Beruflich Dokumente
Kultur Dokumente
Above
Between
Itself
Nothing
Several
Under
Across
By
Inside
On
Through
Until
After
Down
Into
Onto
That
Up
Around
Except
Like
Out of
Them
Upon
At
Each
Little
Outside
These
With
All
Either
Many
Over
They
Within
Another
For
Most
One
This
What
Any
From
Much
Other
Those
Which
Both
Few
Near
Past
To
helicopters, and gliders. It has a great mix of topics for students to research. The idea
behind this book is that it heavily focuses on pictures with some text. The book is
big enough to allow both mediums to be covered. The pictures are of the real
aircrafts being discussed with minimal illustrations. When an aircraft is given, it is
labeled in detail. I feel that for visual learners, this book is absolutely perfect for
them to research with. When an illustration is given, it is typically a dissection of an
airplane. When these are given, I can see how it would be confusing for some
students as they may get lost in the mass amounts of visual detail and information.
This does not happen on every page and therefore I feel that the book would have a
great place within an upper grade classroom. The basic idea of the book is to take
every piece of an airplane and give it its own page for explanation. The book does
have a index but does not have a glossary, though the definitions are given on the
page the word is located on. ISBN: 1-56458-101-2
d) Airplanes by Chris Oxlade- This book is filled with illustrations. The books
covers the many different topics of flight and aircraft. Much like The Visual
Dictionary of Flight, this book does a great job at including pictures and text to offer
a wealth of information. One great feature of this book is the included clear overlays.
The illustrations are given on a clear overlay and when that overlay is picked up, it
reveals the insides of the object. For example, a jet engine or an entire airplane. The
book follows the same route other books take by starting with the history of aircraft
and ending on the future of aircraft with a brief look at a helicopter but I feel that the
book would be a great addition to a school library. The books inclusion of the clear
layovers makes it stand out from the others and the illustrations a greatly detailed.
ISBN: 1-55407-134-8
e) The Story of Flight: Helicopters by Ole Steen Hansen- This book is a stand out
when it comes to flight because its focus is on just helicopters. The book covers a
range of topics from lift and torque, the first helicopters, sea and land helicopters,
and much more. It is essentially like the airplane books I have read but with an
emphasis on helicopters. It is filled with detailed illustrations and quite a bit of text.
The illustrations are the star of the book and I could see how a students would want
to continue reading the text based on the visuals alone. Unlike many of the other
books, this book does include both an index and a glossary. I feel that it is important
to include both so students can easily look in the back of the book for a definition to
a word or to just be introduced to new terms. Unfortunately, the index and glossary
section so quite small as they are both located on the same page. I feel that the book
would be a great addition for learning about flight and could potentially be included
in a compare and contrast assignment covering the airplanes and helicopters. ISBN:
0-7787-1208-7
4. Apply what we know about the chosen text structure to begin confirming or
adjusting student thoughts from the initial activity. (This also helps with
prediction skills)
a. Also, remind students to look for the function words provided in the initial
activity - these are clues.
5. Class discussion to find out what students discovered.
a. Record student responses.
Begin the: activity - experiment, or class project......
Science
Semantic Map Template 2
Description: This graphic organizer explains the two main forms of airplane flight; gliders and
powered aircraft. Both obtain the same basic flight principles but how they eventually achieve
flight is very different.
Use engines to
produce thrust.
Amount of
engines vary
according to
size.
Does not
produce lift on
its own.
Eventually
losses altitude
and is pulled
down by gravity.
Airplanes
Gliders
Powered
Produces lift
to stay in the
air.
Takes off
under its own
power.
Needs
assistance to
take off.
Flights last
from 1 to 5
hours.
Key Ideas: Though today many manmade objects have the ability to fly, two fixed winged
aircraft use the same basic principles but remain different on how they achieve this. Powered
aircraft use engines like jet or propellers to move forward and produce life. The air travels over
and under the wing and when this happens, lift occurs. The aircraft has taken off under its own
power and will stay in flight according to how much fuel the plane is capable of carrying.
Because gliders do not have engines they cannot take off under their own power and require
being pulled by another engine powered plane. Once the plane is going fast enough, lift is
achieved and the glider rides the air waves that are rising and falling. Gliders have a potential
flight time of one to five hours according to the amount of rising air in a given location.
Because there are less air molecules in low pressure systems, the air
molecules rush out of the high and into the low pressure system.
The air molecules travel at a rapid pace and thus, the wind blows.
Key Ideas: Air molecules are always moving. They are constantly moving from
high pressure to low pressure areas. Being as there are high and low pressure
systems all over our atmosphere, the air molecules are always transitioning
between the two. High pressure systems always have more air than low pressure
systems so the air moves to the low pressure system at a rapid pace. The pace is
determined by the differences in pressure between the high and low systems.
Airplanes
- Requires wings to produce
lift.
- Must keep moving forward
to sustain flight.
- Are able to transport many
people for longer periods of
time and distances.
- Engines must continue to
produce thrust in order to
combat the effects of drag.
Helicopters
-Require engines
to fly.
- Produce lift to
fly.
- Used for many
forms of
transportation.
- Come in many
different shapes
and sizes.
Key Ideas: Though winged aircraft and rotary aircraft both fly, the way they achieve flight is
very different. Airplanes must remain in motion and their engines must continue to create thrust
in order to create life and reverse the effects of the drag that the air causes when the airplane is in
motion. Helicopters use two different rotors with blades on them. Helicopters produce torque
causing the blades to spin. The air passes over these blades and the helicopter lifts off. Airplanes
much remain in motion but helicopters, because of their rotary blades, can sustain flight without
moving, making them ideal for rescue vehicles.
Key Ideas: As airplanes fly through the sky they create an abundance of drag. This is caused by
the air molecules pushing back upon the surface of the plane. The help combat this effect, each
section of the airplane is shaped in a unique way. The wings are rounded at the top and flat at the
bottom to help air molecules pass over with ease. This also helps to create lift. The fuselage of
the airplane is oval or round in shape and comes to a rounded off point at the front. This helps
the air pass over the entire body of the airplane and be equally distributed throughout the surface
of the airplane.
Yes
X
No
X
X
X
X
X
X
X
X
X
Yes
X
No
X
X
X
X
X
X
X
X
X
Yes
X
No
X
X
X
X
X
Yes
X
No
X
X
X
X
X
X
X
Yes
X
No
X
X
X
X
X
X
X
X
X
Mapping Template 7
Description: This graphic organizer aims to help give a visual students the concept of the
Particle Theory.
Solids: Particles have
too little energy to
move away from each
other.
Gasses: Particles
have a lot of energy
that keeps them in
constant motion.
Particle Theory
Key Ideas: The Particle Theory states that almost all matter on Earth can be found in one of
three states of matter. These are gasses, liquids, and solids. The theory also states that the higher
the temperature of a state, the higher the rate of movement from said particle. Solids have
particles that remain close together and do not move much. However, the particles in solids do
remain in motion by vibrating. The particles in liquids have less energy and move around at a
much lower rate than the particles in gasses. The particles in gasses move around at a very high
rate. This is because the particles contain a lot of energy. Atoms are made up of particles in
motion. Molecules are made up of these atoms. Because air is made up of molecules, the air
molecules all around us remain in motion.
Vocabulary Template 8
Use this template to help students internalize the meaning of vocabulary words.
Vocabulary Word:
Lift
Definition:
To move or bring (something) upward from the ground or other
support to a higher position; hoist.
In My Own Words:
A Picture to Help Me
Remember:
Vocabulary Word:
Thrust
Definition:
To push forcibly; shove; put or drive with force.
In My Own Words:
The force the moves the aircraft forward such as a propeller or a jet
engine.
A Picture to Help Me
Remember:
Vocabulary Word:
Drag
Definition:
physical strength, power, or effect
In My Own Words:
The force that acts opposite of forwards motion.
A Picture to Help Me
Remember:
Vocabulary Word:
Weight
Definition:
a unit of weight or mas
In My Own Words:
The force of gravity which pushes down upon the plane.
A Picture to Help Me
Remember:
Vocabulary Word:
Definition:
In My Own Words:
Rotary
A Picture to Help Me
Remember:
Vocabulary Word:
Definition:
In My Own Words:
Torque
A Picture to Help Me
Remember:
Vocabulary Word:
Definition:
In My Own Words:
Aerodynamics
A science that studies the movement of air and the way that
objects (such as airplanes or cars) move through air.
A Picture to Help Me
Remember:
Vocabulary Word:
Definition:
In My Own Words:
Air Pressure
The force caused by the weight of the air molecules within the
atmosphere.
A Picture to Help Me
Remember:
Location:
Temperature Outside:
Grade Level:
IEP Students:
What I know about the learners in my class:
Topic:
Why is this topic innovative?
How assessable is this topic?
How would you sell this topic to your administrator?
What impact will this topic have on the student?
Established Goal:
What is the big idea you unpacked?
Objectives:
Describe what you expect students to achieve? Can it be measured?
Purpose/Intention:
What will students walk away with?
How will this help students achieve an understanding of the topic?
How will this make the topic innovative to the student?
Tools/Materials
What tools will you use to meet your established goal?
How will your tools help students achieve an understanding of the topic?
Assessment
What type of assessment will you be using? Summative or formative?
How does your assessment align with the purpose/intention?
Rubric
List points needed (5 out of 5, 4 out of 5) to achieve success for the established goal.
Rubric Template 11
Rubric for __________activity
Elements
Graded
Outstanding
5
(0-5)
Needs Improvement
4
points
3 points
1 point
Points
Earned
Lab Book
Lab Book
Lab Book
* Is well organized,
complete and clear
* Is somewhat
organized, clear
* Is poorly organized,
unclear
out of
* Exceptional
Recording and
Organization of Data
possible
* Good Technical
* Poor Technical
Drawings
Drawings
Poor Grammar
Mechanics in writing is
not always clear
Poor Mechanics
Responses
Responses
* Evidence of recorded
thinking
* Some evidence of
recorded thinking
* Poor evidence of
recorded thinking
* No added elements
* Exceptional Technical
Drawings
No Grammar Errors
(0-5)
Unsatisfactory
2
_____
_____
out of
* Includes a minimum
of one graph
Comments:
* Includes a partially
completed graph
______/10
* Missing
the graph
5
possible