Grade 6 Science

Unit: Air and Aerodynamics

Unit Plan
Robyn Volek
EDUCOL 4760
June 12, 2015

Table of Contents
Unit Summary

.3

Rationale

.3

Materials & Resources

.3

Learning Outcomes
Science Outcomes

......4

ICT Outcomes

................................................5-7

Assessment Plan

.9-13

Unit Schedule
Unit at a glance

14, 15

Day by day schedule 15-23

Lesson Plans

24-29

Unit Summary

Students will study the properties of air and learn how air interacts with other objects. Students will study
and analyze flight and flight adaptations.
Rationale
I have chosen to use the outcomes as my main topics for my unit. This process will help me ensure that
students are hitting expectations at each outcome, and then I can see where Im lacking with my
instruction. The outcomes tend to build on each other in this unit, so it makes sense to go outcome to
outcome. I have also integrated the ICT outcomes into this unit to ensure that students are prepared for
their future with technology. Its important to integrate technology as much as possible but only if its
useful into a classroom.
In this unit I plan to do many hands-on activities and projects to help students explore the concept of air
and aerodynamics. I believe that the combination of hands-on activities and labs will help to reach all
types of learners in the classroom and spark interest from all the students. I want to create critical
thinkers within my classroom that want to explore and learn more. I hope that with this unit plan, I can
create students who seek out knowledge. Im hoping that the integrating of technology in my unit will help
to keep the interest and attention of all students. It is important that they learn all of the skills in the unit,
both the science, and the technology.
Materials/Resources
EdmontonPublicSchoolselementaryscienceprogram:TopicA.(1996).Edmonton:EdmontonPublicSchools.
Informationandcommunicationtechnology,kindergartentograde12:Aninterimprogramofstudies.(1998).
Edmonton,AB:AlbertaEducation.
Programofstudies:Elementaryschools:Science.(1995).Edmonton,Alta.:AlbertaEducation,Curriculum
StandardsBranch.
*Othermaterialsandresourcesarenotedinthedetaileddaybydaysectiononpage15.

Alberta Science Program of Studies Outcomes

General Learner Outcome:

6-5 Describe properties of air and the interactions of air with objects in flight.
Specific Learner Outcomes:
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 - Bernoullis
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, rusting, animal
needs for air exchange.

ICT Outcomes Division 2

C.1 Students will access, use and communicate information from a variety of technologies
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.2 Students will seek alternative viewpoints, using information technologies
2.1 Seek responses to inquiries from various authorities through electronic media
C.3 Students will critically assess information accessed through the use of a variety of
technologies
2.1 Identify and distinguish points of view expressed in electronic sources on a particular topic
2.2 Recognize that information serves different purposes and that the data from electronic sources may
need to be verified to determine accuracy or relevance for the purpose used
C.4 Students will use organizational processes and tools to manage inquiry
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
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
2.3 Extend the scopes of a project beyond the classroom collaboration by using communication
technologies, such as the telephone and email
C.6 Students will use technology to investigate and/or solve problems
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
2.4 Solve problems, using numerical operations and such tools as calculators and spreadsheets
2.5 Solve problems requiring the sorting, organizing, classifying and extending of data, using such tools
as calculators, spreadsheets, databases or hypertext technology
2.6 Solve issue related problems, using such communication tools as a word processor or email to
involve others in the process
2.7 Generate alternative solutions to problems by using technology to facilitate the process
C.7 Students will use electronic research techniques to construct personal knowledge and
meaning
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
2.1 Apply terminology appropriate to the technologies being used at this division level
2.2 Identify and apply techniques and tools for communicating, storing, retrieving and selecting
information
2.3 Explain the advantages and limitations of using computers to store, organize, retrieve and select
information
2.4 Recognize the potential for human error when using technology
F.2 Students will understand the role of technology as it applies to self, work and society
2.1 Identify how technological developments influence ones life
2.2 Identify the role technology plays in variety of careers
2.3 Examine the environmental issues related to the use of technology
2.4 Assess the personal significance of having limitless access to information provided by communication
networks, such as the Internet
2.5 Describe, using examples, how communication and information networks, such as the telephone and
the Internet, create global community
F.3 Students will demonstrate a moral and ethical approach to the use of technology
2.1 Comply with the acceptable use policy of the school and school authority for Internet and networked
services, including software licensing agreements
2.2 Work collaboratively to share limited resources
2.3 Use appropriate communication language and etiquette
2.4 Document sources obtained electronically, such as web site addresses
2.5 Respect the privacy and products of others
2.6 Use electronic networks in an ethical manner
2.7 Comply with copyright legislation
F.4 Students will become discerning consumers of mass media and electronic information
2.1 Recognize that graphics, video and sound enhance communication
2.2 Describe how the use of various texts and graphics can alter perception
2.3 Discuss how technology can be used to create special effects and/or to manipulate intent through the
use of images and sound
F.5 Students will practice the concepts of ergonomics and safety when using technology
2.1 Demonstrate the application of ergonomics to promote personal health and well-being
2.2 Identify and apply safety procedures required for the technology being used
F.6 Students will demonstrate a basic understanding of the operating skills required in a variety
of technologies

2.1 Power up and power down various technologies of the operating skills required in a variety of
technologies
2.2 Use and organize files and directories
2.3 Use peripherals, including printers and scanners
2.4 Use appropriate keyboarding techniques for the alphabetic and punctuation keys
P.1 Students will compose, revise and edit text
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
2.3 Convert digital text files by opening and saving them as different file types
P.2 Students will organize and manipulate data
2.1 Enter and manipulate data by using such tools as spreadsheets or databases for a specific purpose
2.2 Display data electronically through graphs and charts
P.3 Students will communicate through multimedia
2.1 Create multimedia presentations, incorporating such features as visual images (clip art, video clips),
sounds (live recordings, sound clips) and animated images, appropriate to a variety of audiences and
purposes
2.2 Access available databases for images to support communication
P.4 Students will integrate various applications
2.1 Integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document
2.2 Vary font size and font style, and placement of text and graphics, in order to create a certain visual
effect
P.5 Students will navigate and create hyperlinked resources
2.1 Create and navigate a multiple-link document
2.2 Navigate through a document that contains links to locate, copy and then paste data in a new file
2.3 Navigate the Internet with appropriate software
P.6 Students will use communication technology to interact with others
2.1 Select and use the technology appropriate to a given communication situation

Learning
Outcomes

Assessment Plan

Title

Type

Observa
tions,
Exit
Slips,
Entranc
e Slips
Formati

KWL/F
oldabl
e

Labs and
Investigati
ons

WebQ
uest

Resea
rch
Projec
t

Quizze
s

Unit
Exam

Forma

Formative

Forma

Summ

Summ

Summ

(Formative/
Summative
)

ve

tive

and
Summativ
e

tive

ative

ative

ative

Weight
ing

25%

20%

25%

30%

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
instances in which
air movement
across a surface
results in lift
Bernoullis
Principle
4. Recognize 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
allow birds and
insects to fly
6. Describe the
means of
propulsion for
aircrafts and living
things

7. Recognize that
streamlining
reduces drag, and
predict the effects
of specific design
changes on the
drag of the model
aircraft or aircraft
components
8. Recognize that
air is composed of
different gases,
and identify
evidence for
different gases.

Assessment Tool Overview

Assessmen
FOR
Learning

Assessment Tool

Brief Description

Unit Exam

Will be given at the end of the unit, covering all of the outcomes.

Quizzes

A quiz will be given after each main topic, 5 in total. All together,
they will cover all of the outcomes.

Research Project

Labs and Investigations

WebQuest
KWL Chart/Foldable

Students will be given a summative research project where I will

check in throughout each period to see where students are at
understanding. After students have presented their research and
findings, they will hand in their research to show me what they
have learned.
All of the labs will be performed in class. Students will hand in the
labs by the next class. All of the lab sheets will be marked, but
only the top 5 sheets will be used for marks. Students will have
opportunity to improve their mark throughout the unit if they
would like.
This webquest will get students used to researching on the
Internet before their big research project. This project will be
marked formatively.

Both of these will be ongoing throughout the unit and information

will be added to them at the end of each new topic. Students will
do their KWL chart online using Google Docs within the Google
Classroom I have set up. This will allow me to constantly check
and see where students are at with understanding and if they

have any questions. The foldable will help aid students with
studying for the unit exam and helps them organize their
information.

Observations, Exit
Slips, Entrance Slips

I will constantly observe when students are working, exploring, or

discussion to check understanding. After introducing new topics, I
will do exit slips or entrance slips to guide my instruction. Some
of my entrance/exit slips may in the form of a Google Quiz to
quickly assess student understanding.

ICT Outcomes (General) and Assessments

ICT Outcome

Observations

KWL Chart,

Lab and

, Exit Slips,

Foldable

Investigation

Entrance

Webquest

Research

Quizzes

Project

Sheets

Slips
C1
C2
C3
C4
C5
C6
C7
F1
F2
F3
F4
F5
F6
P1
P2
P3
P4
P5
P6

X
X

X
X

X
X
X
X
X
X
X

X
X

X
X
X
X
X
X

X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

10

Unit Schedule
*Days are based on 50 minute lessons
Day 1

Day 2

Day 3

Day 4

Day 5

Introduction to Unit

Properties of Air

Properties of Air

Properties of Air

Propert

Properties of Air

Lab Sheets

Lab Sheets, KWL,

Lab Sheets, KWL,

KWL Chart
Day 6

Day 7

Foldable
Day 8

Foldable
Day 9

Day 10

Properties of Air

Bernoullis Principle

Bernoullis Principle

Bernoullis Principle

Bernou

Properties of Air Quiz

Bernoullis Webquest

Lab Sh

Foldabl
Day 15

Adapta

Rationale Sheet
Day 11

Day 12

Day 13

Due
Day 14

Gravity and Drag

Gravity and Drag

Gravity and Drag

Adaptations for Flight

Bernoullis Principle

Foldable, KWL Chart

Rationale Sheet

Research Project Start

Lab Sheet
Day 16

Day 17

Day 18

Day 19

Day 20

Adaptations for Flight

Adaptations for Flight

Adaptations for Flight

Adaptations for Flight

Adapta

Quiz
Day 21

Day 22

Day 23

Day 24

Day 25

Adaptations for Flight

Adaptations for Flight

Composition of Air

Composition of Air

Compo

Research Project Due

Flight Adaptations Quiz

Lab Sheets

Lab Sh

Day 26

Foldable, KWL Chart

Day 27

KWL Chart, Foldable

Day 28

Day 29

Day 30

Composition of Air

Review/Flex Day

Review/Flex Day

Review Day

Unit Ex

Quiz

Forces acting on a plane

Composition of Air Quiz

Lab Sheets, KWL Chart,
Foldable
Summative Assessment in red * Formative Assessment in blue
Day-By-Day

11

Class

Science
Outcomes

ICT
Outcomes

Main concepts

Resources &
Activities

K6-5.1

C4

Properties of air: air

takes up space, air
exerts pressure

Introduction: Mystery
KWL Chart
box (EPS pg. 2)
Discussion
Activities: Huff n Puff
Observations
(EPS pg. 10)
KWL Chart: will be in
the following format,
but on a Google Docs
and shared with me.
http://notebookingfairy.
com/2011/03/k-w-lgraphic-organizerprintable/
Foldable: Students will
create a foldable with
6 tabs (one for each
main concept). The
front page is their title
page.
http://cmase.pbworks.c
om/f/Foldables.pdf

What is air?

Properties of air: air

takes up space, air
exerts pressure, air
has weight

Learning Centers:
Diving Paper (EPS pg.
9), A-Weigh-We Go
(EPS pg. 11), Air
Exerts Pressure (EPS
pg. 14).
Students will have the
option do work on their
lab report on a
computer or by hand.

Lab Sheets
Foldable
Discussions
Observations

How do we
know that
air exists?

Properties of air: air

takes up space, air
exerts pressure, air
has weight

Learning Centers:
Diving Paper (EPS pg.
9), A-Weigh-We Go
(EPS pg. 11), Air
Exerts Pressure (EPS
pg. 14). Students will
have the option do
work on their lab report
on a computer or by
hand.
Air Pressure Video
https://www.youtube.c
om/watch?
v=jmQ8FWnM0fA
Air Pressure
Discussion: How does
air pressure differ
depending on altitude?

Lab Sheets
Foldable (add
the properties
of air to the
first tab)
Discussion
Observations
KWL chart

How do we
know that
air exists?

F1, F3, F6
P2

K6-5.1

C4
F6
P2, P6

K6-5.1

C3, C4
F1, F3, F4,
F6
P2, P6

Assessment

Essential
Question

12

K6-5.2

C4
F1, F3, F6

Properties of air: air

is a fluid and is
capable of being
compressed

Air as a Fluid: Blowing

in the Wind (EPS pg.
23)
Experiment
Lab: Compression in
syringes (EPS pg. 20).
Students will have the
option to do their lab
sheets on the
computer.
Students will add to
their KWL sheets and
add to their tab on
properties of air.

Lab Sheets
Foldable
KWL Chart
Observations
Discussion

What are
properties of
air?

Properties of air: air

is a fluid and is
capable of being
compressed

Activity: Build the best Observations

automobile using
Discussions
compressed air. If
Rationale
students struggle with
deciding how to build,
guide them to the
following webpages:
http://www.stevespangl
erscience.com/lab/exp
eriments/balloonpowered-race-car
http://www.wikihow.co
m/Make-a-Balloon-Car
http://www.instructable
s.com/id/4-WheelBalloon-Car/
Their rationale can be
done by hand or on
the computer

How can
compressed
air do work?

Properties of air: air

is a fluid and is
capable of being
compressed

Testing compressed
Observations
air vehicles
Discussions
Demo: Compressed
Rationale
air submarine (EPS
pg. 38).
Demo: Can crushing
experiment
http://www.stevespangl
erscience.com/lab/exp
eriments/incrediblecan-crusher
Video:
https://www.youtube.c
om/watch?
v=JsoE4F2Pb20

How can
compressed
air do work?

Lift: Bernoulli's
Principle

Bernoullis Web Quest Discussions

http://sixthgradetales.w Observations
eebly.com/uploads/1/6/ Web Quest

What is
Bernoullis
Principle?

P2, P6

K6-5.2

C1, C4, C6
F3, F6
P2, P5

K6-5.2

C1, C4, C6
F3, F6
P2, P5

K6-5.3

C1, C4, C5
F1, F3, F6

13

5/5/16559400/bernouill
i_webquest.pdf

Sheet

Lift: Bernoulli's
Principle

Bernoullis Web Quest

http://sixthgradetales.w
eebly.com/uploads/1/6/
5/5/16559400/bernouill
i_webquest.pdf

Discussions
Observations
Web Quest
Sheet

What is
Bernoullis
Principle?

Lift: Bernoulli's
Principle

Bernoullis Principle
Learning Centers
(EPS pg. 43, 45, 46).
Students will use their
iPad to record what
happened and write up
their lab sheets.

Discussions
Observations
Exploration
Sheet
Foldable
KWL Sheet

What is
Bernoullis
Principle

Lift: Bernoulli's
Principle

Bernoullis Principle
Learning Centers
(EPS pg. 43, 45, 46).
Students will use their
iPad to record what
happened and write up
their lab sheets.

Discussions
Observations
Exploration
Sheet
Foldable
KWL Sheet

What is
Bernoullis
Principle

Gravity and drag

Forces acting on an
airplane. (EPS pg 50)
Investigation of drag
and streamlining (EPS
pg. 66, 71). Students
can use computers to
do their lab sheets.

Discussions
Observations
Foldable
KWL Chart
Lab Sheet

What forces
act on an
airplane?

Gravity and drag

Project: Create the

best parachute (EPS
pg. 70). Students can
do their rationale on
the computer.

Rationale
Sheet
Discussions
Observations

What forces
act on an
airplane?

Gravity and drag

Project: Testing
parachutes

Rationale
Sheet
Observations
Discussions
KWL Sheet

What forces
act on an
airplane?

Adaptations for
flight, propulsion
methods

Introduction to group
project: Researching
birds, insects, and
airplanes. Create a
presentation to share
your information with
the class. Students are
responsible for their
own research. (EPS

Checklist
Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet

How do
birds,
airplanes,
and insects
fly?

P2
8

K6-5.3

C1, C4, C5
F1, F3, F6
P2

K6-5.3

C4
F1, F3, F6
P2, P6

10

K6-5.3

C4
F1, F3, F6
P2, P6

11

K6-5.4
K6-5.7

C4
F1, F3, F6
P2, P6

12

K6-5.4
K6-5.7

C4
F1, F3, F6
P2, P6

13

K6-5.4
K6-5.7

C4
F1, F3, F6
P2, P6

14

K6-5.5
K6-5.6

C1, C3, C4,

C5, C6, C7
F1, F3, F4,
F6
P2, P3, P5,
P6

14

pg. 97-106)
15

K6-5.5
K6-5.6

C1, C2, C3,

C4, C5, C6,
C7

Adaptations for
flight, propulsion
methods

Project: Work period

Checklist
Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet

How do
birds,
airplanes,
and insects
fly?

Adaptations for
flight, propulsion
methods

Project: Work period

Checklist
Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet

How do
birds,
airplanes,
and insects
fly?

Adaptations for
flight, propulsion
methods

Project: Work period

Checklist
Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet

How do
birds,
airplanes,
and insects
fly?

Adaptations for
flight, propulsion
methods

Project: Work period

Checklist
Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet

How do
birds,
airplanes,
and insects
fly?

Adaptations for
flight, propulsion
methods

Project: Work period

Checklist
Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet

How do
birds,
airplanes,
and insects
fly?

Adaptations for

Project: Work period

Checklist

How do

F1, F3, F4,

F6
P2, P3, P5,
P6
16

K6-5.5
K6-5.6

C1, C2, C3,

C4, C5, C6,
C7
F1, F3, F4,
F6
P2, P3, P5,
P6

17

K6-5.5
K6-5.6

C1, C2, C3,

C4, C5, C6,
C7
F1, F3, F4,
F6
P2, P3, P5,
P6

18

K6-5.5
K6-5.6

C1, C2, C3,

C4, C5, C6,
C7
F1, F3, F4,
F6
P2, P3, P5,
P6

19

K6-5.5
K6-5.6

C1, C2, C3,

C4, C5, C6,
C7
F1, F3, F4,
F6
P2, P3, P5,
P6

20

K6-5.5

C1, C2, C3,

15

K6-5.6

C4, C5, C6,

C7

flight, propulsion
methods

F1, F3, F4,

F6
P2, P3, P5,
P6
21

K6-5.5
K6-5.6

C1, C2, C3,

C4, C5, C6,
C7

Project: Presentation
day

Checklist
Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet

How do
birds,
airplanes,
and insects
fly?

Adaptations for
flight, propulsion
methods

Project: Presentation
day

Checklist
Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet
Foldable

How do
birds,
airplanes,
and insects
fly?

Composition of air

Discussion: What is air

made of? (EPS pg. 83)

Discussion
Observations
KWL Chart
Foldable

What is air
made of?

Composition of air

Experiments: Fruity
Oxidation (EPS pg.
74), Gone to Rust
(EPS pg. 75), A Slow
Burn (EPS pg. 77),
Lights Out (EPS pg.
78)

Investigation
Sheet
Discussion
Observations
KWL Chart
Foldable

How do we
know
oxygen is in
our air?

Composition of air

Experiments: Finish up
Fruity Oxidation and
Gone to Rust

Investigation
Sheet
Discussion
Observations
KWL Chart
Foldable

How do we
know
oxygen is in
our air?

Composition of air

Experiments: Evidence Investigation

of CO2 (EPS pg. 79),
Sheet
That CO2 Gas (EPS
Discussion

How do we
know CO2
is in our air?

P2, P3, P5,

P6
K6-5.5
K6-5.6

C1, C2, C3,

C4, C5, C6,
C7
F1, F3, F4,
F6
P2, P3, P5,
P6

23

K6-5.8

C4

birds,
airplanes,
and insects
fly?

Adaptations for
flight, propulsion
methods

F1, F3, F4,

F6

22

Self
Assessment
Sheets
Resources
Sheet
KWL Sheet
Questions
Sheet

F1, F3, F6
P2, P6
24

K6-5.8

C4
F1, F3, F6
P2, P6

25

K6-5.8

C4
F1, F3, F6
P2, P6

26

K6-5.8

C4
F1, F3, F6

16

pg. 81)

Observations
KWL Chart
Foldable

P2, P6

27

K6-5.1-8

C5, C6

Review/Flex Day

Student study/review
time

Discussions
Observations

28

K6-5.1-8

C5, C6

Review/Flex Day

Student study/review
time

Discussions
Observations

29

K6-5.1-8

C5, C6

Review

Jeopardy Game

30

K6-5.1-8

Unit Exam

Exam

Exam

Lesson Plan Day #1

KSAs: #1, 3, 4, 5, 6, 7, 8, 10, 11
Grade/Subject: Grade 6 Science
Duration: 50 mins

Unit: Air and Aerodynamics

Lesson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

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General Learning Outcomes:

6-5 Describe properties of air and interactions of air with objects in flight
C.4 Students will use organizational processes and tools to manage inquiry
F.1 Students will understand the nature of technology
F.3 Students will demonstrate a moral and ethical approach to the use of technology
F.6 Students will understand basic operating skills required in a variety of technologies
P.2 Students will organize and manipulate data
Specific Learning Outcomes:

1. Provide evidence that air takes up space and exerts pressure, and identify examples of
n everyday applications
C.4.2.2 Organize information using tools such as a database, spreadsheet, or electronic webbing
F.1.2.1 Apply terminology appropriate to the technologies used at the division level
F.1.2.2 Identify and apply techniques and tools for communicating , storing, retrieving, and selecting information
F.3.2.1 Comply with the acceptable use policy of the school and school authority for Internet and networked services
F.6.2.1 Power up and power down various technologies
F.6.2.2 Use and organize file directories
P.2.2.1 Enter and manipulate data by using such tools as spreadsheets or databases for a specific purpose

LEARNING OBJECTIVES
Students will:
1. Identify properties of air
2. Recognize that air takes up space
3. Analyze how air exerts pressure
4. Recognize the use of technology to organize our thoughts and ideas efficiently

ASSESSMENTS
Observations:
- Student work and discussion (L.O. #1,2,3,4)

Key Questions:
-

Does air take up space? (L.O. #1,2,4)

Does air exert pressure? (L.O. #1,3,4)

Written/Performance Assessments:
-

KWL Chart (L.O. #1,2,3,4)

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Education Program of Studies (ICT, Science 6)
Resource #2: Edmonton Public Schools Topic A Air and Aerodynamics
Resource #3: http://cmase.pbworks.com/f/Foldables.pdf

MATERIALS AND EQUIPMENT

Laptops or iPads
Water bottle (one unaltered, one with holes punched in the bottom)
Balloons
PROCEDURE
Introduction (5 min.):

Hook/Attention Grabber:
Place empty box at the front of the room
Have a student go up to the front and tell the class what is in the box
If student says nothing, have another student take a look until someone says there is air in the box
Introduce new topic of air and aerodynamics
Advance Organizer/Agenda:
2.
Introduction
3.
KWL Chart

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4.
Huff n Puff Activity
5.
KWL Chart
6.
Foldable Introduction
Transition to Body:
Have all students grab an iPad or laptop and have them log into Google and join your Google Classroom.

Body (30-40 min.):

Learning Activity #1 (10-15 minutes):
Have students bring up the electronic KWL Chart on their Google Docs
Give students 3 minutes to fill in everything that they know about air
After time is up, create a brainstorm list on the whiteboard of all their ideas
Give students 1 minute to write things they would like to learn in the W column
Ask to hear some of the things they would like to learn
Assessments/Differentiation

From this initial discussion, I will assess where students are at with air
I will be able to look over their KWL charts after class and see what students know, and the questions they have
If students would rather, they could keep a hard copy of the KWL chart, but I have to check it over at the end of the class
If students are new with the technology, take a few minutes to go over how to use Google docs properly

Learning Activity #2 (15-20 minutes):

Bring the water bottle with a balloon inside to the front of the classroom
Ask the class: Do you think we can blow the balloon up in the water bottle?
Have students go to opposite ends of the room if they think they can/cant blow up the balloon
From the popsicle sticks, choose a student to try the activity
Change out the balloons and have another student try
Repeat if there is enough time
After a few students have tried, grab the water bottle with holes in it (but dont point them out)
Have a student try to blow up the balloon know
Discuss what was different between the two water bottles?
Allow students to inspect the bottles
Discuss how air was taking up space in the bottle
Try and push their knowledge further by asking why could we blow the balloon up a little bit?
Assessments/Differentiation:

Some students will prefer to observe, some will prefer to do the experiment hands on. I will give students the choice

If students would like to take notes or draw/write down what happened, I will provide paper and draw the demo on the board

If students struggle with getting an answer to my key questions, I will allow them time to think-pair-share their thoughts

I will base my next lesson on how well the discussions and KWL charts go do students understand that air was in the bottle?

Learning Activity #3 (5 minutes):

Have students take out their KWL charts again
Have students fill in anything extra (maybe they learned something, maybe they have more questions)

Assessments/Differentiation:

Do not allow for collaboration during this time

Do not give away any hints

I want to see what each individual student knows

Walk around and check if all students are adding things to their charts there may be some students who need help formulating their thoughts into
computer

This KWL chart will guide my next lesson

Closure (5-15 min.):

Consolidation/Assessment of Learning:
With the remaining time left in class, hand out 3 blank sheets of paper to each student

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 Demonstrate how to create a foldable (link is in the resources list)

Once the foldable is created, have students decorate the front page as their title page Air and Aerodynamics
Transition To Next Lesson:
Next class we will continue to learn about the properties of air

Lesson Plan Day #9 &10

KSAs: #1, 3, 4, 5, 6, 7, 8, 10, 11
Grade/Subject: Grade 6 Science
Duration: 1hr 40 mins

Unit: Air and Aerodynamics

Lesson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

6-5 Describe properties of air and interactions of air with objects in flight
C.4 Students will use organizational processes and tools to manage inquiry
F.1 Students will understand the nature of technology
F.3 Students will demonstrate a moral and ethical approach to the use of technology
F.6 Students will understand basic operating skills required in a variety of technologies
P.2 Students will organize and manipulate data
P.6 Students will use communication technology to interact with others
Specific Learning Outcomes:
3. Describe and demonstrate instances in which air movement across a surface results in lift - Bernoullis Principle
C.4.2.2 Organize information using tools such as a database, spreadsheet, or electronic webbing
F.1.2.1 Apply terminology appropriate to the technologies used at the division level
F.1.2.2 Identify and apply techniques and tools for communicating , storing, retrieving, and selecting information
F.3.2.1 Comply with the acceptable use policy of the school and school authority for Internet and networked services
F.6.2.1 Power up and power down various technologies
F.6.2.2 Use and organize file directories
P.2.2.1 Enter and manipulate data by using such tools as spreadsheets or databases for a specific purpose
P.6.2.1 Select the appropriate technology to a given communication situaltion

LEARNING OBJECTIVES
Students will:
1.
Analyze how Bernoullis Prinicple works
2.
Identify possible outcomes to experiments involving fast moving air
3.
Collaborate ideas using technology
4.
Recognize how technology can organize our ideas

ASSESSMENTS
Observations:
- Student work and discussion (L.O. #1,2)

Key Questions:
-

How is lift generated? (L.O. #1,2,3,4)

Why does fast moving air produce less air pressure

Written/Performance Assessments:
-

KWL Chart (L.O. #1,2,4)

Investigation/Lab Sheet (L.O. #1,2,3,4)
Foldable Notes (L.O. #1)

LEARNING RESOURCES CONSULTED

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Resource #1: Alberta Education Program of Studies (ICT, Science 6)

Resource #2: Edmonton Public Schools Topic A Air and Aerodynamics

MATERIALS AND EQUIPMENT

Laptops or iPads
Investigation Sheets
Paper
Straws
Pop Cans
Hair dryer
Ping pong ball
PROCEDURE

Introduction (10 min.):

Hook/Attention Grabber:
Have students come up to the front of the class and make a big circle
Turn on the hair dryer and place the ping pong ball in the middle of the stream
Discuss Why does the ping pong ball stay within the air stream?
Advance Organizer/Agenda:
1.
Ping pong ball experiment
2.
Review of Bernoullis Principle
3.
Learning Centers
4.
Peer teaching
5.
KWL/Foldable
Transition to Body:
Have students return to their seats

Body (1hr 30 min.):

Learning Activity #1 (10 minutes):

Review Bernoullis Principle
Draw an airfoil on the board and label fast moving air, slow moving air, high pressure, low pressure
Discuss with students how the ping pong ball and Bernoullis Principle work together draw a diagram of the ping pong ball on the
Assessments/Differentiation

By drawing the experiment on the board and doing the demo, I should be able to reach more types of learners
If students would like, they can add this to their KWL chart or notes as we are going through it
I can have students think-pair-share what they think is happening if discussion doesnt go well
Based on how students do with Bernoullis Principle, I will alter how much time is spent on each learning center
If needed, I may need to take more time reviewing Bernoullis Principle. If some students really struggle, I will create 4 groups and
myself to go through the Learning Centers. This one-on-one will be more valuable to them.
If entire class struggles, we will do all the centers together as a class have it as a demo at the front of the room

Learning Activity #2 (1 hr 10 mins):

Learning Centers: Split the class into 3 groups
Assign each group a center
Hand out investigation sheets (either via email or a hardcopy, depending on what the student prefers)
Students will work within their group to do the experiment and fill out their investigation sheet
Hand out the materials and instructions for each center. Allow students 15 minutes at each center, and then we will rotate centers.
Once all the centers are done, each group will become an expert on one of the centers the last center they did
Their task is to explain this center using Bernoullis Principle. They must take a video of the experiment to show the class and expla
Once they are done, they must find another experiment in the real world that they can explain using Bernoullis Principle. For exam
world example of blowing over the top of a piece of paper. The paper lifts because fast moving air is going over the top creating low
After everyone is done, we will show each other what we came up with and compare our results. Groups will show their video and e
in front of the whole class.

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Discuss Bernoullis Principle with the class and review everything we went over

Assessments/Differentiation:

Create the groups before hand to make sure they are equal

Walk around and discuss the results with students to ensure they are on track

By becoming experts in their experiment, students will be able to learn the material better

If students have a better experiment they would like to teach the class about, I will allow for research time if they are on task.

Learning Activity #3 (10 minutes):

Have students take out their KWL charts
Have students fill in anything extra (maybe they learned something, maybe they have more questions)
Have students then bring out their foldable and create their next tab of Bernoullis Principle

Assessments/Differentiation:

I want to see what each individual student knows

Walk around and check if all students are adding things to their charts there may be some students who need help formulating their thoughts into
computer

This KWL chart will guide my next lessons

Closure (0 min.):
Consolidation/Assessment of Learning:
Check over foldables and KWL charts for understanding
Quick exit slip sticky note where students will draw and airfoil and label FA, SA, HP, LPs
Transition To Next Lesson:
Next class we are going to move onto gravity and drag

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