Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Grade 6 Flight

Niagara University EDU 431
by

Sara Seminerio

on 24 November 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Grade 6 Flight

Grade 6 Flight
Flight
Sub task One
Sub task Two
Sub task Three
Teacher will begin by asking students if there are benefits and disadvantages to aviation. Students will divide into two groups: a) advantages to aviation technology and b) disadvantages to aviation technology. Each group will research their topic and then come together for a debate. Students will also have to discuss alternative fuel sources (e.g man powered (wings), fossil fuel, rocket fuel, hot air etc.) Teacher will lead students with questions such as: How does aviation help farmers? How does aviation help doctors? How does aviation benefit people? Does aviation affect the environment?


Grade 6
Through investigation, observation, and experiments, students will discover the fundamental principles of flight. Students will apply their newly acquired knowledge to design and test a flying device in order to demonstrate their understanding of the properties of flight. Students will complete a C.P.T (in class) that will be given prior to the unit. In order to complete the C.P.T successfully, students will take elements from each of the sub tasks. To build excitement, students will be designing, building and testing a flying device that will demonstrate their understanding of basic principles of flight.
What are the benefits and costs of aviation technology for society and the environment?
Sub task Four
What is drag and why is it important?
Sub task Five
Sub task Six
How do planes and helicopters fly?
Gaetano Alaimo, Alexandra Melillo, Alexsandra Plaza, Sara Seminerio
Time: 90 min
Expectations
Resources
Expectations
Resources
Expectations
Resources
Expectations
Resources
Expectations
Resources
Expectations
Resources
Culminating Performance Task
Rationale
Time: 90 min
Time: 120 min
Time: 75 min
Time: 75 min
Time: 75 min
Students will divide into pairs and cut out the four shapes from the Drag Shapes Handout (cones and cubes). Students will then tape pennies to the bottom inside of each object. Each object within each group should have the same mass. Students will learn that mass does not affect drag. Groups will test different shapes and their effect on drag. One person from each group will stand on a chair and drop the objects from 1 meter high. A student with a stopwatch should say "Go" — each object should be dropped a time. When the object hits the floor, the timer should stop the watch. Students will take three measurements of how long it takes for each object to fall and record them on a piece of paper. Students will then add up the results for each object and divide by the number of trials to get the average for each object. Results will be recorded in a graph which will answer: Which shapes fell faster? What sizes fell faster? As a class, compare the mass of the different groups' cones to the average amount of time it took to fall for those cones.


Rubric
Rubric
Rubric
Rubric
How do birds fly?
Rubric
Why are bats considered better "fliers" than birds?


Students in this lesson will learn about the forces involved in flight such as:
lift, gravity, thrust
and
drag
. Students will learn that in order to minimize the effects of gravity, birds are adapted to be as light as possible. These adaptations include: hollow bones, feathers, developing in eggs outside their mothers' bodies, eating foods that are very high in usable calories, and birds don't have bladders. Students will examine how the wings of a bird cause thrust and lift to combat drag and gravity. Students will create and label a 3 panel worksheet displaying a bird in a) take off, b) motion, and c) landing. Students will also label drag, lift, thrust and gravity on their diagrams. Students will then watch a short video about birds wings in comparison to plane's wings and will discuss:
How can a bird change it's flight direction?
Why does a bird have feathers?
How does a bird increase or reduce drag?
How is an airplane's wing like a bird's wing? How is it different?
How does a bird's size affect how high or high fast it can fly?
How is a Hummingbird different than other birds can fly?


Through videos and online resources, students will discover why bats are better fliers than birds, as well as research possible materials and pros of cons for flight.
Students will have answer the following questions:
a) How is the anatomy of bats and birds different?
b) How does a bat fly?
c) How does a bat experience lift and thrust?
d) Which animal, a bird or a bat, experiences less drag How do you know?The teacher will also provide a labeled diagram of both a bat's anatomy and a bird's anatomy. Once students have completed their task, students will hand in their findings.


Classroom materials (pens, pencils, paper)
http://www.livescience.com/1245-bats-efficient-flyers-birds.html
http://www.reuters.com/article/2007/05/10/us-bats-flight-idUSN1047841920070510
pennies
stopwatches
meter sticks
pens, paper, pencils
Microsoft Excel
How do we control flight on planes?
Teacher will start by asking: How can something, as large and heavy as a plane and helicopter, fly in the air? Students will brainstorm how helicopters and planes fly and record their answers on the board. They will watch a short video and compare their predictions. Students will then receive a Thrust Experiment worksheet where they will determine if weight affects thrust. In pairs, students will follow the directions on the worksheet to create and test a balloon device in order to analyze weight and thrust. Students will record their results, chart their results and compare their findings with the class. Students will also discuss what happened to the height of laugh as weight was added.


balloons
masking tape
clothespins
straws
small paper cup
string
scissors
270 paper clips (total)
Teacher will ask: How does a plane fly? Students will give their responses. Students will pretend their arms are wings. They will place one wing (arm) down and one wing up so that they can use the rolling motion to change the direction of the plane. They will then raise their noses, like a pilot raises the nose of the plane, which raises the plane. Students will have time to explore the forces of flight online through games and videos. Students will then come together in groups to discuss their findings and write a journal entry.


http://www.brainpop.com/games/csiflightadventuresforcesofflight/
http://www.brainpop.com/games/csiflightadventuresflightschool/
Notebooks
Pens, pencils, markers
For the final Culminating Performance Task, students will create a flying device, individually, using elements from the six (6) sub tasks. The students have investigated the elements/forces of flight, materials and design, the pros and cons of flight and the affect on the environment, fuel choice and efficiency, aerodynamics and drag, weight and how it effects flight, as well as movement and stabilization during flight. Students have been working on their C.P.T throughout the unit making adjustments as they have been learning new concepts.
At the end of the unit the students will be required to present their device to the class, prior to testing. They will indicate why they chose this particular contraption, the pros and cons, and what possible affects it would have on the environment.
They will hand in their work to show their investigation process in relation to their flying device.
They will also test and experiment each of their flying devices in the categories of: Longest distance, longest "flight" time, straightest (most direct) flight path, most creative design, ability to carry a heavy payload, and fuel source and efficiency.
Students will collect data from each students test runs and display results in a graph.
Culminating Performance Task
Time:
Students will be given 10-15 min at the end of each sub task to work 0n their final C.P.T because they are using elements from those particular sub tasks in order to complete their C.P.T. In addition to the 10-15min each class, students will be given 3 periods (45min each) to work on their final projects.
Resources:
tape measure
stop watches
egg cartons
pennies
markers, pens, pencils
string, chart paper
camera
Learning Goal
: Investigate four elements of flight
Learning Goal
: Investigate materials and design
Learning Goal
: Investigate pros and cons of flight and the affect on the environment. Also determining fuel choice and efficiency.
Learning Goal
: Students will investigate designs for their flying devices in relation to aerodynamics and drag
Learning Goal
: Investigate weight in proportion to flight
Learning Goal
: Investigate movement and stabilization
Science and Technology
2.5 Use appropriate science and technology vocabulary, including
gravity, drag, thrust
, and
lift
, in oral and written communication
2.6 Use a 3 panel worksheet demonstrating the forces of fight to communicate with an audience
3.3 Identify and describe the four forces of flight –
lift, gravity (weight), drag
and
thrust
.

Language Arts
Oral
2.2 Demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions

Science and Technology
2.3 Investigate characteristics and adaptations that enable living things to fly

Mathematics
Data
: Read, interpret, and draw conclusions from primary data and from secondary data presented in charts, and tables
Data
: Collect and organize primary and secondary data and display the data in charts and tables

Language Arts
Witting
1.4 Sort and classify information for their writing in charts which allow students to view information from different perspectives and make connections between ideas


Science and Technology
1.1 Assess the advantages and disadvantages of aviation technology for society and the environment
2.6 Use a debate in order to communicate with classmates the pros and cons of aviation technology

Mathematics
Data
: Read, interpret, and draw conclusions from primary data and from secondary data presented in charts, and tables

Language Arts
Oral
2.2 Demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, in a large-group discussion
Oral
2.3 Communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information

Science and Technology
2.1 Follow safety procedures for using tools and materials and operating flying devices
2.5 use appropriate science and technology vocabulary, including
gravity, drag, thrust,
and
lift
, in oral and written communication
2.6 Use graphs to communicate their findings with the class

Mathematics
Data:
Collect data by conducting an experiment and record observations and/or measurements
Data
: Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph

Language Arts
Oral
2.2 Demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, in a small-group discussion

Science and Technology
2.1 Follow safety procedures for using tools and materials and operating flying devices
2.4 Design, build and test a flying device
2.6 Use graphs to communicate their findings with the class
3.4 describe the relationships between the forces of
lift, weight, thrust
, and
drag
that are required for flight

Mathematics
Data
: Collect data by conducting an experiment and record observations and/or measurements
Data
: Create a graph to represent a set of data, graph the data using technology, and justify the choice of graph

Language Arts
Oral
2.2 Demonstrate an increasingly sophisticated understanding of appropriate speaking behavior in a variety of situations, in a small-group discussion

Science and Technology
2.5 Use appropriate science and technology vocabulary, including
gravity, drag, thrust
, and
lift
, in oral and written communication
3.1 Identify the properties of air that make flight possible
3.5 Describe ways in which flying devices or living tings use unbalances forces to control flight
3.6 Describe ways in which the four forces of flight can be altered

Language Arts
Writing
2.1 Write journal entries about how we can control flight on planes

Expectations
Science and Technology
2.4 Design, build and test a flying device

Mathematics
Measurement
: Estimate, measure, and record length, using the metric measurement system
Data
: Collect data by conducting an experiment and record observations and/or measurements
Data
: Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph

Language Arts
Oral 2.2 Demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, in a small-group discussion
Oral
2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
Oral
2.4 use appropriate words and phrases from their vocabulary of the unit

Writing
1.2 generate ideas about creating a flying device and identify those most appropriate
Writing
1.3 gather information to support ideas for creating a flying device
Writing
1.5 identify and order main ideas and supporting details
Rubric
Rubric
Computers (computer lab time)
Classroom materials (pens, pencils, paper etc.)
Full transcript