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# Subject

Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

Rationale

This unit on Flight will focus on enhancing student understanding on how objects
can achieve flight. Through constructing and testing models in flight students will
explore how the four forces of flight act (lift, gravity, thrust, drag). Students will
modify their designs to alter the amount of each force. Students will study the
important parts of an airplane that are crucial for flight. They will also look at the
basic movements of a plane and how each can be achieved (pitch, roll, yaw). Lastly
students will construct a version of a rocket and identify differences in comparison
to an airplane.

Established Goals:
Students will:
66 Construct devices that move through air, and identify adaptations for controlling flight.
Understandings:
Students will understand
-How objects can achieve flight
-How to design and build objects that can
achieve flight.
-Important airplane parts and movements in
flight.
Students will know
General learning expectations and specific learner
expectations are attached below.

Resources Needed:
-SMART Board
-Building Materials
-Computer
-Wilson Middle School Network (Videos)

Resources Consulted:
-Learn Alberta
-Teacher Mentors Resources
-Grade 6- Science Program of Studies
-Edmonton Public School Resources

Essential Questions:

How does an object achieve and remain in flight?
airplane, glider, hot-air balloon, rocket?

Students will be able to do
61 Design and carry out an investigation in which
variables are identified and controlled, and that
provides a fair test of the question being investigated.
62 Recognize the importance of accuracy in
observation and measurement; and apply suitable
methods to record, compile, interpret and evaluate
observations and measurements.

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

Learning Outcomes:
General Learning Expectation:
Students will:
66 Construct devices that move through air, and identify adaptations for controlling flight.

Specific Learning Expectations:
Students will:
SLE- 1: Conduct tests of a model parachute design, and identify design changes to improve the
effectiveness of the design.
SLE- 2: Describe the design of a hot-air balloon and the principles by which its rising and falling are
controlled.
SLE- 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.
SLE- 4: Recognize the importance of stability and control to aircraft flight; and design, construct and
test control surfaces.
SLE- 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.
SLE- 6: Construct and test propellers and other devices for propelling a model aircraft.
SLE-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 students construction, not prefabricated models.
Propulsion of rockets by chemical fuels is neither required nor recommended, due to safety
considerations.

Skill Outcomes
General Learner Expectations:
Students will:
61 Design and carry out an investigation in which variables are identified and controlled, and that
provides a fair test of the question being investigated.
62 Recognize the importance of accuracy in observation and measurement; and apply suitable
methods to record, compile, interpret and evaluate observations and measurements.
Focus
Students will:
-Identify one or more possible answers to questions by stating a prediction or a hypothesis.

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

Explore and Investigate
Students will:
-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
Students will:
-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.
Attitude Outcomes
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.

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

Assessments

Hot Air Balloon
Construction

Quiz 1

Test it Out
Construction

Quiz 2

Summative

Formative

Summative

Formative

---

Title

Egg Parachute
Drop

Type
Weighting

Learning
Outcomes

SLE- 1

SLE- 2

SLE- 3

SLE- 4

SLE- 5

SLE- 6

SLE- 7

Summative

Other
Building
Projects

Formative

Summative

---

---

X
X
X
X
X
X
X

Unit Exam

X
X
X
X
X
X
x

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

Assessment Tool
Title

## Hot Air Balloon

Construction

Quiz 1

Outcomes

SLE- 1

SLE- 2

SLE- 2
SLE- 2

SLE- 3
SLE- 4
SLE- 5

Test it Out
Construction

SLE- 3
SLE- 4
SLE- 5

Quiz 2

Brief Description
Students will be designing and building a parachute
that can protect and accurately deliver a dropped
egg. They must answer workbook questions,
draw/label diagrams, write out a procedure before
beginning the building. Students will then build and
drop their parachute from a height. Students will be
marked by a rubric- participation/effort,
construction of parachute and results.
After learning about how a hot air balloon works
and understanding the different parts of a hot air
balloon students will be building their own.
as well as watch an in-class video on hot-air balloon
construction. Students will be put in groups and
start assembling. We will test out their balloons and
they will complete the final questions in their
workbook.
Multiple choice, T/F, Fill in the Blank, Written
Short quiz to test their understanding of parachutes
and hot air balloons. Students will have to explain,
draw and label.
Students will be put into pairs. There are paper
airplane designs the students must make. They will
then write down what they modified on each glider
(airplane) in order to: climb, dive, bank left/right,
upward loop, and fly straight. Students will have to
describe any problems they ran into while building
their gliders and how they were solved.

We
igh
t

For

Sum

Multiple choice, T/F, Fill in the Blank, Written
3
Short quiz to test their understanding of the parts of
an airplane, the basic movements of an airplane and
labeling specific parts and movements on a diagram.

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

Other Building
Projects

Unit Exam

SLE-
1,2,3,4,5,6,7

SLE-
1,2,3,4,5,6,7

## There will be multiple other projects students will

be building throughout the unit. Parachutes, hot airballoons, gliders, paper airplanes (for pitch, roll and
yaw), flying rabbits, the heliostraw, rockets.
The unit final will be composed of all 7 SLEs covered
in the unit. A multiple choice exam. Past Provincial
5
Achievement Test questions will be on the exam to
keep them familiar with PAT style questions.
The unit exam will be all multiple choice

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

Date

Specific
Learners
Expectation

Lesson Description

Materials

Assessment

March 3

SLE-1

## -Organizing things that fly

-Describe and take notes on floaters, gliders and powered
flyers
-Matching Worksheet
-Students in groups: Read through procedure on building a
parachute- have students build.

-Workbook
-Parachute supplies: grocery
washers

## -Observe students filling in

notes
-Matching worksheet: go
over as a class
-Parachute Building: observe
team work and questions

March 4

SLE-1

## -Fill in the blank notes on parachutes

-Question: Crumpled vs. non-crumpled sheet of paper
being dropped- drag? Air resistance? Surface area?--> how
does this experiment relate to parachutes
-Label the parts of a parachute
-Students will be in groups of 2- Write out procedure to
building their own parachute (build parachute that will stay
in the air the longest)

-Workbook

## -Observe students filling in

notes
-Parachute Procedure: Team
work

March 7

SLE-1

## -Students will build parachutes (in partners) from Fridays

class
-Students will drop their parachutes and reflect in notes

-Workbook
-Parachute Building: observe
- Parachute supplies: grocery team work and questions
washers, garbage bag, Ziploc
bag, glue, plasticine, cork

March 9

SLE- 1

## -Students will choose their own groups (maximum 3) and

create their procedure and diagrams for the Egg Drop
Parachute.
-Have them share their ideas and work cooperatively.

-Workbook

## Summative- Egg Drop

parachute is marked on a
rubric (effort, participation,
build, results)

March 14

SLE-1

## -Parachute Supplies: eggs,

washers, garbage bag, Ziploc
bag, glue, plasticine, cork,

## Summative- Egg Drop

parachute is marked on a
rubric (effort, participation,
build, results)

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

twine, string, meter stick,
stop watch, cotton balls,
yarn, foam
March 15

SLE-1

## Students will drop their egg parachutes

-Discuss as a class

-Workbook

March 16

SLE-2

## -Hot-air balloon notes

-Discussion and note taking as a class
-Label parts of a hot air balloon
-Workbook questions on hot air balloons
-Start Its a Balloon Activity

-Workbook
-Balloon Supplies: tissue
paper, glue, scissors, ruler,
blow-dryer

March 17

SLE-2

## -Continue and finish Its a Balloon Activity

-Workbook
-Balloon Supplies: tissue
paper, glue, scissors, ruler,
blow-dryer

work

March 18

March 18
CORE

SLE-2

## Making a hot air balloon

-Students will follow procedure with teacher help
-Continue working on during CORE period

## -Balloon Supplies: tin foil,

birthday candles, scissors,
thin garbage bags, straws,
tape, string, lighter

March 2123
March 24

----------------

## Collage of the Arts- AWAY

------------------------------

Formative
-Balloon Procedure: Team
work

------------

SLE-1
SLE-2
----------------

## Review for the quiz (25 minutes)

-QUIZ (Last 25 minutes) Short one page
No School

## -SMART Board Lesson

-Quiz (Printed)
--------------------------------

SLE-5

-Workbook
-Highlighter Bin

notes

March 25-
April 1
April 4

## Summative- Egg Drop

parachute is marked on a
rubric (effort, participation,
build, results)
-Observe students filling in
notes
-Balloon Procedure: Team
work

------------------------------------

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

-Parts: Coloring sections of the airplane (fuselage, wings,
tail, engine)
-Laptops: Flight simulator, Design your own airplane
-Notes: Movements of an Airplane (Read and Highlight as a
class)
-Label each control surface and major component on an
airplane

-Laptops

-Workbook
-Highlighter Bin

notes

April 5

SLE-4
SLE-5

April 6

SLE-3
SLE-4

## Test it Out Activity (Partner Activity)

-Each partner chooses one design for an airplane (in
workbook)
-Each student builds their paper airplane
-What did you do to get your glider to: climb, dive, bank
left, bank right, upward loop, fly straight?
-Describe any problems they had while building and how
you were able to solve the problem
-How could you make your glider more successful?

## -Gliders Supplies: Paper,

paper clip, tape, glue,
scissors
-Workbook

April 7

SLE-3
SLE-4

April 8

SLE-3
SLE-4
SLE-5

## Controlling Pitch, Roll, Yaw

-Students in groups of 3
-Each student will work together and follow each
procedure to build a glider that controls pitch, then
controls roll, then yaw.
-They will write down their observations after each
construction
-If time short review for Mondays Quiz

## - Gliders Supplies: Paper,

paper clip, tape, glue,
scissors
-Workbook
-Glider Supplies: Paper,
paper clips

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

April 11

SLE-3
SLE-4
SLE-5

questions

April 12

SLE-3
SLE-4
SLE-5
SLE-3
SLE-4
SLE-5

-Quiz (Printed)

## -Square Gliders Activity

-Depending on materials: Groups (2-4) will follow
procedure and create a glider. They will make constant
modifications to the glider and observe/write down the
results.

## Glider Supplies: pencils,

scissors, rulers, square
tracers, Styrofoam trays (or
cardstock)
-Workbook

April 14

SLE-6

## -Read and highlight notes on propellers

-Flying-Rabbits Activity (Each student builds)
-Students will test their Flying-Rabbit and record notes in
their workbook

-The Heliostraw Activity
-Discuss and build as a class

## -Printed Rabbit Master

-Cardstock, cardboard, hole
puncher, scissors, straw,
tape

April 15

SLE-7

## Read and highlight notes on rockets

-Question: compare and contrast airplanes and spacecraft
-Blast Off Activity
-Students in groups of 3-4 will follow procedure and build

## -bottle, Vaseline, pencil,

water, vinegar, baking soda,
cork

April 15
CORE
April 18

Unit Exam

summative

April 13

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

March

2016

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

28

29

10

11

12

-Drop
Parachutes
-Take it to the
Limits
Questions

parachutes

NO SCIENCE

WILSON CUP

PD DAY

13

14

15

16

17

18

19

-Build Egg
Parachutes

-Finish Egg
Parachutes
-Drop
Parachutes
-Questions

-Hot air
balloon notes
-Its a Balloon

-Its a Balloon

-Making a Hot
Air Balloon
-Continue in
Core
Questions
(Homework)

20

21

22

23

24

25

26

Collage of Arts

-Review for
quiz
(Parachutes/B
alloons)
-QUIZ

NO SCHOOL

27

28

29

30

31

NO SCHOOL

Subject Area
Topic
Length of Unit
(days)

Science
Flight
March 1 April 18

April

2016

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

27

28

29

30

31

4
-Parts of an
Airplane
(3 pages)

6

-Test it out

7
-Test it out
Cont.

10

11

5

Movement
s of an
Airplane
highlight)
12

13

14

8
9

Controlling
Pitch, Roll,
Yaw

15
16

Review for
quiz (parts
and
movement)

QUIZ

Square
Gliders (X)
-Airplane
control
surface

-Blast Off

-CORE
(Review for
Unit Exam)

17

18

19

20

propelling
-Flying
Rabbits
-The
Heliostraw
21

22

23

Unit Exam

Start
Evidence
and
Investigation

24

25

26

27

28

29

30