Air and Aerodynamics

Grade 6 Topic A Air and Aerodynamics

Educ 3700/3601

Spring 2009

Elayne Wilkie 2

Table of Contents

Focusing questions...... 3

Unit Overview...... 3

Unit rationale...... 3

Graphic Organizer (Outline)...... 4

Learning Expectations...... 5

Assessment Plan...... 7

Unit Schedule...... 8

Materials and Equipment...... 10

Learning Resources...... 10 3

Focusing Questions:

 What characteristics make air a compressible fluid?  How does moving air interact with solids?  Which gases make up air?  What adaptations in birds and airplanes make flight possible?

Unit Summary:

Students explore the characteristics of air and the interaction between moving air and solids. They learn that air is a compressible fluid, that is composed of many gases, and that moving air can support solid materials in sustained flight. By studying birds and airplanes, they learn a variety of adaptations and designs that make flight possible and that provide for propulsion and control.

Unit Rationale:

The organization of the unit is set up to provide students with the overall aspects of air properties prior to developing more in-depth concepts. This allows the students to gain the appropriate knowledge and understanding that they will need to gain further insight into the topic of Air and Aerodynamics. The unit will provide insight into the characteristics of air that cannot necessarily be seen, felt, smelt, or heard. The student's will be exposed to a variety of hands-on activities that will provide them with relation to everyday scenarios. They will understand the different components of air and the effects of air on the environment. The students will take a personal responsibility for the effects their actions have on the environment. The students will remain engaged in the lessons with a sense of curiosity.

The unit is structured so that the student's will be assessed using performance tasks and group activities that allow them to explore science in the world around them. The group activities will initiate a variety of skills and attitude outcomes to strengthen relationships among the students, creating a positive classroom atmosphere. The knowledge outcomes will be assessed throughout the unit in a variety of lesson and assessment strategies. Each lesson will start with an activity to peak the curiosity of students as well as involve them in their learning. This unit precedes the flight unit, so integration of material that will keep the students interested will also be used. 4

Graphic Organizer: Concept Map

Air exerts pressure Air has mass Properties of Air Air is fluid Air takes up space

Air can be compressed

Carbon Dioxide 0.04% Bernoulli's Principle

Composition Air and Air of Air Aerodynamics Movement Oxygen 21% Nitrogen 78% Streamlining Lift

Argon 1% Drag

Birds Things that Airplanes Fly

Insects 5

General and Specific Learner Expectations

Skills: General Learner Expectations 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.

Specific Learner Expectations Focus F-1. Ask questions that lead to exploration and investigation. F-2. Identify one or more possible answers to questions by stating a prediction or a hypothesis Explore and Investigate EI-1. Identify one or more ways of finding answers to given questions. EI-2. Plan and carry out procedures that comprise a fair test. EI-3. Identify variables: EI-3.1. Identify the variable to be manipulated. EI-3.2. Identify variables to be held constant. EI-3.3. Identify the variable that will be observed (responding variable) EI-4. Select appropriate materials and identify how they will be used. EI-5. Modify the procedures as needed. EI-6. Work individually or cooperatively in planning and carrying out procedures. EI-7. Identify sources of information and ideas and demonstrate skill in accessing them. Reflect and Interpret RI-1. Communicate effectively with group members in sharing and evaluating ideas, and assessing progress. RI-2. Record observations and measurements accurately, using a chart format where appropriate. RI-3. Evaluate procedures used and identify possible improvements. RI-4. State an inference, based on results. The inference will identify a cause and effect relationship that is supported by observations. RI-5. Identify possible applications of what was learned. RI-6. Identify new questions that arise from what was learned 6

Attitudes: General Learner Expectations 6-4. Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.

Specific Learner Expectations A-1. Curiosity. A-2. Confidence in personal ability to learn and develop problem-solving skills. A-3. Inventiveness and open-mindedness. A-4. Perseverance in the search for understandings and for solutions to problems. A-5. Flexibility in considering new ideas. A-6. Critical-mindedness in examining evidence and determining what the evidence means. A-7. A willingness to use evidence as the basis for their conclusions and actions. A-8. A willingness to work with others in shared activities and in sharing of experiences. A-9. Appreciation of the benefits gained from shared effort and cooperation. A-10. A sense of personal and shared responsibility for actions taken. A-11. Respect for living things and environments, and commitment for their care.

Knowledge: General Learner Expectations 6-5. Describe properties of air and the interactions of air with objects in flight.

Specific Learner Expectations 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—Bernoulli’s 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. 7

Unit Assessment Plan: Grade 6 Topic A - Air and Aerodynamics Learning Expectations Assessment Date Weighting Skills: RI-5. Identify possible applications of what was learned. Properties of Air March 23 5% Attitudes: A-1. Curiosity. A-4. Perseverance in search for understandings and Quiz solutions. A-6. Critical-mindedness in examining evidence. A-9. Appreciation  Quiz of the benefits gained from shared effort and cooperation. Knowledge: K-1. Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications. Skills: F-1. Ask questions that lead to exploration and investigation. F-2. Activity: The Great March 27 15% Identify one or more possible answers to questions by stating a prediction or a Squirt Challenge hypothesis. EI-2. Plan and carry out procedures. EI-3. Identify variables: EI-  Small Groups (3) 3.1. Identify the variable to be manipulated. EI-3.2. Identify variables to be held  Lab Sheet constant. EI-3.3. Identify the variable that will be observed. EI-5. Modify the  Observation procedures as needed. EI-6. Work individually or cooperatively. RI-1. Checklist Communicate effectively with group members. RI-2. Record observations and measurements accurately. RI-4. State an inference, based on results. Attitudes: A-1. Curiosity. A-6. Critical-mindedness in examining evidence. A- 8. A willingness to work with others. A-9. Appreciation of the benefits gained from shared effort and cooperation. Knowledge: K-2. Provide evidence that air is a fluid and is capable of being compressed.K-3. Describe and demonstrate instances in which air movement across a surface results in lift—Bernoulli’s principle. Skills: F-1. Ask questions that lead to exploration and investigation. EI-6. Activity: Fly Like a April 2-3 15% Work individually or cooperatively. EI-7. Identify sources of information and Bird/Insect ideas. RI-2. Record observations and measurements accurately. RI-5. Identify  Guide Sheets possible applications of what was learned. RI-6. Identify new questions that  Recording charts arise from what was learned. Attitudes: A-1. Curiosity. A-6. Critical-mindedness in examining evidence. Knowledge: K-3. Describe and demonstrate instances in which air movement across a surface results in lift—Bernoulli’s 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. Skills: EI-1. Identify one or more ways of finding answers. EI-6. Work Poster: Getting Off April 9 20% individually or cooperatively. EI-7. Identify sources of information and ideas. RI- the Ground 1. Communicate effectively with group members. RI-3. Evaluate procedures  Small Groups (2) used and identify possible improvements. RI-5. Identify possible applications of  Rubric what was learned. RI-6. Identify new questions that arise from what was  Self-Evaluation learned.  Peer evaluation Attitudes: A-1. Curiosity; A-6. Critical-mindedness in examining evidence. A- 8. A willingness to work with others. A-9. Appreciation of the benefits gained from shared effort and cooperation. A-10. A sense of personal and shared responsibility for actions taken. Knowledge: 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. Skills: F-1. Ask questions that lead to exploration and investigation. EI-6. Mini-performance: April 21 15% Work individually or cooperatively. EI-7. Identify sources of information and Air Composition ideas. RI-2. Record observations and measurements accurately. RI-5. Identify  Individually possible applications of what was learned. RI-6. Identify new questions that  Checklist arise from what was learned. Attitudes: A-1. Curiosity. A-6. Critical-mindedness in examining evidence. A- 10. A sense of personal and shared responsibility for actions taken. A-11. Respect for living things and environments. Knowledge: K-8. Recognize that air is composed of different gases, and identify evidence for different gases. Knowledge: K-1--- K-8 Unit test April 24 30%  Answer key 8 Unit Schedule: Grade 6 Topic A - Air and Aerodynamics Dates: March 17/09 - April 24/09 Lesson Length: 50 minutes M (Week of Mar. 16-20) T #1 W #2 R #3 F #4  PD Day  Introduction to KWL Chart - complete  Fill it up Please -  Drinking Contest unit: What is air and K and W. air occupies space - Air exerts 9 what does it do?  Unit Glossary and  Chart on where pressure  Mystery Bag Terminology Bingo air exists in classroom  Further explain Activity  Air is Everywhere  Balancing Act - this when reach  Whole Class - does air exist? Air has mass Bernoulli's Brainstorm  Add terms to principle. Creation of title glossary  Blow on paper. pages for Air and  Add terms to Aerodynamics. glossary

M (Week of Mar. 23-27) #5 T #6 W #7 R #8 F #9  Properties of Air Quiz  How does  Continue with Air  Introduction to  The Great Squirt  Air Compression temperature pressure and tomorrow's Challenge.  Where have we seen affect Air? compression. activity.  Cleanup air compression?  Have you felt  EPS Activities  Review the Class brainstorm. the affects of concepts of  Add terms to glossary air pressure in compression the summer? and air pressure.  Provide examples/pictur es Add term to glossary M(Week of Mar.30-Apr.3)#10 T #11 W #12 R #13 F #14  Bernoulli's Principle -  Wings of Birds  Lift continued  Streamlining and  Fly Like a Hair Dyer and ping- and Airplanes  Propulsion drag Bird/Insect pong balls  Structure and  Add terms to  Short video clip Activity  Creating Lift- Function glossary of steamlining on  Computers and Bernoulli's Principle:  Lift cars. books for Book and Paper demo  Add terms to  Activity with research. Due  Things that fly activity glossary various wing next class.  Add terms to glossary types.  Add terms to glossary

M (Week of Apr. 6 - 10) #15 T #16 W #17 R #18 F #19  Planning stage for  Q&A about air  Composition of  Posters Due Good Friday - NO posters and/or posters air.  Composition of SCHOOL  Computer  Work on  Filmclip on Air Air lab/classroom books posters. pollution  How to graph for research for Poster  CO2 worksheet using exel. presentations.  Work on posters  Add terms to 10

Materials and Equipment List Date Materials and Equipment March 16 PD DAY March 17 Bags, box, plain paper, EPS#1 March 18 Bingo sheets, glossary sheets, KWL, Jar, Plasticine, funnel, EPS #2 March 19 Balloons, meter stick, TOF worksheet, chart March 20 Glasses of water, straws and paper March 23 Quiz, recording chart for air compression activity March 24 Pictures representing heat waves and air pressure TOF:Heating Air March 25 Candle, straws March 26 Smart board review slides March 27 Erlenmeyer flasks (7), tubing, stoppers, water, EPS #4 March 30 Text Book, paper, TOF:Things that fly, Learn Alberta Video March 31 Bird wing pictures, smart notes April 1 TOF:Lift and Bernoulli, paper April 2 Streamline film clip, TOF:Streamline April 3 Recording sheets, plain paper, computers April 6 Computers, poster paper April 7 Posters April 8 CO2 worksheet, posters April 9 Peer evaluation of posters. Computers. April 10 - 19 Spring Break April 20 mini-performance sheets April 21 Computers, Graph paper April 22 Aerodynamics film April 23 Unit review Power point April 24 Unit test

Learning Resources Print Adair, S., Barker, B., Ivans, D., Sconiers, Z., Shennan, B., & Welmers, M. (1994). The Sky's the Limit: Aerodynamics. Fresno, CA: AIMS Education Foundation. Edmonton Public Schools. (1996). Grade 6 Topic A: Air and Aerodynamics. Edmonton, AB: Edmonton Public Schools. Lawson, J., Bowman, J., Chambers, K., Cielen, R., Josephson, N., & Kamal, A. (2000). Hands-On Science: Level Six. Winnipeg, MB: Peguis Publishers. Peturson, R. & McAllister, N. (1996). Innovations in Science, Process and Inquiry, Level 6. Toronto: Harcourt Brace & Company. Science Alberta Foundation (2006). Let's Do Science. Alberta: Science Alberta Foundation. 11

Web Resource Government of Alberta (2008) Thrill of Flight: Topic 2. Edmonton, AB: Alberta Education. Retrieved March 2, 2009 from http://www.learnalberta.ca/content/setf/HTML/StudentResource/source/topic _two.html