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Copy of FLIGHT UNIT PLAN GRADE 6

INTEGRATED UNIT PLAN FOR GRADE 6 SCIENCE AND TECHNOLOGY IN ONTARIO
by

Jeff Waterfield

on 10 April 2013

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Transcript of Copy of FLIGHT UNIT PLAN GRADE 6

SPECIFIC EXPECTATIONS I will show the students a video on the four forces of flight.The students and I will proceed to the soccer field where the students and I will demonstrate kicking a soccer ball, kicking and throwing a football, and hitting and throwing a baseball as an anticipatory lesson to the science unit on flight. I will ask oral questions of the students gauging their understanding of the flight of the specific sports balls based on the four forces of flight. Materials:
football, baseball, baseball bat, soccer ball, smart board, laptop FLIGHT Lesson One INTRODUCTION TO FLIGHT: TIME: 45 minutes PHYSICAL EDUCATION
B2.1: Demonstrate an understanding of the basic components of physical activities 2.5: use appropriate science and technology vocabulary, including aerodynamics, compress, flight, glide, propel, drag, thrust, and lift, in oral and written communication Science and Technology 3.3: Identify and describe the four forces of flight; lift, weight, drag, and thrust Properties of Air 1) AIR EXERTS PRESSURE SUBTASK EXPERIMENT#1 The students will write a report detailing one of the experiments demonstrated to them by the teacher and participated in by the students. The students will use proper grammar, spelling, and explain the results of the experiment 1) Water Glass Trick:Fill a cup one-third with water. Cover the entire mouth with an index card. Holding the card in place, take the cup to the sink and turn it upside down. Remove your hand from underneath. Because the water inside the cup is lighter than the air outside, the card is held in place by about 15 pounds of force from the air pushing up, while the force of the water pushing down is only about one pound of force. EXPERIMENT#2 Fountain Bottle. Fill a 2-liter soda bottle half full of water. Take a long straw and insert it in the mouth. Wrap a lump of clay around the straw to form a seal. Blow hard into the straw—then stand back. Your blowing increases the air pressure inside the sealed bottle. This higher pressure pushes on the water and forces it up and out the straw. EXPERIMENT#3 Ping-Pong Funnel. Put a ping-pong ball inside the wide part of a funnel and blow hard into the narrow end. Why doesn’t the ball pop out? As you blow into the funnel, the air moves faster and lowers the air pressure underneath the ball. Because the air pressure is higher above the ball than below it, the ball is pushed down into the funnel—no matter how hard you blow or which direction you point the funnel. EXPERIMENT #4 The Million Dollar Bet. Take an empty water or soda bottle and lay it down horizontally on a table. Roll a piece of paper towel into a small ball about half the size of the opening. Tell a friend you’ll pay $1 million if he or she can blow the ball into the bottle. Don’t worry about losing money because this is impossible. No matter how hard someone blows to try to force more air into the bottle, there's no room for it, so it will flow right out, pushing away the paper ball. EXPERIMENT#5 Kissing Balloons. Blow up two balloons and attach a piece of string to each. Hold one balloon by the string in each hand and position the two balloons so that they are at your nose level and 6 inches apart. Blow hard into the space between the balloons. This lowers the air pressure. The pressure of the surrounding air is now higher and it will push the balloons together. TOTAL LESSON TIME: 65 minutes MATERIALS Pencil, paper, water, water glasses, index cards, 2L soda bottle, long straws, clay, ping-pong balls, funnels, water bottles, paper towels, two balloons, string FLGHT UNIT
GRADE 6 EXPECTATIONS Language: Writing
1.5 Organizing Ideas: identify and order main ideas and group them into units that could be used to develop a structured, multi-paragraph piece of writing using a variety of strategies
Vocabulary
3.3 confirm spellings and word meanings or word choice using a variety of
resources appropriate for the purpose
Punctuation
3.4 use punctuation appropriately to communicate their intended meaning in longer and more complex sentences, with a focus on the use of: commas to separate words in a list or after an introductory word or phrase; quotation marks in dialogue; and some uses of the colon, semi-colon, and brackets
Grammar
3.5 use parts of speech correctly to communicate their meaning clearly, with a focus
on the use of: personal subject and object pronouns
Science and Technology
Understanding Basic Concepts
3.1 identify the properties of air that make flight possible (e.g., air takes up space, has mass,
expands, can exert a force when compressed) 2) AIR HAS MASS SUBTASK Students(in groups of 4) will research, using the internet, an experiment which demonstrates that air has mass. The students will present this experiment to the class. Estimated Time: 60 minutes for research and writing up the experiment
10-15 minutes/group for the presentation MATERIALS Computers, supplies needed for whatever experiment the groups of students choose EXPECTATIONS Science and Technology
2. Developing Investigation and Communication Skills
2.2 use scientific inquiry/ experimentation skills to investigate the properties of air
2.5 use appropriate science and technology vocabulary,
including aerodynamics, compress, flight, glide, propel, drag, thrust, and lift, in oral and written communication
2.6 use a variety of forms (e.g., oral, written, graphic,
multimedia) to communicate with different audiences and for a variety of purposes 3) AIR TAKES UP SPACE 4) HEATED AIR TAKES UP MORE SPACE

ESTIMATED TIME: 50 MINUTES SUBTASK Students will be assisted by me in performing two experiments. The first involves filling a bowl with water, crumpling a paper towel and pressing it into the bottom of a glass cup. Each student will be given these materials and will perform the experiment. The students will record the results. The second experiment involves placing a balloon over a glass bottle opening that has some water in it. The water will be boiled and the students will again record the results of the experiment. Students will participate in a classroom discussion and brainstorm as to how these two properties of air can be commonly applied. MATERIALS Pen, paper, glass bowls water, paper towels, glass cups, balloon, glass bottle, heat source EXPECTATIONS Science and Technology 3. Understanding Basic Concepts 3.2 identify common applications of the properties of air, such as its compressibility and insulating qualities LANGUAGE
1. Listening to Understand
Active Listening Strategies
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups
2. Speaking to Communicate
Interactive Strategies
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 AIR COMPRESSION SUBTASK STUDENTS WILL RECREATE THE EXPERIMENTS MODELLED BY ME BY EACH BEING SUPPLIED WITH THE MATERIALS FOR EACH EXPERIMENT. EACH STUDENT WILL HAVE 5 TO 7 MINUTES PER EXPERIMENT TO COMPLETE IT. I WILL CIRCULATE THROUGHOUT THE CLASSROOM, ASK QUESTIONS AND FURTHER GUIDE THE EXPERIMENTS IF NECESSARY EXPERIMENT#1 EXPERIMENT#2 Flying Papers

Hold a regular sheet of paper to your bottom lip (you may have to play a bit to find the exact location) and blow hard across the sheet. The sheet flies up! This is the same reason airplanes can fly. As you blow across the top of the sheet, you lower the air pressure (because the air is moving faster), and thus the pressure on the underside of the sheet is now higher, and higher air pressure pushes the sheet upwards. EXPERIMENT#3 Step 1: Place a large plastic bag on the table, and put the 3 books on top of the bag. Leave the open end of the bag sticking out over the edge of the table.

Step 2: Hold the opening together, leaving a hole as small as possible. Blow into the bag. Take your time; stop to rest if you need to.

If you blow long and hard enough, the books will rise off the table. They will be supported by the compressed air in the plastic bag. EXPERIMENT#3 1. Place the balloon inside the bottle and loop the mouth of the balloon over the mouth of the bottle.
2. Now blow the balloon up inside the bottle. Can't do it? Why is that do you think?
3. Lay the bottle down on its side and carefully poke a hole in the bottom of the bottle. Now poke another 2 or 3 holes right beside the first one so that the hole gets a little bigger.
4. Now try blowing up the balloon in the bottle.
5. Here's an extra trick: as soon as you are finished blowing, put your finger over the hole. Take the bottle from your mouth, keeping your finder on the hole but don't cover the end of the balloon. The balloon stays blown up! MATERIALS PLUMBER MAGIC: TAKE TWO CLEAN OLD-FASHIONED, RED RUBBER AND WOOD STICK PLUNGERS AND STUCK THEM TOGETHER(YOU MAY NEED TO WET THE RIMS FIRST. TRY TO SEPARATE THEM. PLUNGERS, BALLOONS, PLASTIC POP BOTTLES, PINS EXPECTATIONS SCIENCE AND TECHNOLOGY
2. Developing Investigation and Communication Skills
2.2 use scientific inquiry/experimentation skills to investigate the properties of air
3. Understanding Basic Concepts
3.1 identify the properties of air that make flight possible
LANGUAGE
Demonstrating Understanding
1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways 6)AIR RESISTANCE ESTIMATED TIME: 45 MINUTES SUBTASK Students will watch a video on air resistance and based on this information will create a parachute in groups of two designed to slow the fall of an object. I will drop the objects from the roof of the school first without a parachute then with a parachute. A student will time how long it takes for each object to hit the ground to determine the air resistance the parachute provides. The students will then take the recorded information and graph the different objects the students used the parachute on and how fast they fell with and without the parachute. MATERIALS LAPTOP, SMART BOARD, STRING, CLOTH FOR PARACHUTES, DIFFERENT OBJECTS OF LOW WEIGHT TO BE USED WITH THE PARACHUTE( 2 FOR EACH STUDENT) EXPECTATIONS SCIENCE AND TECHNOLOGY
2. Developing Investigation and Communication Skills
2.2 use scientific inquiry/experimentation skills to investigate the properties of air
MATHEMATICS
Data Relationships
– read, interpret, and draw conclusions from primary data
Collection and Organization of Data
– demonstrate, through investigation, an
understanding of how data from charts,
tables, and graphs can be used to make
inferences and convincing arguments BERNOUILLI'S PRINCIPLE ESTIMATED TIME: 45MINUTES SUBTASK STUDENTS WILL WATCH A VIDEO EXPLAINING BERNOUILLI'S PRINCIPLE AND AFTERWARD I WILL HOLD A CLASSROOM DISCUSSION IN WHICH THE STUDENTS WILL BE ASKED TO APPLY BERNOUILLI'S PRINCIPLE TO THE EXPERIMENTS ON AIR PROPERTIES DONE PREVIOUSLY IN THE UNIT. EXPECTATIONS SCIENCE AND TECHNOLOGY
2. Developing Investigation and Communication Skills
2.5 use appropriate science and technology vocabulary, including aerodynamics, compress, flight,glide, propel, drag, thrust, and lift, in oral and written communication
LANGUAGE
1. Listening to Understand
Extending Understanding
1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them MATERIALS YOUTUBE VIDEO, LAPTOP, SMARTBOARD TOTAL TIME: 40 TO 45 MINUTES FOUR FORCES OF FLIGHT LIFT, THRUST,
WEIGHT, DRAG SUBTASK WILL BE COMPLETED AFTER THE LESSON ON THE FOUR FORCES OF FLIGHT SUBTASK STUDENTS WILL WATCH VIDEO ON FLIGHT AND USE THE INFORMATION TO DESIGN, BUILD, AND TEST A SUCCESSFUL FLYING DEVICE. STUDENTS WILL DEMONSTRATE IN THEIR DESIGN HOW THE FORCES OF FLIGHT COUNTERACT EACH OTHER STUDENTS WILL MEASURE THE DISTANCE TRAVELLED OF EACH FLYING DEVICE AND RECORD THE RESULTS. MATERIALS LAPTOP, SMARTBOARD, PAPER, PENCIL, MATERIALS FOR BUILDING AIRCRAFT, MEASURING TAPES EXPECTATIONS SCIENCE AND TECHNOLOGY
2. Developing Investigation and Communication Skills
2.1 follow established safety procedures for using
tools and materials and operating flying devices
2.4 use technological problem-solving skills to design, build, and test a flying device
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes
3. Understanding Basic Concepts
3.4 describe, in qualitative terms, the relationships between the forces of lift, weight, thrust, and drag that are required for flight

MATHEMATICS
Attributes, Units, and Measurement Sense
– demonstrate an understanding of the relationship
between estimated and precise
measurements, and determine and justify
when each kind is appropriate
– estimate, measure, and record length, area,
mass, capacity, and volume, using the metric
measurement system. AVIATION AND THE ENVIRONMENT STUDENTS WILL BE GIVEN A HANDOUT EQUATING AVIATION TECHNOLOGY AND THE GOOD AND BAD CONSEQUENCES THESE TECHNOLOGIES HAVE FOR SOCIETY AND THE ENVIRONMENT SUBTASK STUDENTS WILL WRITE AN ESSAY EITHER SUPPORTING THE BENEFITS OF AVIATION TECHNOLOGY ON SOCIETY AND THE ENVIRONMENT OR AGAINST AVIATION TECHNOLOGY AND ITS EFFECTS ON THE ENVIRONMENT AND SOCIETY MATERIALS INFORMATIONAL HANDOUT ON AVIATION TECHNOLOGY, SOCIETY, AND THE ENVIRONMENT, PENCIL, PAPER EXPECTATIONS SCIENCE AND TECHNOLOGY 1.1 assess the benefits and costs of aviation technology for society and the environment, taking different social and economic perspectives into account

LANGUAGE
1. Developing and Organizing Content
Purpose and Audience
1.1 identify the topic, purpose, and audience for a variety of writing forms
Developing Ideas
1.2 generate ideas about a potential topic and identify those most appropriate for the purpose
Research
1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resource
Organizing Ideas
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of writing, using a variety of strategies
Review
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary CHARACTERISTICS AND ADAPTIONS THAT ENABLE LIVING CREATURES TO FLY ESTIMATED TIME: 45 MINUTES STUDENTS WILL WATCH A VIDEO EXPLAINING THE FLIGHT OF LIVING CREATURES WHICH WILL CONTINUE TO PREPARE THEM FOR THE CULMINATING ACTIVITY. A CLASSROOM DISCUSSION WILL OCCUR FOLLOWING THE VIDEO WHICH WILL AMOUNT TO A REVIEW OF ALL THE FACTORS INVOLVED IN FLIGHT MOVING FROM LIVING CREATURES BACK TO MECHANICAL FLIGHT PREZI LESSON STUDENTS WILL HAVE ONE 45 MINUTE COMPUTER LAB PERIODS WHERE THE TEACHER WILL DEMONSTRATE PREZI AND GIVE THE STUDENTS TIME TO EXPERIMENT WITH THE PROGRAM AS HE/SHE GOES FROM STUDENT TO STUDENT HELPING WITH ANY PROBLEMS THEY MAY HAVE

MATERIALS: COMPUTERS, PREZI PROGRAM CULMINATING ACTIVITY EACH STUDENT WILL CREATE A MINDMAP ON PREZI WHICH DETAILS EVERY FACET OF THE FLIGHT PROCESS FROM COMMENCEMENT TO FINISH. THE STUDENTS WILL CHOOSE A FLYING ITEM FROM A LIST PROVIDED BY ME TO CREATE THEIR MINDMAP(EX. JAVELIN)
THE STUDENTS WILL BE ASSESSED BY RUBRIC BY ME AS TO THE EFFECTIVENESS, ACCURACY, AND COMPREHENSIVE NATURE OF THEIR MINDMAP. CHOICES FOR CULMINATING ACTIVITY: BIRDS, AIRPLANES, HOT AIR BALLOON, JAVELIN, FOOTBALL(PUNT, KICK, OR THROW)BASEBALL(HIT OR THROW) SOCCER BALL, INSECTS, OR ANY OTHER ITEM THAT THE STUDENT DEEMS APPLICABLE WITH MY PERMISSION EXPECTATIONS SCIENCE AND TECHNOLOGY
2. Developing Investigation and
Communication Skills
2.2 use scientific inquiry/experimentation skills to investigate the properties of air
2.3 investigate characteristics and adaptations that enable living things to fly
2.5 use appropriate science and technology vocabulary, including aerodynamics, compress, flight, glide, propel, drag, thrust, and lift, in oral and written communication
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes
UNDERSTANDING BASIC CONCEPTS
3.3 identify and describe the four forces of flight – lift, weight, drag, and thrust
3.4 describe, in qualitative terms, the relationships between the forces of lift, weight, thrust, and drag that are required for flight
LANGUAGE
Organizing Ideas
1.5 identify and order main ideas and supporting details and group them into
units that could be used to develop a structured, multi-paragraph piece of
writing, using a variety of strategies RUBRIC
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