Grade Six Science - Air & Aerodynamics

Rationale:

1. Unit Introduction

Students explore the characteristics of air and the interaction

between moving air and solids. Furthermore, students will explore
why air is important and how it is used in their daily lives. The lessons
in this unit have been designed to be hands on and inquiry based
giving students a more authentic approach to learn. I plan on
incorporating essential questions and the tools to answer each
question into each lesson. Students will recognize that air is
everywhere, has mass, exerts pressure, takes up space, is a gas, and
can be compressed through a series of experiments. By comparing
different animals and machines students learn a variety of
adaptations and designs that make flight possible. To further
understand the concepts of flight we must also investigate concepts
such as drag, lift, thrust, and gravity. Many lessons begin with a
demonstration, video or activity to introduce each concept. At the
end of each lesson students will be brought together to share
experiences and reinforce concepts introduced earlier in the lesson.
Special Considerations:
While preparing this unit I made the assumption that all of my
students would speak fluent English and have basic reading skills. With
this being said, my placement is at an international school with a high
proportion of ELL students. Adjustments to the unit may be necessary
to ensure success for each student. Furthermore, I hope to address
individual differences within my classroom and differentiate in both
instruction and assessment when necessary. Possible accommodations
for ELL students include: having students that struggle repeat

VINCK 1

instructions verbally to make sure they fully understand, have students

work with a partner or in a small group, or simplify lesson content.

2. Unit Planning Organizer

Subject: Grade Six Science
Unit/Topic: Air & Aerodynamics
Date and Unit Duration: Jan. 4th Feb. 19th
1. Unit Overview Critical Inquiry Questions
What is air?
To what extent does air affect everyday life?
What adaptations are needed to fly?
2. General Learning Outcomes for Unit
Students will:
6.4
Describe properties of air and the interactions of air with objects
in flight.

3. Focusing Questions for Unit

What is air and what is it made of?
Edmonton Schools: Air is made of invisible gases that you cannot
smell, taste or touch. The composition of air is approximately 78%
nitrogen, 21% oxygen, 1% argon, and trace amounts of carbon
dioxide, water vapor, neon, helium, krypton, hydrogen, methane and
xenon.
How does air interact with the world around us?
How do we prove air exists?
What is air used for?
Does air takes up space?
Does air exert pressure?
Can air be compressed?
What happens to air when it is heated or cooled?
How does air move around objects?
Does air have mass?
What is Bernoullis Principle?
How does Bernoullis Principle apply to air and aerodynamics?
What are the four forces of flight?
What does it mean for something to be aerodynamic?
Aerodynamics is the study of how gases interact with moving bodies.
VINCK 2

Because the gas that we encounter most is air, aerodynamics is

primarily concerned with the forces of drag and lift, which are caused
by air passing over and around solid bodies.
What gives certain animals found in nature (bats, insects, and birds)
and certain manmade machines (airplanes, and helicopters) the ability
to fly?
4. Key Concepts for Unit
*Please see unit vocabulary.
5. Specific Learning Outcomes for Unit
Students will:
Provide evidence that air takes up space and exerts
pressure, and identify examples of these properties in
everyday applications.
Provide evidence that air is a fluid and is capable of
being compressed, and identify examples of these
properties in everyday applications.
Describe and demonstrate instances in which air
movement across a surface results in lift - Bernoulli's principle.
Recognize that in order for devices or living things to fly,
they must have sufficient lift to overcome the downward force
of gravity.
Identify adaptations that enable birds and insects to fly.
Describe the means of propulsion for flying animals and for aircraft.
Recognize that streamlining reduces drag, and
predict the effects of specific design changes on the drag
of a model aircraft or aircraft components.
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.

3. Lesson Overview
*All lessons will follow an eighty-minute time period
Monday
4 Intro to
Miss Vinck/
Intro to
Unit

Tuesday
5 What is
Air/Air is
Everywher
e

Activities:

SLO: Provide

th-

th-

Wednesday
6thAir Takes
Up Space
SLO: Provide
evidence that

Thursday
7thAir Has
Mass
SLO: Provide
evidence that

Friday
8thProperties
of Air &
Review
SLO: Provide
VINCK 3

1.
I
nto to Miss
Vinck
2.
M
ystery Bag
Activity

evidence that
air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application

air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application

air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application

evidence that
air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application

Inquiry
Questions:
Inquiry
Inquiry

D Questions:
Questions:
W
oes air

D
takes up
hat
is
air?
oes air
W
space?

W
have

D
hat
is
air
mass?
oes air
made of?

H
H
exert

H
ow is wind
pressure?
ow can we
created?
prove air
exists?
Activities:
Activities:
W Air Takes Up

W
Air Has Mass:
hat
is
air
Space: Run a
Tie two equally
used for?
garbage bag
filled balloons

D
through the air on the end of a
oes
air
Activities:
Explain to
stick balance
takes up
1.
C students that
them pop
space?
andle
it fills with air.
one balloon

D
Snuffer
the filled
oes
air
Experiment
Air Takes Up
balloon will fall
exert
2.
F Space: Put a
because air
pressure?
unnel
cup upside
has mass.

C
Demonstrati down in water
an
air
be
on
The cup does http://www.edu
compressed
Experiment
not fill up with
media?
water because
sciences.com/e
Focus on
air is taking up n/media/436Activities:
different
space.
air-pump
https://www.yo
properties of
utube.com/wat
air:
ch?

A
v=_CXd2h5O8
ir occupies
OU
space

A
ir has mass

A
ir exerts
pressure

A
ir can be
compressed
Inquiry
Questions:

hat is air?

hat is air
made of?

ow can we
prove air
exists?

hat is air
used for?

11th-

12th-

13th

14th-

15thVINCK 4

How
Temperatu
re Affects
Air
Molecules
SLO: Provide
evidence that
air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application

Scientific
Method
Project

Scientific
Method
Project

SLO: Provide
evidence that
air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application

SLO: Provide
evidence that
air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application

Inquiry
Questions:

E
Inquiry
ach
group
Questions:
will have

W
their own
hat is air
inquiry
pressure?
questions

W
depending
hat would
on their
happen if
designated
there was
experiment
no air
pressure?

H Activities:
Students will
ow do
be introduced
people use
to the
air
Scientific
pressure?
Method
Project.
Air pressure
Students will
increases the
conduct their
closer you are
experiment
to sea level
and begin their
Investigation
Air pressure
Record
decreases as
worksheet.
you go up a
mountain

Inquiry
Questions:

E
ach group
will have
their own
inquiry
questions
depending
on their
designated
experiment
Activities:
Students will
submit their
lab reports to
Google
Classroom.
Students will
prepare for
their upcoming
presentations.

Scientific
Method
Project
Presentati
ons
SLO: Provide
evidence that
air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application
Inquiry
Questions:

Each group
will have
their own
inquiry
questions
depending
on their
designated
experimen
t
Activities:
Students will
present their
Scientific
Method
Project.

Activities:
Bill Nye Video

18thCompresse

19thCompresse

20thAerodynam

21st
Bernoullis

Scientific
Method
Project
Presentati
ons &
Review
SLO: Provide
evidence that
air takes up
space and
exerts
pressure, and
identify
examples of
these
properties in
everyday
application
Inquiry
Questions:

E
ach group
will have
their own
inquiry
questions
depending
on their
designated
experiment
Activities:
Students will
present their
Scientific
Method
Project.
Students will
review all
material
discussed in
class and cocreate a test
with a partner
Groups will be
asked to join
and test each
other

22ndGravity &
VINCK 5

d
Air/Creatin
g Bottle
Rockets
SLO:
Provide
evidence that
air is a fluid
and is capable
of being
compressed,
and identify
different
examples of
these
properties in
everyday
application
Inquiry
Questions:

W
hat is
aerodynami
cs

H
ow does a
rocket
work?

H
ow does air
move?

W
hat is
compressed
air?
Activities:
Quiz
Examples of
compressed air
Creating Bottle
Rockets
Shooting Off
Bottle Rockets

d
ics/
Air/Shootin Bernoullis
g Off
Principle
Bottle
SLO:
Rockets
SLO:
Provide
evidence that
air is a fluid
and is capable
of being
compressed,
and identify
different
examples of
these
properties in
everyday
application

Describe and
demonstrate
instances in
which air
movement
across a
surface results
in liftBernoulli's
principle

Inquiry
Questions:

W
hat is
Bernoullis
principle?
Inquiry

H
Questions:
ow
does

W
Bernoullis
hat is
principle
aerodynami
work?
cs

H
ow
does
ow does a
blowing air
rocket work?
relate to

H
Bernoullis
ow does air
Principle?
move?

W
hat is
Activities:
streamlinin
Quiz
g
Examples of
compressed air
Creating Bottle Activities:
The faster air
Rockets
moves, the
Shooting Off
more its
Bottle Rockets
pressure drops.
Therefore, an
airplane's wing
has a lowpressure area
directly over
their upper
surfaces. This
causes the
higher air
pressure
underneath

Principle/
Airfoils

Review

SLO:
Recognize that
in order for
devices or
living things to
fly, they must
have sufficient
lift to
overcome the
downward
force of
gravity.
Recognize that
streamlining
Inquiry
reduces drag,
Questions:

W and predict the

effects of
hat is
specific design
Bernoullis
changes on the
principle?

H drag of a
model aircraft
ow does
or aircraft
Bernoullis
components.
principle
work?

H Inquiry
Questions:
ow does

W
blowing air
hat
is
relate to
gravity?
Bernoullis

W
Principle?
hat
does

W
gravity do?
hat is lift?

W
hat is an
Activities:
airfoil?
Air pressure is
present on the
earth's
Activities:
surface. The
Aerofoils in
air is held to
action online
the earth by
simulation
the force of
gravity. The
farther you are
from the
earth's
surface, the
less air
pressure there
is because
there is less
gravity. In
outer space,
SLO:
Describe and
demonstrate
instances in
which air
movement
across a
surface results
in liftBernoulli's
principle

VINCK 6

each wing to
push the plane
into the air.
This rising of
the airplane
due to
Bernoulli's
Principle is
known as
induced lift.

there is no
gravity and so
there is no air
pressure.
Gravity is what
holds the air
pressure
together.
Lift > Gravity
= Plane will go
up

Experiencing
Bernoullis
Principle
http://downloa
ds.bbc.co.uk/sc
hools/teachers/
bang/series_3_
4/bgtt_teacher
spack_lesson_6
_aerodynmaics
_and_flying.pdf

25th
No School
Cold Day

26th
Lift
SLO:
Describe and
demonstrate
instances in
which air
movement
across a
surface
results in lift Bernoulli's
principle.
Recognize
that in order
for devices
or living
things to fly,
they must
have
sufficient lift
to overcome
the
downward
force of
gravity.

27th
Drag
SLO:
Recognize that
streamlining
reduces drag,
and predict the
effects of
specific design
changes on the
drag of a
model aircraft
or aircraft
components.
Inquiry
Questions:

W
hat is drag?

W
hat does
drag do?

H
ow does
drag affect
flight?

W
hat is

Gravity > Lift

= Plane will go
down
Thrust > Drag
= Plane will
speed up
Drag > Thrust
+ Plane will
slow down

28th
Field Trip
to Anima

29th
Thrust &
Review
SLO:
Describe the
means of
propulsion for
flying animals
and for
aircraft.
Inquiry
Questions:

W
hat is
thrust?

W
hat is
propulsion?

H
ow does
thrust
effect
flight?
Activities:
Visualization
Through the
VINCK 7

Inquiry
Questions:

W
hat is lift?

W
hat does
lift do?

H
ow does
lift effect
flight?

resistance?

W
hat is
friction?

Years:
https://www.yo
utube.com/wat
ch?v=GMg536L4PU

Activities:
Demonstration
highlighting
drag on
different
shapes of play
dough.

Activities:
Lift > Gravity
= Plane will go
up
Gravity > Lift
= Plane will go
down

1st
Inquiry
Project
Adaptation
s for Birds
and
Insects to
Fly
SLO:
Identify
adaptations
that enable
birds and
insects to fly.

2n
Inquiry
Project
Adaptation
s for Birds
and
Insects to
Fly
SLO:
Identify
adaptations
that enable
birds and
insects to fly.

3rd
Inquiry
Project
Adaptation
s for Birds
and
Insects to
Fly
SLO:
Identify
adaptations
that enable
birds and
insects to fly.

Inquiry
Inquiry
Inquiry
Questions:
Questions:
Questions:

W
hat
hat
hat
adaptations
adaptation
adaptations
are
s are
are
required for
required
required for
flight?
for flight?
flight?

H
ow can you
ow can you
ow can you
make a
make a
make a
non-flying
non-flying
non-flying
animal fly?
animal fly?
animal fly?
Activities:

Activities:

Activities:

4th
Chinese
New Year
Celebratio
n

5th
Inquiry
Project
Adaptation
s for Birds
and Insects
to Fly
SLO:
Identify
adaptations
that enable
birds and
insects to fly.
Inquiry
Questions:

W
hat
adaptations
are
required for
flight?

H
ow can you
make a
non-flying
animal fly?
Activities:
Finish
VINCK 8

Into to
assignment
Determine
groups
Animal sign-up
Initial research

Research

Research
Begin creating
presentations

presentations
Ensure

Birds

H
ollow bones

P
rimary and
secondary
feathers

S
trong
pectoral
muscles to
flap wings

W
ings shaped
like an
airfoil

A
erodynamic
shape
Insects

L
ightweight
and small

M
ay have
one or two
sets of
wings

H
ave strong
pectoral
muscles
that allow
them to
move wings

W
ings shaped
like an
airfoil

A
erodynamic
shape

W
ings are
very thin
with a
network of
VINCK 9

veins:

I
dentify
adaptations
that enable
birds and
insects to
fly.

15th

16th -

17th -

Review
Inquiry
Inquiry
Test &
Project
Project
Inquiry
Adaptation Adaptation
Project
s for Birds
s for Birds
Adaptation and Insects and Insects
s for Birds
to Fly
to Fly
and Insects Presentati
Presentati
to Fly
ons
ons
SLO:
Identify
adaptations
that enable
birds and
insects to fly.

SLO:
Identify
adaptations
that enable
birds and
insects to fly.

18th 19th Air &

Air &
Aerodynam Aerodynam
ics Wrap
ics Wrap
Up
Up

SLO:
Identify
adaptations
that enable
birds and
insects to fly.

Key Questions: Key Questions: Key Questions:

W
hat
hat
hat
adaptations
adaptations
adaptations
are
are
are required
required for
required for
for flight?
flight?
flight?

H
ow can you
ow can you
ow can you
make a
make a
make a
non-flying
non-flying
non-flying
animal fly?
animal fly?
animal fly?
Activities:
Activities:
Activities:
Review bird
Students will
Students will
and insect
present their
adaptations
present their
findings
findings

Unit Vocabulary:
VINCK 10

Aerodynamics: The science of moving through air OR the study of air

and how it moves around objects.
Air: An invisible mixture of gases, which make up the Earth's
atmosphere - it consists mainly of nitrogen and oxygen.
Air Flow: The direction in which air moves past an object.
Airfoil: A shape designed to provide lift when air flows around it.
Air Pressure: The force exerted on the surface of objects by the weight
of air
Particles. Air pressure acts from all directions and increases with
increased concentration of air molecules.
Air Resistance: Resistance or friction that acts to slow down and object
as it
moves through air.
Atmosphere: The mass of air which surrounds the earth.
Barbules: Projections on barbs that link with those above and below
them to keep all the barbs connected making a solid feather surface.
Bernoulli's Principle: When the speed of a fluid is low (water or air), the
pressure is high.
When the speed of a fluid is high the pressure is low. The faster
that air moves across a surface, the lower the air pressure.
Compression: The squeezing of the particles of a gas or porous body
into a
smaller space.
Contour feathers: The larger feathers that cover the body of birds and
their wings.
Contour feathers include flight feathers.
Down:
Short fluffy feathers that lie underneath contour
feathers. These feathers trap air and act as an insulator helping
birds stay warm.
Drag: Resistance or friction that acts to slow down an object as it
moves through a gas or liquid

VINCK 11

Expand: To take up more room.

Friction: The force that resists motion of one body over or through
another.
Glider: A aircraft that flies without an engine - its pilot tries to
find updrafts of air to gain height and extend the flight.
Gravity: A force of attraction that every mass in the universe
exerts on other masses. This force increases with increase in
mass of an object.
Hovercraft: A machine that floats on a cushion of compressed air.
Jet Engine: An engine that generates a powerful thrust in a chamber
where the explosion of the burning fuel pushes on the airplane in a
forward direction but escapes out the back.
Keratin: A tough flexible protein that makes up fingernails and other
parts of animals including the shaft of feathers.
Kinetic Energy: Energy of motion. The faster an object moves the more
kinetic
energy it has.
Lift: Upward force which acts against the force of gravity - reducing
air pressure on the top side of an airfoil produces lift.
Mass: The amount of matter in an object
Pectoral Muscles: Muscles of the chest.
Preening: The act of rubbing preen gland oil on the feathers with the
beak and zipping up the barbules again.
Propeller: Curved blade that, when spun around quickly, forces an
aircraft
forward - a propeller is a twisted airfoil.
Oxidation: Occurs when a substance combines with oxygen.
Resistance: Drag or friction that acts to slow down an object as it
moves
through a gas or liquid.
Rusting: A slow chemical reaction between iron and oxygen to form
VINCK 12

rust or iron oxide.

Streamlining: The shaping of an object so that a gas or liquid will move
easily
around it.
Thrust: The force that causes an object to move forward.
Weight: The force with which gravity pull on an object - technically it
should be expressed in Newtons but is often measured in units of
mass such as grams or kilograms.
Possible Experiments
Air Occupying Space:
The Air Catcher
The Bottle and the Bag
Pouring Air Under Water
Keeping Paper Dry Under Water
The Empty Box Candle Snuffer
Air Exerting Pressure:
The Inverted Glass of Water
The Straw Drinking Race
The Upwards Falling Test Tube
The Mysterious Rising Water
The Collapsing Can
The Balloon in the Flask
Fountain in a Flask
The Sticking Cup of Water
Stop the Leak
The Perpetual Fountain
Transfer Water With a Straw
Inflating a Balloon by Sucking
Air Expansion by Heat:
The Egg and the Milk Bottle
Two Bottles in Love
The Dancing Penny
The Live Balloon
Homemade Hot Air Balloon
Air Containing Oxygen:
The Candle Under the Jar
Air Has Mass:
VINCK 13

 The Balancing Balloons

4. Annotated List of Resources

Edmonton Public Schools. (1996). Topic A: Air and Aerodynamics Grade
6. Edmonton Public Schools.
http://www.blackgold.ab.ca/ict/Divison2/gr6science/topic_a.htm
http://schools.cbe.ab.ca/curriculum/library/elementary/sci_6_air.html
http://www.learnalberta.ca/content/setf/html/StudentResource/source/
Welcome.html
http://www.youtube.com/watch?v=RCmaxzH6JhI
http://schools.cbe.ab.ca/curriculum/library/elementary/sci_6_air.html
http://charbidgeteachingportfolio.weebly.com/uploads/9/8/3/2/9832802
/unit_plan_grade_6_air-1.pdf

VINCK 14