquid fuel, having control surfaces pointless. A rocket must move fast enough to break away from the earth’s gravity, but once the rocket is in orbit around the planet, it does not need any rocket engines to keep it moving. Rockets are streamlined to prevent drag. Rockets carry their own oxygen supply in the form of a chemical called an oxidizer. The hot gases produced in the firing chamber rush out the nozzle, pushing the rocket in the opposite direction. The burning fuel makes enough heat to burn through the walls of the firing chamber so designers had to incorporate coils of cooling pipes around the chamber to reduce the heat.
Outline of Lessons to be Taught Lesson #
Topic Activity # of Periods
Materials Needed
1 Air & Aerodynamics
1)Intro: Mystery Bag Demo -‐Air is Everywhere 2) Discuss and complete KWL chart
1 Mystery Bag: -‐Box -‐24 Bag -‐Twist ties
2 Knowledge of Air
1)Get students to Brainstorm ideas: I will pose the following questions. a)What is air made up of? b)Where can it be found? c)Why do we have it on earth? d)What does compressed air mean? Where can it be found? e) What makes airplanes fly? 2)Have students work in groups and create a poster to show their previous knowledge and understanding of the questions posed.
1 Computers
3 Scientific Procedure and Variables
1)Class discussion about procedures and variables 2)Group Work
1 Handouts
4 Air Pressure (science stations)
1)Air Pressure Stations: a) Does air take up space and exert a pressure? (Activity: Air is Everywhere) b) Does air occupy space? (Activity: Diving Paper) c) Does air exert a pressure?
2 Record data on worksheets Air is Everywhere Materials: -‐ Funnel
(Activity: Huff N’ Puff) c) How does blowing air affect air pressure? (Activity: Let it Shine) e) Does air exert a pressure? (Activity: Raise Up your Friends)
-‐ Mini Water Jug -‐ Playdough -‐ Glass Jar -‐ Water -‐Pencil Diving Paper Materials: -‐ sheet of paper -‐ plastic cup -‐ clear container filled with water Huff N’ Puff Materials: -‐ Balloon -‐ Plastic 2L Pop Bottle Let it Shine Materials: -‐ Tin Can -‐ Drinking Straw -‐ Candle Raise up your Friends Materials: -‐ 4 large plastic bags -‐ 2 desks
5 Temperature Effect on Air
1)Demo Activity: Adjust the Volume. How does temperature affect air? 2) Students record their hypothesis, observations and inferences. 3) Discuss with entire class about how
1 Handout
air temperature changed. Also, what causes air to expand and condense.
6 Compressed Air
1) Compressed Air computer tutorial
1 Computers Website: http://howthingsfly.si.edu/media/bernoulli-principle
7 Field of Force
1) Demo: Feel the Force 2) Student complete Handout
1 -‐2 spoons -‐water Handouts
8 Lift (Bernoulli’s Principle)
1) Combination of Learning Stations and Daily Activities: a) Lift off: They will use a piece of paper, tape, and a pencil to demonstrate lift. As the students blow, they are creating a low pressure area and the paper is forced up by higher atmospheric pressure. b) What makes an airplane fly? Read handout in small groups. The students will highlight the important information. As a class we draw another diagram at the bottom of this page to further demonstrate the air pressure on an airfoil. c) Wings provide lift: In partners students will match puzzle pieces containing important knowledge about wings. d) Bernoulli’s principle: Watch a video clip. Students make notes, then draw a diagram and explain to partner what Bernoulli’s Principle is. e) What happens when you blow air between two suspended balloons? The students will complete this experiment with a partner. They will need to gather the necessary materials and answer the questions on handout.
6 Lift Off: -‐paper -‐tape -‐pencil What makes an airplane fly: -‐Handout Wings provide lift: -‐information cut into puzzle pieces Bernoulli’s Principle: http://www.youtube.com/watch?v=P-‐xNXrELCmU&safe
f) Take a balloon for a walk: The students learn how a balloon stays with the stream of air as they walk. Slow moving air has greater pressure than fast moving air. The slow moving air surrounding it pushes the balloon back into the stream of air. g) Ball in a funnel: Students will put a ping pong ball into a funnel and hold the funnel upright. Students need to predict what will happen if someone were to blow on the stem of the funnel. I will challenge a student to blow the ball out of the funnel. Students need to explain why they think they can not blow the ball out. Go over as a class. h) So that’s what they mean by lift: The students place a strip of paper between the pages in the middle of a book. They will hold the book horizontally under their chins and blow hard across the top of the book. Students will discuss how they made the paper lift. i) Two sheets of paper: The students will hold two sheets of paper, one in each hand, about two inches apart. Students need to make predictions of what will happen if you blow down between the two sheets of paper. Will the papers fly apart, come together, or not move? The students will complete this experiment and try to explain what happened. j) The fastest spray in the west: As a class all students will be using a cup of water and straws and have to blow into the straw to try to lift water up the vertical straw. We will discuss how air pressure is related to this experiment. k) What are the components of an airplane? Students will work in pairs and match vocab words to a large picture of an airplane. Students will have a timer to see how fast they can correctly match the words to the airplane.
=active Air between 2 balloons: -‐Balloons -‐Handouts Take balloon for a walk: -‐Balloons Ball in a funnel: -‐Ping pong ball -‐funnel So that’s what they mean by lift: -‐Strips of paper -‐books Two sheets of paper: -‐ strips of paper Fastest spray in
l) What holds an airplane up? The students will read the facts and draw a diagram to illustrate their understanding of each piece of information. Working with a partner, each student will use the diagrams only to explain in their own words what holds an airplane up. Students need to use arrows to show direction of airflow and different colors to show varying degrees of air pressure.
the park: Cups, water and straws Components of an airplane: -‐large airplane picture -‐key terms with sticky tape on back -‐timer What holds an airplane: -‐Handout
9 Quiz #1 Air & Aerodynamics Quiz 1
10 Forces 1) 4 Forces of Flight: Individual Worksheet on Forces of Flight Jigsaw group assignment -‐ students become experts in one of the forces and have to teach it to their peers
1 Handouts Master #16
11 Birds and Insects
1) Insect and Bird research project: -‐adaptations -‐skelton -‐body temp -‐mass -‐body shape -‐wind structure, movement, covering -‐tail -‐other interesting facts 2) Students present their findings to the whole class.
5 Computers Handout
12 Rockets 1)Powerpoint on Rockets 1 Powerpoint
2) Students make homemade rockets and test them outside.
Rockets: -‐Alka-‐Seltzer tablets -‐watering can -‐24 small containers
13 Propellers and Jets
1) Split class in half, one half researches and learns about propellers the other half learns about jets. Students are to teach the other half about the topic they became experts in.
2 Computers Handouts
14 Streamlining
1)Streamlining computer tutorial: PBS: Getting Airborne
1 Computers Website:http://www.pbs.org/wgbh/nova/wright/airb-flash.html
15 Evidence of gases
1) What is air made of? Watch Youtube clip. 2) Nitrogen cycle: Demonstrate nitrogen cycle on the smartboard. Get students involved. Students create their own nitrogen cycle on paper. 3) What is natural dust made of? Watch a Video Clip 4) Students create 2 truths and 1 lie about the the topics discussed in class. Topics are: -‐what is air made of? -‐nitrogen cycle -‐what is natural dust made of? Students quiz each other with the questions they created.
2 Air Video Clip: http://www.teachertube.com/viewVideo.php?video_id=166417 Dust Video Clip: http://www.redorbit.com/news/video/science_2/2596076/what_is_dust_made_of/ Fruity Oxidation: -‐Banana
5) Fruity oxidation: Put a slice of banana or apple on a plate and leave it exposed to room temperature air for one hour. We will discuss what rusting is and then we will examine the fruit. What does the brownish color indicate? We will brainstorm ways we can slow down oxidation in fruit. 6) Gone to rust: Students combine steel wool and water in a test tube. The students will record their observations on Master #19 7) Lights out: The students will predict how long the candle will burn in the jar. I will light the candle and place the smallest jar over it. We will record how long the flame burns. We will do this with the other two jars as well. We will discuss how the amount of oxygen affects combustion (burning). 8) Evidence of CO2: We will either do this experiment with a candle and baking soda or with a match and Alka-‐Seltzer.
-‐plate Gone to rust: -‐steel wool -‐water -‐test tube Lights Out: -‐candle -‐match or lighter -‐3 different size glass jars Evidence of CO2 -‐match -‐candle -‐baking soda -‐Alka-‐Seltzer
16 Review 1) Students create their own review questions 2)Play Jeopardy game
1 Jeopardy game on Powerpoint
17 Quiz #2
Properties of Air, Components of a Plane, Flight Adaptations
1
18 Field Trip: Red Deer Airport
Builds on previous knowledge along with building new knowledge for the flight unit.
1
19 Flight: Intro
1) Class Activity: Up in the Air Students will have the opportunity to brainstorm and classify things that fly. Master #1
1 Handout Master #1
20 Parachutes
1)Class Activity: It’s a Drag The students will work in partners to observe the effect of drag on falling objects. One piece of paper will be crumpled, while the other will stay flat. The students will predict which paper will reach the floor first on Master #2. They will need to give a reason for their answer. The students will stand on a chair and release the two pieces of paper at the same time. The other partner will observe which paper reaches the floor first. The students will repeat this activity several times to confirm results. The observations and conclusion will be recorded on Master #2.
• The crumpled piece of paper will drop faster due to its smaller, rounded shape which creates less air resistance.
• Challenge: Modify a piece of paper to make it stay in the air for as long as possible when dropped. The students will share their best ideas and discuss the role of drag in their designs.
2)Egg Challenge -‐Students create a device that will allow their egg to land safely from a significant height. *See attached lesson plan 3)Breaking Your Fall: Students will construct a basic parachute
3 It’s a Drag Materials: Sheets of paper (8.5 by 11) tape Master #2 2) Egg Challenge Materials: -‐eggs -‐ziplock bags -‐recycled materials -‐tape -‐scissors -‐string 3) Breaking Your Fall Materials: -‐ corks -‐ medium weight plastic bags -‐ scissors -‐ tape
-‐ thread -‐ small paper clips
21 Hot Air balloons
1)Discuss gas and air 2)Draw diagram of hot air balloon and explain how the rise and fall of the balloon can be controlled
1 Handout
22 Gliders 1) Students construct 6 different types of gliders, test out each glider and record observations. Students need to make adjustments to glider to improve performances and record data. 2) Students need to create their own glider, then compete with each other to see who’s glider performs the best. Record observations 3) Discuss as a class which improvements increased performances. *See attached lesson plan
2 Paper Handouts
23 Helicopters 1)Presentation: Go through properties of Helicopters 2) Build Whirlybirds: Students will have the opportunity to make a model helicopter
1 -‐ arm length of string -‐ glue -‐scissors -‐ empty thread spool -‐ pencil -‐ ruler -‐ manila tag or stiff paper -‐ Master #12a, b, c
24 Space Shuttles
1)Discuss as a class the characteristics of Space Shuttles
1 Balloon Rocket Materials: -‐ balloons -‐ string
2) Balloon Rockets: Students will have the opportunity to discover the principles which move jets and rockets 3) Blast Off: Students will get an idea of what can happen when fuel and an “oxidizer” combine
-‐ metal paper clamps -‐ tape -‐ manila tag -‐ drinking straw -‐ Master #13 Blast Off: -‐ 1L plastic bottle -‐ 250mL of water -‐ 250mL of vinegar -‐ 10mL of baking soda -‐ several round pencils -‐ tissue paper -‐ cork -‐ spoon -‐ Vaseline
25 Review Play Hollywood Squares 1
26 Quiz #3 Flight 1
27 Performance Assessment
‘Hunger Games’ Mission -‐In groups of 4 or 5, students will have the opportunity to send the lifesaving glider into the Hunger Games Arena to save their beloved Mr. Strow. -‐see attached booklet.
8 -‐group booklets -‐rubric -‐student self assessment -‐Glider materials: large sheets of styrofoam, cardboard, glue guns, glue sticks -‐measuring tape -‐bucket for drawing student names
28 Review Quiz/Quiz Trade 1 -‐quiz trade cards 29 Unit Test Air & Aerodynamics
Flight 1
Corresponding Handouts
Lesson Plans 1) Introduction Lesson Plan
TOPIC: Introductory lesson – mystery bag
Subject: Air and Aerodynamics
Teacher: Date:
Intentions/objectives/outcomes: Introductory Lesson SLE 1: Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications.
Assessment:
Time teaching points Notes
Objectives: Students will learn that air is a substance that has unique properties. Some substances can only investigated through their interactions.
. Procedure:
1. Inform the class that you have brought in a sample of some material for them to study.
2. Direct a student to bring your “empty” box or garbage bucket of this material to the front of the class to be set on your desk.
3. Have a student come forward to observe the contents of the box and report his observations to the class. The usual response of the examiners is that there is nothing in the container. “It is empty.”
4. Insist that the material was there when you started the lesson. Then examine the container, move your hand around in it and insist that the material is still there
5. Ask: What is this material that the students are having so much trouble detecting? Elicit that it is air.
6. Ask: What is air? Can you describe it? How much air is there in this container?
7. Open a bag and put it inside the container so it fills with air and tighten up one end. Seal the bag with a twist-‐tie. Ask: Do you think there is any more air in the container.
8. Have each pupil “fill” their own bag of air from the container. Challenge the students to describe their packet of air using their five senses directly on the air.
9. Complete Blackline master. 10. Discuss the students’ responses and problems in
-‐
gathering information about using their five senses. 11. Lead the discussion to focus on the need for other
methods of studying air. Introduce the idea that air has to be studied through its effects on other things, hence, the need for the experiments which follow during this unit.
Teacher Notes and Debriefing:
Challenge your students to prove that there really is such a thing as air. Have them suppose that they had to convince a person who believed that there was no such thing as air, that it does really exist. Ask: How would you prove that air really does exist? Ways of proving the existence of air given by your class may be simple like holding your nose (can’t breathe) and going outside to feel wind (moving air) or they may involve use of equipment like a candle and beaker.
References(text or electronic): Edmonton public schools – topic a – air and aerodynamics curriculum resource 1996
Displays/materials: • I garbage bucket or large box • 1 package of plastic bags with
twist-ties. • Blackline master (attached)
2) Inquiry Based Lesson Plan
Title: Flight Test Date: October 30,2013 Subject: GR. 6
Science Outcomes: 6–6 Construct devices that move through air, and identify adaptations for controlling flight. Specific Learner Expectations Students will: 3. Conduct tests of glider designs; and modify a design so that a glider will go further, stay up longer or fly in a desired way; e.g., fly in a loop, turn to the right. 4. Recognize the importance of stability and control to aircraft flight; and design, construct and test control surfaces.
Assessment Exit Pass: Students must tell you if their glider passed the stations. Then explain why or why not. List 2 things they would change on their glider for next time.
Teaching Points Notes
Objective: For students to understand how an aircraft is constructed and to discover how a glider can be modified to improve performances. Anticipatory set: Show You-tube clip of airplane taking off.
Activity #1 -‐Divide students into pairs or can be done individually -‐Handout each type of glider instruction sheet to each group. -‐Give students enough time to create their glider planes. -‐Once the planes are created then have the students go through the stations around the room with observation handout, fill out handout. -‐Students test their gliders and make adjustments to try and improve the outcomes. Activity #2 -‐Have students create their own version of a glider they want to use for the final test. -‐Have students in groups and go through the stations around the room and record the data. -‐When students have completed all the stations then have them compare their glider’s data to one another. -‐Have students fill out an exit pass at end of class.
PRE-‐CLASS Set-‐up -‐Have stations created throughout the class 1) Hoops for target practice 2)Tape on floor for distance 3) Clear an area for observing the glider turning
References: http://www.learnalberta.ca/content/setf/HTML/StudentResource/source/topic_five.html http://www.youtube.com/watch?v=ZPgLVhrkUsw (take off clip)
Materials: Plain paper Hoops masking tape Worksheets (6 gliders, observation sheet)
3) Project Based Lesson Plan
Topic: Grade 6 Egg Challenge Date: October 16, 2013 Subject: Grade 6 Science Lesson Objectives: -‐ General Learner Expectations
o 6-‐6 Construct devices that move through air and identify adaptations for controlling flight.
-‐ Specific Learner Expectations o Construct tests of a model parachute design
and identify design changes to improve the effectiveness of the design
Assessment: Students are required to build some sort of contraption in order to have their egg land safely without breaking. Based on their designs and whether or not the egg breaks will determine the success of the assignment.
Time Teaching Points 5 min 15 min 10 min 20 min
Introduction: Introduction of Teachers
-‐ Power Point Slide – Describing students mission to build a contraption to allow their egg to land safely after being thrown from a significant height (top of stage in gym)
Lesson Segment 1: Depending on the number of students they will have the option to either work in partners or individually and will be given time to construct a device in order to safely have an egg land without breaking after being dropped from various heights (see students handout)
-‐ No Hints or direction will be given initially in order to see what students come up with in the time limit given
-‐ Students must first come up with a plan and tell either teacher before they can begin building – fill in the worksheet provided
-‐ Students will be provided with the following materials: trash bags, sandwich bags, string, scissors, hole punch, eggs, cardboard, tape, Kleenex, paper towel rolls, toilet paper rolls, straws empty pop bottles. Any other recyclables.
-‐ Students will not be required to use all of the materials expect for an egg as well they must have a way to tell if their egg broke.
Lesson Segment 2: Groups will then have the opportunity to test their contraptions by dropping them off of the stage in the gym. Lesson Segment 3: Re-‐group and go over what happened whether or not groups were successful and what could have helped improve their model.
-‐ Briefly introduce students to parachutes
-‐ Have students add a parachute to their model and then drop from top of ladder in the classroom
-‐ Have students fill in worksheet about whether or not the parachute improved the model.
References: http://www.education.com/science-‐fair/article/egg-‐parachute/ http://teachers.egfi-‐k12.org/lesson-‐egg-‐drop/ http://education.alberta.ca/media/654825/elemsci.pdf
Materials: Trash bags, sandwich bags, string, scissors, hole punch, eggs, cardboard, tape, Kleenex, paper towel rolls, toilet paper rolls, straws empty pop bottles. Any other recyclables.
Egg Challenge The Challenge:
Design a flying device that will deliver an egg from the top of the stage to the ground without breaking it. No fancy materials are allowed.
Problem:
Using household materials, can you construct a device to prevent an egg from breaking?
Rules:
• You must throw, drop, or toss your egg off of the stage. (It cannot be lowered.) • Your design must land the egg on the ground NOT a pillow or any other object.
Your job:
Get into a group of two or individually and… • Plan a design that will safely get your egg to the ground without breaking it. • Create a diagram that depicts your design and the materials used • Incorporate some way to tell if your egg broke • Chuck your egg off of the stage without breaking it!
Your design will be considered a success if your egg does not break!!! Good Luck!!
Materials:
You may use any of the following materials:
• Plastic heavy-‐duty trash bag • Plastic Sandwich Bags
• String • Scissors • Hole Punch • Egg • Cardboard • Tape • Kleenex • Paper towel rolls / toilet paper rolls • Straws • Empty pop bottles • Empty berry containers
Egg Challenge Diagram: Materials:
Observations:
1) Did your egg contraption work? Explain why or why not.
2) What types of changes would you make to improve your contraption?
Building A Structure : Egg Protection Device
Teacher Name: Ms. King
Student Name: ________________________________________
CATEGORY 4 3 2 1 Function Structure functions
extraordinarily well, holding up under atypical stresses.
Structure functions well, holding up under typical stresses.
Structure functions pretty well, but deteriorates under typical stresses.
Fatal flaws in function with complete failure under typical stresses.
Plan Plan is neat with clear measurements and labeling for all components.
Plan is neat with clear measurements and labeling for most components.
Plan provides clear measurements and labeling for most components.
Plan does not show measurements clearly or is otherwise inadequately labeled.
Construction -‐Materials
Appropriate materials were selected and creatively modified in ways that made them even better.
Appropriate materials were selected and there was an attempt at creative modification to make them even better.
Appropriate materials were selected.
Inappropriate materials were selected and contributed to a product that performed poorly.
Modification/Testing
Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles.
Clear evidence of troubleshooting, testing and refinements.
Some evidence of troubleshooting, testing and refinements.
Little evidence of troubleshooting, testing or refinement.
Construction -‐ Care Taken
Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.
Constuction was careful and accurate for the most part, but 1-‐2 details could have been refined for a more attractive product.
Construction accurately followed the plans, but 3-‐4 details could have been refined for a more attractive product.
Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.
Performance Assessment
THE HUNGER GAMES
GROUP BOOKLET
GROUP MEMBERS
___________________ ___________________
___________________ ___________________ ___________________ ___________________
It is Reaping Time at Westpark Middle School….
“Welcome, welcome, to our annual reaping for this year’s Hunger Games. As you are all familiar with, one entry from each class is required to participate in the Westpark Middle School Hunger Games. Just give me a moment while I select a ballot from the bucket to see who will be this year’s participant (Teacher selects a slip of paper from the bucket containing all of the students’ names). May the odds be ever in your favour! This year’s candidate is none other than our beloved Deanna Kofin. Deanna Kofin please step forward….Wait, wait, what is this I see…Mr. Strowbridge is offering to take her place…he says he cannot let one of his students suffer this fate…What an act of valor and courage!!”
Your Mission…
Your help is desperately needed. As you all know, our beloved school member and friend, Mr. Strowbridge, has been selected to fight for our district in the Hunger Games. Times are very tough for him right now and he is in dire need of some help and supplies. The only way we can get supplies into him is to plan a sneak flight of goods into him on a glider at exactly 12:01 a.m. while they are preoccupied announcing the days deceased and the arena dome is opened up briefly. Through the use of knowledge acquired during the Air and Aerodynamics/Flight Unit, you and your district team will be required to plan, build, test, and budget for this life saving glider operation. Can you meet this challenge without your
devoted leader, Mr. Strowbridge? Did you learn the tools necessary throughout this unit to build a successful glider? Can you help Mr. Strowbridge to become the victor in this year’s Hunger Games? Successful teams will be chosen to use their gliders and extreme stealth to get these lifesaving supplies to Mr. Strowbridge in the Arena of the Hunger Games. May the odds be ever in your favor…
District Name and Logo
On this page your group will fill in the information needed, which is the name of your district and your district logo. Also needed is the name of your district leader.
_________________________ District Name
District Logo Mission Statement
Group Members: Leader: ___________________________________ District Mentor: _______________________ Accountant: __________________________________ Secretary: ___________________________________ Publicist: _____________________________ Group Members’ Salaries: _____________________
Group Member Responsibilities
All members of the group are to help with the actual construction of the glider, along with their specific position responsibilities. These are the responsibilities outlined for each position:
President:
- makes sure everyone is organized and doing their job. Needs to set a good example for the others. Keeps project on track and on time.
Mentor: - Makes sure the glider is following the vision set
forth in the glider drawing. Also keeps track of supplies.
- Ensures district morale is high.
Accountant: - Keeping track of all money transactions (in account
log). - Deals with all purchases and sales of construction
materials.
Secretary: - keeping track of daily journal - Keeping track of correspondence.
Publicist:
- Keeps track of correspondence with the capitol and with competitor in the ring.
- Looks after the needs of our competitor in the ring.
Glider Proposal
Before your group can start to construct the glider, many steps need to be completed. The first is a written proposal to me showing your interest in building the glider for your district. Your proposal will be in the form of a letter and will have to address the following areas found on the next page:
Ø Name of district/company. Ø Why you want to do this mission? Ø Qualifications Ø Why you would be better than other companies
in the district? Ø Budget/ time line/ design, etc
The proposal will be typed out and put into the duo tang. All group members must sign the proposal and all letter-writing rules and grammar must be followed. If your group has any questions or needs help, please ask.
Glider Design
In order to help your group get on the right track, your group must choose a picture of a glider already
constructed and use it as a reference. Your glider does not have to look exactly like the glider in the picture but should be fairly similar. Use the picture as a starting point for the design of your glider.
Glider Drawing
Once you have chosen the glider you are going to use as a reference, your group needs to make a drawing of the glider that will be constructed. Your drawing needs to be done in pencil or on the computer. Make sure to include all important measurements and labels (your glider will need to contain all of the necessary components of a successful airplane, check your notes if you are unsure). A printed picture of the reference glider and your drawing needs to be put in the duo tang.
Glider Dimensions/ Materials
The glider will need to follow the following rules:
Glider Requirements ü Glider needs to be able to glide successfully for 40 feet undetected. ü Glider needs to have a wing span of at least 4 feet
(but can be longer)
ü Glider needs to be able to carry a cargo weight of .5 pound. ü Cargo need to land safely and securely. (Mr.
Strowbridge is counting on you!!) These materials will only be allowed when constructing
the glider:
Ø Styrofoam sheets Ø Hot glue sticks Ø Hot glue guns Ø Cardboard tubes Ø Cardboard sheets
All materials will be purchased from the teacher’s General Store. No materials of any kind will come from home. Make sure you keep your receipts from your purchases and give them to the accountant. Breaking any of these rules will result in a loss of marks. At different parts of the building process, an auction of extra materials will occur. Any money made will be added to your budget total.
Glider Budget
As you all know, money and resources are very limited in our district. Your group will be given a budget of $1,000,000 to complete this project. I expect you to come in, on or under budget. The following items are
going to be figured into the budget and a price list is included:
Ø Styrofoam sheet: $ 200,000 Ø Cardboard tubes: $50,000 Ø Cardboard sheets: $50,000 Ø Glue sticks: $ 20,000 per stick Ø Workers salary: $5,000 per class minimum (is
determined by the president) Ø Glue gun rental: FREE!
A running tally of your spending needs to be kept in order on the sheets provided. Going over budget will lose your group marks, but coming under budget and building a bad glider is also not good. Your group needs a balance between staying on budget and having a high quality glider. Each day you must log in your expenses. Please look at the example if you have any troubles.
Date Expense Cost ( + or - ) Money Left 1,000,000.00
March 2nd
1 Styrofoam sheet, 5 glue sticks
-‐ 300,000.00 700,000.00
March 2nd
Workers salaries (5 @ $5000.00)
-‐ 25,000.00 675,000.00
March 14th
Sold 3 glue sticks to Bob the Builder
+ 30,000.00 705,000.00
Glider Budget
Date Expense Cost ( + or - )
Money Left
Initial Amount of Money
+ 1,000,000 1,000,000
Total Money Remaining= $____________________
Budget Review
Add up how much your group spent in total on each of the individual items listed below. Styrofoam sheet: $____________________
Cardboard Tubes: $_____________________
Cardboard Sheets: $______________________
Glue Sticks: $____________________
Worker Salary: $____________________
Glue Gun Rental: $ Free
Daily Log
In order to keep a record of the work each group member does on this project, the secretary will be
required to fill out a daily logbook. The logbook will be filled out at the end of every class and kept in this duo tang. The President needs to sign each class logbook confirming the member did the work indicated in the logbook. The logbook will be an individual mark on this project. If you didn’t do any work, then your logbook should reflect this. The logbook will look as follows:
Date: __________ Presidents Signature: _____________ President: ____________________________________________ Mentor: _________________________________________ Secretary: ____________________________________________ Accountant: ___________________________________________ Publicist: ______________________________________
Evaluation of Glider Each group’s glider will be marked on the following criteria (see rubric attached):
Ø Aesthetics/ Design Ø Meeting dimension requirements Ø Budget requirements Ø Performance requirements
o Distance met (minimum 40 feet) o Can carry the load o Cargo arrives safely
Your Mission Deadline
We will test our gliders on _________________. You will get three tries and we will use an average distance. Remember, you have a deadline as you would with a real construction project. Mr. Strowbridge cannot last much longer without our help!!
Any questions, please ask. Keep track of your time, as there will be no extensions on this project – Mr. Strowbridge is on his last legs and needs your help
now! Do not let yourself, your group, or Mr. Strowbridge down by not doing your assigned job.
Daily Logbook
District Name:___________________
Fill in the logbook at the end of every class.
Glider Logbook
Date: ____________ Presidents Signature: _______________ President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________
Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________
Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________
Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________
Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________
President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________ President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________ Date: ____________ Presidents Signature: _______________
President: _____________________________________________________ Mentor: _________________________________________________ Secretary:_____________________________________________________ Accountant: ____________________________________________________ Publicist: ______________________________________________
Hunger Games Glider Evaluation Group Name: _____________________________
4 3 2 1 Aesthetics Glider is very
aesthetically pleasing. The design is original and great care was taken during construction.
Glider is aesthetically pleasing. The design is original and care was taken during construction.
Glider is not aesthetically pleasing. The design is not original and care was not taken during construction.
Glider is not aesthetically pleasing. Glider is incomplete.
Requirements Glider meets all requirements (Wing span, fuselage, vertical and horizontal stabilizers present)
Glider meets 3 of 4) requirements (Wing span, fuselage, vertical and horizontal stabilizers present)
Glider meets 2 of 4 requirements (Wing span, fuselage, vertical and horizontal stabilizers present)
Glider meets 0 or 1 of 4 requirements (Wing span, fuselage, vertical and horizontal stabilizers present)
Distance Flown (average of 3 trials)
Glider flew more than 50 feet.
Glider flew 30-50 feet.
Glider flew 15-30 feet.
Glider flew less than 15 feet.
Cargo arrived There was no There was There was There was
safely. pitch, roll or yaw. Cargo arrived safely. Strow is saved!
minimal pitch, roll, or yaw. Cargo arrived safely. Strow is saved!
some pitch, roll, or yaw. Cargo arrived safely. Strow is saved!
extreme pitch, roll or yaw. Cargo did not arrive safely. Poor Strow…
Reference Glider/ Company Logo
The reference glider picture and logo are in the duo tang. The logo is coloured.
The reference glider picture and logo are in the duo tang. The logo is not coloured.
Either the reference glider picture or logo is missing from the duo tang.
The reference glider picture and logo are not contained in the duo tang.
Proposal Letter and mission statement.
Exceptionally well written. All letter writing rules were followed. Contains all required information.
Very well written. Most letter writing rules were followed. Contains all/most required information.
Adequately written. Some letter writing rules were followed. Missing some required information.
Poorly written. Letter writing rules were not followed. Missing a lot of required information.
Glider Drawing
Drawing is neat and is properly labeled with all of the requirements.
Drawing is neat and labeled with most of the requirements.
Drawing is neat and labeled with some of the requirements.
Drawing is not neat and is missing all requirements.
Budget Budget sheet is completely filled and added correctly. Team stayed under budget.
Budget sheet is mostly filled and added correctly. Team stayed under budget.
Budget sheet is not completely filled or not added correctly. Team stayed under or over budget.
Budget sheet is not completely filled and not added correctly. Team was over budget.
Log Book All log book pages are completed and signed by the person in charge.
Most log book pages are completed and signed by the person in charge.
Some log book pages are completed and signed by the person in charge.
A few log book pages are completed and signed by the person in charge.
Total: ____ /36
Hunger Games Glider Wrap-up Questions Please answer all questions in complete sentences.
1. Explain why you think your glider was successful or unsuccessful. Please give specifics.
2. Explain specifically, how you could improve the design of your glider to make it more successful, if given the opportunity to complete this project again. 3. Describe specific scientific knowledge learnt in this unit that helped you to design your glider. 4. Do you think you could have made a successful glider without completing this unit? Explain why or why not. 5. What advice would you give to students completing this project next year? 6. What would you like to see added/deleted from this project to make it better? 7. Please write down the name of your team members and give them a participation/effort mark. Include yourself. _______________ ____/10 Reason:_____________________________________________________ _______________ ____/10 Reason:_____________________________________________________ _______________ ____/10 Reason:_____________________________________________________ _______________ ____/10 Reason:_____________________________________________________ _______________ ____/10 Reason:_____________________________________________________ _______________ ____/10 Reason:_____________________________________________________
Lesson Plan:
TOPIC: Hunger games glider project: performance task
Subject: Air and Aerodynamics/flight
Teacher: Date:
References(text or electronic):
• Hunger Games Novel by Suzanne Collins • Adaptation of Spaghetti Bridge project by Curtis Lansing
Displays/materials: • Student group booklet • Student self-reflection • Rubric • Large sheets of Styrofoam • Cardboard • Glue guns • Glue sticks • Exacto knives
Intentions/objectives/outcomes: Problem Solving through Technology General Learner Expectations Students will: 6–3 Design and carry out an investigation of a practical problem, and develop a possible solution. Note: The problem will involve construction or modification of a device that moves through air. Specific Learner Expectations Students will: Focus Ask questions that lead to exploration and investigation Identify one or more possible answers to questions by stating a prediction or a hypothesis Identify problems to be solved and the purpose(s) of problem-‐solving activities: What problem(s) are we trying to solve? What resources can weHow How will we know that we have done what we set out to do? What possible impacts do we need to consider? Explore and Investigate Identify one or more ways of finding answers to given questions Plan and carry out procedures that comprise a fair test Identify variables: Identify the variable to be manipulated Identify variables to be held constant Identify the variable that will be observed (Responding variable) Select appropriate materials and identify how they will be used Modify the procedures as needed Work individually or cooperatively in planning and carrying out procedures Identify sources of information and ideas and demonstrate skill in accessing them. Sources may include library, classroom, community and computer based resources Reflect and Interpret Communicate effectively with group members in sharing and evaluating ideas, and assessing progress Record observations and measurements accurately, using a chart format where appropriate. Computer resources may be used for record keeping and for display and interpretation of data
Evaluate procedures used and identify possible improvements State an inference, based on results. The inference will identify a cause and effect relationship that is supported by observations Reflect and Interpret Communicate effectively with group members in sharing and evaluating ideas, and assessing progress Evaluate procedures used and identify possible improvements Evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students. ATTITUDES These attitudes apply across the five topics of study identified for Grade 6. General Learner Expectations Students will: 6–4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways. Specific Learner Expectations Students will show growth in acquiring and applying the following traits: Curiosity Confidence in personal ability to learn and develop problem-‐solving skills Inventiveness and open-‐mindedness Perseverance in the search for understandings and for solutions to problems Flexibility in considering new ideas Critical-‐mindedness in examining evidence and determining what the evidence means A willingness to use evidence as the basis for their conclusions and actions A willingness to work with others in shared activities and in sharing of experiences Appreciation of the benefits gained from shared effort and cooperation A sense of personal and shared responsibility for actions taken General Learner Expectations Students will: 6–6 Construct devices that move through air, and identify adaptations for controlling flight. Specific Learner Expectations Students will: Conduct tests of a model parachute design, and identify design changes to improve the effectiveness of the design. Describe the design of a hot-‐air balloon and the principles by which its rising and falling are controlled. Conduct tests of glider designs; and modify a design so that a glider will go further, stay up longer or fly in a desired way; e.g., fly in a loop, turn to the right. Recognize the importance of stability and control to aircraft flight; and design, construct and test control surfaces. Apply appropriate vocabulary in referring to control surfaces and major components of an aircraft. This vocabulary should include: wing, fuselage, vertical and horizontal stabilizers, elevators, ailerons, rudder. Construct and test propellers and other devices for propelling a model aircraft Describe differences in design between aircraft and spacecraft, and identify reasons for the design differences.
Assessment: • Rubric • Self
assess • Peer
assess
Time teaching points Notes
Objectives: Students will demonstrate their learning from this unit in a final performance task:
. Anticipatory Set: Come in to class as if you were someone from The Capitol who is going to select a student from the class for the Reaping in the Hunger Games School Version.
• Put all students names in a container. • Draw one name. • Have the principal or favorite teacher come forward to take
this students place in the Hunger Games. The Mission:
• We need to help our beloved teacher to survive the Hunger Games. They are not doing so well and are in desperate need for some supplies. The only way to get the supplies into the arena is through sneaking it in on a glider.
Place Students in Groups of 4 or 5: • Go over instructions in the student group booklet. • Check for Understanding
Creating a team name and logo, assigning roles within groups Day 2:
• Students will use computers to find a picture of a glider to model from.
• Students will draw their design complete with labels Day 3:
• Purchasing supplies from the “General Store” • Starting to put design into place, cut materials, sand, etc. • Book keeping
Day 4: • Work period • Bookkeeping
Day 5: • Work period • Bookkeeping
Day 6: • Work period (trials if students are ready) • Bookkeeping
Day 7 • Trials and modifications • Bookkeeping
Day 8 • Testing of glider • Reflection and self-‐assessment. • Finalize bookkeeping and peer assessment
Closure:
-‐
• Crown the winner • How did they apply the skill learned in the unit? • What would they do differently?
Resources
Learning Resources and Texts:
Edmonton Public Schools. (1996). Topic A: Air and Aerodynamics Grade 6
Innovations in Science, Process and Inquiry. Harcourt Brace, Toronto, Ontario, Canada Nilsson, C., Chiswell, L, Goodyear, J. (2000). Science & Technology Activities Resource: Matter and Materials, Air and Flight. GTK Press, Toronto, Ontario, Canada. Rose, D. Up, up and away: an intergrate unit for flight, air and aerodynamics grade 6. Edmonton Regional Consortium, University of Alberta, Edmonton, Alberta. YouTube Clips: AIR TAKES UP SPACE
http://www.youtube.com/watch?v=cK4gJUaHoMw&safe=active
http://www.youtube.com/watch?v=e4TAnn2kvqw&safe=active
AIR HAS MASS
http://www.youtube.com/watch?v=ENkW7yJ4rkw&safe=active
AIR EXERTS PRESSURE
http://www.youtube.com/watch?v=65T4ReLkjCg&safe=active
AIR IS FLUID
Do together
TEMPERATURE AFFECTS AIR
http://www.youtube.com/watch?v=HhTm4k_TLFI&safe=active
AIR CAN BE COMPRESSED
http://www.youtube.com/watch?v=3yvSQuTP4T4&safe=active
Bernoulli Principle
http://www.youtube.com/watch?v=P-‐xNXrELCmU&safe=active
Four forces of flight http://www.youtube.com/watch?v=5ltjFEei3AI&safe=active
Other Web Resources: http://www.blackgold.ab.ca/ict/Divison2/gr6science/topic_a.m
http://schools.cbe.ab.ca/curriculum/library/elementary/sci_6_air.html http://www.learnalberta.ca/content/setf/html/StudentResoure/source/Welcome.html http://www.youtube.com/watch?v=RCmaxzH6JhI http://schools.cbe.ab.ca/curriculum/library/elementary/sci_6_air.html Materials: Included throughout unit plan. AV Media Resources
Those Magnificent Men and Their Flying Machines (movie)