Lesson

Title/Focus

Introduction- Bernoullis Principle

Subject/Gra
de Level

Science 6 C

Unit

Air and Aerodynamics and Flight

Date
Time
Durati
on
Teache
r

Tuesday March 24th 2015

49 minutes
Amber Mackintosh

Stage 1: Desired Results

GLO: 6-5 Describe properties of air and the interactions of air with objects in
flight.
SLO(s):

Learnin
g
Outcom
e(s)

Learnin
g
Objectiv
es

K-1 Provide evidence that air takes up space and exerts pressure, and identify examples of these
properties in everyday applications.
K-2 Provide evidence that air is a fluid and is capable of being compressed, and identify examples of
these properties in everyday applications.
K-3 Describe and demonstrate instances in which air movement across a surface results in lift
(Bernoullis principle).
K-4 Recognize that in order for devices or living things to fly, they must have sufficient lift to
overcome the downward force of gravity.
K-5 Identify adaptations that enable birds and insects to fly.
K-6 Describe the means of propulsion for flying animals and for aircraft.
K-7 Recognize that streamlining reduces drag, and predict the effects of specific design changes on
the drag of a model aircraft or aircraft components.
K-8 Recognize that air is composed of different gases, and identify evidence for different gases

Students will:
Define Bernoullis Principle
Identify Bernoullis Principle affect with high and low pressures
Inference the effects of Bernoullis Principle in multiple experiments of flying
objects

Stage 2: Assessment Evidence

Summative
Assessment

Tech to Do
Time
Prior to
Lesson

N/A

Formative Assessment

Entrance Slip, Discussions ( blowing

the wind, so thats what they mean by
lift)

Stage 3: Learning Experience

Resources to
Scrap paper cut to desired shapes, notes and
N/A
Bring
handouts.
Content/Description
Notes
Set up Smartboard, scrap papers ,notes and hand outs.
N/A
Title of Activity - Activation of Prior Knowledge:
6C: Fill our Bernoullis principles notes
6D:

https://www.youtube.com/watch?v=olVJzVadiFs
- ASK HOW DID THE TOILET PAPER THING WORK
- Taking a Balloon for a walk (EPS)
- ASK: students to make hypothesis on what will happen when
putting the balloon above the hairdryer and turn the hair dryer on
- Write hypotheses on smartboard
- Set Hairdryer at low speed, point the nozzle straight upward and
hold the balloon above it for a moment.
- Once the balloon is caught in the air stream, let it go, and slowly
walk forward with the hairdryer, try to turn the hair dryer on side
too.
- Who hypothesized correctly?
9:23am
9:38am
12:44pm12:59pm
~15 mins

Class Discussion/Observations:
1. Why doesnt the balloon move away from the stream of air
- this activity is an example of Bernoullis principle. 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
2. What would happen if you raised or lowered the dryer?
- the balloon will follow the movement
- show the students if they do not believe this
3. What happens if you turn the dryer to high speed?
- if the dryer is turned to high speed, the balloon will float
higher into the air. If there is a great deal of air turbulence,
the balloon may slip out of the stream of air and no longer
walk with the dryer

9:38am
9:53am
12:59pm
1:14pm
~15 min

TRANSITION: you guys are going to try some experiments of

your own.
Title of Activity Blowing in the wind:
- HAND OUT EXPERIMENT SHEETS and SCRAP PAPER (each gets
two scrap papers
-Get students to do part A by telling instructions and draw findings
in terms of HIGH PRESSURE and LOW PRESSURE
INSTRUCTIONS:
1. fold a sheet of paper in half to create a tent shape
2. ask students to predict what will happen when they
blow through the tent.
3. Demonstrate to students how to hold and blow
through tent
4. Get students to draw what happened
- Get students to part B by telling instructions, and draw finding in
terms of HIGH PRESSURE and LOW PRESSURE
INSTRUCTIONS:
1. fold a sheet of paper in half to create a tunnel shape

2. ask students to predict what will happen when they

blow through the tent.
3. Demonstrate to students how to hold and blow
through tunnel
4. Get students to draw what happened
DISCUSSION: ( ASK students what they drew)
- draw and talk about each part in terms of pressure.
Title of Activity So Thats What They Mean by Lift
- Makes strips of paper and hand out.
- Get students to place one end of paper over the edge of desk.
- Put chin onto end of paper that is on the desk.

9:53am10:03am
1:14 pm
1:24pm
~ 10 min

DISCUSSION:
- How did you make the paper lift?
- By blowing across the desk you created an ingredient
essential for flight lift.
-Blowing over the paper, you provide the air stream that lifted
it. Fast moving air on top, slow moving air on bottom
Whats lift? Whenever an aircraft wing moves into the wind, it
cuts the airflow into two. Instead of one air stream, there are now
two. One flowing over the top of the wing, the other flowing under
the wing.
- If the wing had been build with a curved top and a flat
bottom the air stream running over the top follows a different
path than the air stream passing under the bottom. This
creates different air pressures on the top and bottom, which
results in lift.
Closure:

~ 9 mins

Exit Slip:
Get students to label pop can experiment with high and
low pressure
And answer multiple choice question

LET STUDENTS KNOW THEY NEED TO START BRINGING SUPPLIES

IN SO WE CAN BUILD AN AIRPLANE ITSELF.
SPONGE: 6 Spots
6C: https://www.youtube.com/watch?v=olVJzVadiFs
- ASK HOW DID THE TOILET PAPER THING WORK

Reflecti
ons and
Follow
Up

REFERENCES:
Alberta Education Program of Studies, Edmonton Public Schools