Subject AreaGrade Level Science Grade 6 Topic Length of Unit (days) Air and Aerodynamics January 11, 2015- March 4, 2015 Rationale This unit on air and aerodynamics will focus on enhancing student understanding of air and how it interacts with flying objects (living and non-living). Students will learn that air is compressible, composed of gases, and air can support objects in flight. Studying birds and airplanes will help students learn adaptions and designs that make flight possible. These concepts will then be built upon in the following Flight Unit. Established Goals: Students will: 6–5 Describe properties of air and the interactions of air with objects in flight. Understandings: Students will understand… -The properties and composition of air. -How these properties/composition sustain flight -Adaptions that allow for animals and objects to fly. Essential Questions: -What are the properties and composition of air? -How can adaptions be helpful in the flight of airplanes and animals? Students will know: Students will be able to: 6–1 Design and carry out an investigation in which variables are identified and controlled, and that provides a fair test of the question being investigated. 6–2 Recognize the importance of accuracy in observation and measurement; and apply suitable methods to record, compile, interpret and evaluate observations and measurements. General learning expectations and specific learner expectations are attached below. Resources Needed: -YouTube -SMART Board -Experiment Materials -Computer -Wilson Middle School Network (Videos) Resources Consulted: -Learn Alberta -YouTube -Edmonton Public Schools Resources (2006) -Teacher Mentors Resources -Grade 6- Science Program of Studies Learning Outcomes: General Learning Expectation: Students will: 6–5 Describe properties of air and the interactions of air with objects in flight. Specific Learning Expectations: Students will: SLE-1: Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications. SLE-2: Provide evidence that air is a fluid and is capable of being compressed, and identify examples of these properties in everyday applications. SLE-3: Describe and demonstrate instances in which air movement across a surface results in lift— Bernoulli’s principle. SLE-4: Recognize that in order for devices or living things to fly, they must have sufficient lift to overcome the downward force of gravity. SLE-5: Identify adaptations that enable birds and insects to fly. SLE-6: Describe the means of propulsion for flying animals and for aircraft. SLE-7: Recognize that streamlining reduces drag, and predict the effects of specific design changes on the drag of a model aircraft or aircraft components. SLE-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 or rusting, animal needs for air exchange. Skill Outcomes General Learner Expectations: Students will: 6–1 Design and carry out an investigation in which variables are identified and controlled, and that provides a fair test of the question being investigated. 6–2 Recognize the importance of accuracy in observation and measurement; and apply suitable methods to record, compile, interpret and evaluate observations and measurements. Focus Students will: -Ask questions that lead to exploration and investigation. -Identify one or more possible answers to questions by stating a prediction or a hypothesis. Explore and Investigate Students will: -Identify one or more ways of finding answers to given questions. -Plan and carry out procedures that comprise a fair test. -Identify variables: − identify the variable to be manipulated − identify variables to be held constant − identify the variable that will be observed (responding variable) -Select appropriate materials and identify how they will be used. -Modify the procedures as needed. -Work individually or cooperatively in planning and carrying out procedures. -Identify sources of information and ideas and demonstrate skill in accessing them. Sources may include library, classroom, community and computer- based resources. Reflect and Interpret Students will: -Communicate effectively with group members in sharing and evaluating ideas, and assessing progress. -Record observations and measurements accurately, using a chart format where appropriate. Computer resources may be used for record keeping and for display and interpretation of data. -Evaluate procedures used and identify possible improvements. -State an inference, based on results. The inference will identify a cause and effect relationship that is supported by observations. -Identify possible applications of what was learned. -Identify new questions that arise from what was learned. Attitude Outcomes Students will show growth in acquiring and applying the following traits: • curiosity • confidence in personal ability to learn and develop problem-solving skills • inventiveness and open-mindedness • perseverance in the search for understandings and for solutions to problems • flexibility in considering new ideas • critical-mindedness in examining evidence and determining what the evidence means • a willingness to use evidence as the basis for their conclusions and actions • a willingness to work with others in shared activities and in sharing of experiences • appreciation of the benefits gained from shared effort and cooperation • a sense of personal and shared responsibility for actions taken • respect for living things and environments, and commitment for their care. Learning Expectation Assessments Title PreAssessment Workbook Questions Tasks Quiz 1 Quiz 2 Unit Exam Type Formative Formative Summative Summative Summative Summative Weighting None None 12.5% 12.5% 50% SLE: 1 X X 25% in total 3.125% each X X X SLE:2 X X X X X SLE:3 X X X X X SLE:4 X X X X X SLE:5 X X X X X SLE:6 X X X X X SLE:7 X X X X SLE: 8 X X X X Assessment Tool Overview Assessment Tool Title Pre-Assessment: Workbook Questions Outcomes Brief Description KWL Students will complete a KWL chart on their knowledge on air and aerodynamics. Give students prompting questions to help them fill out the “Know” section. Questions to think about: -What is air made up of? -Where can it be found? -Why do we have it on earth? -What does compressed air mean? -What makes an airplane fly? SLE – 1 Have them fill out the “What I Want to Know” (End of section- any questions or interests they may have unit will have hit all on the topic. outcomes) Students will then fill out the “Learn” section at the end of the unit, or throughout the unit. Throughout Unit: Discussion at beginning of lectures on the upcoming topics. See what students know about it, and if they can fill in information in the K section of the chart. -Questions will be asked at beginning of each lesson to see what level of understanding students are at. -Each lesson starts with QUESTION- one question written on SMART Board asking about the previous lesson. As a class we will go through their workbook filling out SLE – 1 notes, completing experiments, and completing SLE – 2 worksheets. This will all be used for formative SLE – 3 assessment and checked by the teacher on a regular SLE – 4 SLE – 5 basis. Students must have all their notes filled in, and SLE – 6 worksheets complete (if not they will use CORE period SLE – 7 to catch up). There are notes, experiments and SLE – 8 worksheets for each outcome in this unit. Form Summati ve X X SLE – 1 SLE – 2 SLE – 3 SLE – 4 SLE – 5 SLE – 6 SLE – 7 SLE – 8 Tasks SLE – 1 SLE – 2 SLE – 3 Quiz 1 SLE-4 SLE – 5 SLE – 6 SLE – 1 SLE – 2 SLE – 3 SLE – 4 SLE – 5 SLE – 6 SLE – 7 SLE – 8 Quiz 2 Unit Final Students will be given a task booklet at the beginning of the unit. They will be asked to complete one task per outcome. At the end each task will be marked (summative) and returned to the student. They will have to complete corrections. They will also then have to check off each SLO that we have completed- with a Yes or No on their understanding. There are 8 tasks in total -SLO-1: Does Air Exist? Where’s the Pressure? -SLO-2: Balloon Rockets -SLO-3: Bernoulli -SLO-4: Forces of Flight -SLO-5: Adaptions, Comparing Adaptions -SLO-6: Fantastic Flight of a Bird, How Do They Do That? -SLO-7: Dart and Drag -SLO-8: Gases 3 page quiz- multiple choice and short answer -properties of air -air takes up space, and exerts pressure -air is a fluid -air can be compressed -Bernoulli’s Principle -mass of air -temperature 3 page quiz- multiple choice and short answer -four forces of flight (lift, thrust, gravity, drag) -Insects/birds adaptions for flight -Propulsion 1 X X X X 3 3 5 The unit final will be composed of all 8 SLO’s covered in the unit. A multiple choice exam. Past Provincial Achievement Test questions will be on the exam to keep them familiar with PAT style questions. The unit exam will be all multiple choice Calendar- Unit at a Glance Monday Tuesday Wednesday Thursday Friday January 11 -Introduction -Air Composition/Properties 12 -Air Takes Up Space 13 -Air has weight -Air pressure 14 -Air Pressure -Task (due Monday) 15 -Temperature 18 -Air is a Fluid 19 -Compression 20 -Task (Due Friday) 21 -Bernoulli’s Principle 25 -Quiz Review 26 -Quiz 1 28 - Task February 1 -Adaptations- Webquest 2 -Adaptations- Webquest continued 9 -Drag 27 -Forces of Flight 3 -Adaptations 22 -Bernoulli’s Principle -Task (Due Tuesday) 29 NO SCHOOL 4 -Task (Due Friday) 5 -Propulsion 10 -Drag 11 -Review for Quiz 2 12 -Quiz 8 - Task (Due Friday) 15 NO SCHOOL 16 17 18 19 22 -Gases -Task 23 -Unit exam review 24 Unit Exam Review 25 -Unit Exam 26 Date GLO: (6-5) Describe properties January 11 SLE: 1- Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications. January 12 SLE: 1- Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications. January 13 SLE: 1- Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications. of air and the interactions of air with objects in flight. Specific Learner Expectation Lesson Description Resources Assessment -Pre-assessment: KWL chart -Mystery bag (worksheet & discussion) -What is air? (Definition) -Composition of Air (Notes) -Properties of air (Notes) -Demonstrations of Properties 1 and 3 -Demonstration- Diving Paper -Video Demonstration: Air is everywhere- Questions/Experiment -Worksheet: How do we know air is really there (workbook) -Question: Does air take up space? (Discussion) -Huff N Puff experiment - Group Experiment: Fill it up Please (Review next class) -Question: Does air weigh anything? (Discussion) -Question: How do we know air is really there? (Discussion) -Reading in workbook on air and aerodynamics (Add to KWL)/ Huff n Puff T/F questions -Experiment Fill it up Please- Review -Video demonstration: Does air weigh anything? -Air pressure definition -Experiment: Drawing Straws -Experiment: Magic Seal -Does air weigh anything worksheet -Workbook Printed -Box/Brown Bag -Sheet of paper -Glass -Clear bowl with water -YouTube: https://www.youtube.com/ watch?v=cK4gJUaHoMw -KWL Chart -Mystery Bag Worksheet -Notes and Discussion -Demonstration of property 1& 3 -Worksheet -Balloon -Pop bottle (Large) -two flasks -one 1-hole stopper -beaker -funnels -one 2-hole stopper *As many as possible- partner experiment -Discussion -Experiment (2) -Reading -KWL Chart -YouTube: https://www.youtube.com/ watch?v=o5LT_wfI98w -4 drinking straws -Glasses of water -Pin -Thin piece of cardboard -Glass -Experiments -Workbook (for experiments) -Discussion -Water January 14 SLE: 1- Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications. January 15 SLE: 1- Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications. January 18 SLE: 2- Provide evidence that air is a fluid and is capable of being compressed, and identify examples of these properties in everyday applications. -Question: what is air pressure? -Atmospheric pressure (Discussion) -Group Experiment: Tube in a cup -Experiment: Let is shine -Air pressure YouTube Video experiment -Experiment: Balloon in a bottle -Task: Does Air Exist? -Task: Where’s the Pressure? -Plastic Tubing -Clear cup -glass bowl -scotch tape -tin can -drinking straw -Jar lid -candle -Plasticine -YouTube -Balloon -Pop Bottle (large) -Task Booklet -Question: How does temperature -small balloons affect air? -2 glass bottles -Experiment: Adjust the Volume -2 tubs for holding water -Video Experiment: What happens to -hot water air pressure when air is warmed? -bag of ice -Thermometers Worksheet -YouTube: (Workbook) https://www.youtube.com/ -Video Demonstration: discuss what watch?v=3xsOxff0Qf4 happens to the balloon and -YouTube: basketball in the heat or shadows. https://www.youtube.com/ -2 temperature worksheets/readings watch?v=frDxnjBcJD8 in workbook -Question: Is air a fluid? (Discussion) Bill Nye Video: What is a -Notes: Air is a fluid Fluid? -Bill Nye Video: What is a fluid? -Workbook (Worksheet) -Definition: Compression -Notes: Compression / Question in workbook -Question/Discussion -Experiments -Task (summative) -Question/Discussion -Experiments -Question -Notes -Video Worksheet -Discussion January 19 SLE: 2- Provide evidence that air is a fluid and is capable of being compressed, and identify examples of these properties in everyday applications. January 20 SLE: 2- Provide evidence that air is a fluid and is capable of being compressed, and identify examples of these properties in everyday applications. January 21 SLE: 3- Describe and demonstrate instances in which air movement across a surface results in lift— Bernoulli’s principle. -Experiment: Taking the Plunge- Pull Back -Experiment: Powered Rocket -Follow up Questions on Powered Rocket Demonstration -Experiment: Hovercraft -Experiment: Medicine Dropper Submarine -Follow up questions on Medicine Dropper Submarine Demonstration -Next Class Preparation: building individual rockets Task: Building Rockets -Large plastic syringe -string -balloon -Large drinking straw -tape -shoe box lid -hair dryer -scissors -Medicine dropper -Large pop bottle -water -string -heavy thread -fishing line -various balloons -straws (different) -masking tape -clear tape -stopwatches -Vaseline -meter stick -Taskbook -Notes: Bernoulli’s Principle -letter size paper -Individual Experiment: Lift Off -tape -Experiment: Take a Balloon for a -pencil Walk -scissors -Video Experiment: Balloon Behavior *Individual experiment -Experiment: Blowing in the Wind -balloon -Workbook reading- what does air -hair dryer pressure have to do with lift? -YouTube: https://www.youtube.com/ watch?v=3fWSTXDQ8eE -letter size paper -empty pop cans -Experiments -Questions -Class preparation -Questions with students about their rockets -Worksheet -Task: How well their rockets work during test trials (summative) -Notes -Discussion -Individual/Group Experiments January 22 SLE: 3-Describe and demonstrate instances in which air movement across a surface results in lift— Bernoulli’s principle. -Potentially continue Experiment blowing in the wind -Experiment: Ball in a Funnel -Notes: Lift - Experiment: So that’s what they mean by demonstration -Task: Bernoulli’s Principle Review for Quiz - Whole Class Learning Game - Independent Study Time to complete Task Quiz 1 -funnel -ping pong ball -thick book -strip of paper -Taskbook -Experiment -Notes -Bernoulli’s Task (summative) January 25 SLE: 1,2,3 -SMART Board Questions (game) -Student Workbook -Student Participation, Discussion, Questions January 26 SLE: 1,2,3 -Quiz 1 -Quiz (summative) January 27 SLE: 4- Recognize that in order for devices or living things to fly, they must have sufficient lift to overcome the downward force of gravity. -Notes: Four Forces of Flight -Workbook questions -Workbook -Notes -Discussion -Workbook Questions -Task (summative) January 28 SLE: 4- Recognize that in order for devices or living things to fly, they must have sufficient lift to overcome the downward force of gravity. -Task: Forces of Flight -Taskbook February 1 SLE: 5- Identify adaptations that enable birds and insects to fly. -Computers (laptop or lab) -Discussion -Webquest notes February 2 SLE: 5- Identify adaptations that enable birds and insects to fly. -Discussion: Name all the flying animals (write on SMART Board web) -WebQuest- students will navigate through my personal website on birds and insects adaptations (characteristics, images, examples) and fill out notes in their workbook WebQuest Continued -Early finishers will begin Fly like a Bird / Fly Like an Insect Worksheet in workbook -Computers (laptop or lab) -Webquest notes -Worksheet February 3 SLE: 5- Identify adaptations that enable birds and insects to fly. February 4 SLE: 5- Identify adaptations that enable birds and insects to fly. February 5 SLE: 6- Describe the means of propulsion for flying animals and for aircraft. February 8 SLE: 6- Describe the means of propulsion for flying animals and for aircraft. February 9 SLE: 7- Recognize that streamlining reduces drag, and predict the effects of specific design changes on the drag of a model aircraft or aircraft components. -Check that each student has sufficiently filled out their notes- if not sent home for homework. -Finish Fly like a Bird / Fly Like an Insect Worksheet in workbook (Due next class) -Workbook: Why can’t all birds fly? (Due next class) -Task: Adaptations -Task: Comparing Adaptations -Workbook -Check Notes -Workbook worksheets -Taskbook -Task (summative) -Review four forces of flight -Workbook -Define Propulsion (what is it, -Taskbook creates it, forms) -Students fill in notes (Workbook) -Workbook questions -Start Task: How Do They Do That? And Fantastic Flight of a Bird - Task: How Do They Do That? -Taskbook -Task Fantastic Flight of a Bird -Review (Discussion) -Notes -Workbook questions -Task (formative) -Define: Drag and Streamlining -Experiment: Paper Drag -Experiment: Parachute Drag (Partner Activity) -Fill in Notes from experiment -Notes -Experiments -Discussions -2 pieces of paper -2 sheets of paper -hole punch -tape -8 pieces of string (equal) -2 washers *enough for partners February 10 SLE: 7- Recognize that streamlining reduces drag, and predict the effects of specific design changes on the drag of a model aircraft or aircraft components. -Experiment: Cutting through the air -Worksheet- Streamline Your Performance (fill out workbook as a class) -Experiment: Drag and Dart (Partner Activity) February 11 SLE: 4, 5,6 Review for Quiz 2 February 12 February 22 SLE: 4, 5,6 Quiz 2 SLE: 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 or rusting, animal needs for air exchange. -Experiment: A Slow Burn -Experiment: Lights Out -Task: Gases February 23 SLE – 1,2,3,4,5,6,7,8 Unit Exam- Review Games February 24 SLE – 1,2,3,4,5,6,7,8 Unit Exam- Review Continued -Question period- students ask any questions they have before the exam Unit Exam February SLE – 1,2,3,4,5,6,7,8 25 *Need to be finished by March 5 (Extra days if needed) -2 small metal toy cars -hair dryer -Bristol board -Board approx. 30 * 100cm -tape -scissors -sheet of paper (enough for all students) -SMART Board Questions (game) -Student Workbook -Quiz 2 -Experiments -Worksheet -Discussions -clear plastic tray -water -large glass jar -floating tea candle -matches -one tea candle -3 class jars (different sizes) -stop watch -matches -SMART Board Questions (game) -Student Workbook -SMART Board Questions (game) -Student Workbook -Unit Exam -Experiments -Task (summative) -Review games -Quiz 2 (summative) -Review games -student participation -Review games -student participation -Unit Exam (summative)