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SCIENCE 6

Subject: Science Grade 6


Unit/Topic: Air and Aerodynamics
th
Date and Duration: ~January 9 to March 23rd (2.5 months)

UNIT RATIONALE
One of the themes of the science program is that students are engaged in
scientific discover, curious about potential outcomes, and able to solve
problems. As such, this unit is intended to foster these values. I have
selected the Edmonton Public Schools Air and Aerodynamics unit as a
foundations for this unit; I believe that the student-focused nature of the
EPS unit is something that meets the expectations of the science program.
Where necessary, changes will be made to meet the particular needs of my
class and of the individuals within.

This unit will provide students with the necessary skills and knowledge to
successfully move to the succeeding flight unit.

Students will be provided with Scientist Logs where they will write
and/or draw, and express thoughts about their experiences throughout the
unit.

Most of the daily work completed in this unit will be formative. However the
summative assessments will be as follows:
Scientist Logs will document reflections and will be summatively
assessed using a rubric.
Design corrections- instead of quizzes, students will be presented with
scenarios where they have to justify and correct a design or experiment
using their learning.
A unit test will be given at the end of the unit
A summative project will be completed at the end of the unit.
1. Overarching Question

How can we put our understandings of air and aerodynamics to use?

2. General Learning Expectations for Unit


6-3: Design and carry out an investigation of a practical problem, and
develop a possible solution.
6-4: Demonstrate positive attitudes for the study of science and for
the application of science in responsible ways.
6-5: Describe properties of air and the interactions of air with objects
in flight.
3. Final Project Description
Students will function as engineers for Aerio Future Designs Inc. One of their
engineers is in danger of losing his job because he just cannot grasp the
concepts of air and aerodynamics. His ingenious design to reduce travel times
with his FLATGO Rover was a disaster and transit companies are threatening
to cancel their orders. He needs a new prototype by Monday, or he is toast.
Design, rationalize, construct, test, and modify a new prototype for the engineer
to submit using what you have learned in this unit.

** Note, this rover is intentionally broad. I want students to be able to do really


anything as long as it meets the expectations. Specific details will be provided in
a rubric. They can add wings, wheels, both, as long as they can demonstrate
their purpose.

4. Focusing Questions for Individual Lessons


Lesson One: What is this thing called air?
Lesson Two: How do we know that air exists?
Lesson Three: How do we know that air has mass?
Lesson Four: What is compressed air and why does it matter?
Lesson Five: How can we use our knowledge of air to construct something?
Lesson Six: How do we know that air exerts pressure
Lesson Seven: How do we know if something is a fluid?
Lesson Eight: How do we know that air is a fluid?
Lesson Nine: What is Bernoullis principle?
Lesson Ten: How does Bernoullis principle allow things to overcome the force of gravity?
Lesson Eleven: How is Bernoullis principle used in flight?
Lesson Twelve: How do insects and animals fly?
Lesson Thirteen: How do bird wings enable them to fly?
Lesson Fourteen: How can we apply our knowledge to design Icarus a better pair of
wings?
Lesson Fifteen: How does streamlining affect an objects aerodynamics?
Lesson Sixteen: How can we demonstrate that different gases are present in the air?
Lesson Seventeen:
Lesson Eighteen:
Lesson Nineteen:

5. Key Terms and Concepts for the Unit


Air- Mixture of gases that make up the atmosphere mainly composed of
nitrogen and oxygen.
Air Pressure- The force exerted on objects by the air.
Air Resistance- Drag or friction that slows down an object as it moves
through the air.
Aerodynamics- The ability to move through the air.
Buoyancy- The ability of an object to rise or float in a fluid.
Burning-
Bernoulli Principle- The lift that is created by changing air pressure as a
result of changing fluid speed.
Compressed Air- air that has been compressed.
Composition of Air-
Contour Feathers- Feathers that make up the body and wings of birds.
Down Feathers- Smaller feathers that are located under the contour
feathers, trapping air and providing insulation.
Expand- Take up more room.
Fluid- any substance that flows or forms around another.
Gas-
Hovercraft:
Keratin- The substance that makes up fingernails and the roots of bird
feathers.
Lift
Oxidation
Propulsion
Vacuum- when there is no air pressure

5. Specific Learning Expectations for Unit


Knowledge:
6-5-1: Provide evidence that air takes up space and exerts pressure, and identify
examples of these properties in everyday applications.
6-5-2: Provide evidence that air is a fluid and is capable of being compressed,
and identify examples of these properties in everyday applications.
6-5-3: Describe and demonstrate instances in which air movement across
surface results in lift- Bernoullis principle.
6-5-4: Recognize that in order for devices or living things to fly, they must have
sufficient lift to overcome the downward force of gravity.
6-5-5: Identify adaptations that enable birds and insects to fly.
6-5-6: Describe the means of propulsion for flying animals and aircraft.
6-5-7: Recognize that streamlining reduces drag, and predict the effects of
specific design changes on the drag of a model aircraft or aircraft components.
6-5-8: Recognize that air is composed of different gases, and identify evidence of
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.

Attitude:
6-4: Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.

Skill:
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.
6-3: Design and carry out an investigation of a practical problem, and develop a
possible solution.
UNIT ASSESSMENT PLAN

Stage 1 Desired Results


Established Goals:

Students will develop an understanding of air and aerodynamics and be able to use this
understanding in a practical way.

Understandings: Essential Question:

Students will understand that How can we put our understandings of air
1. Air is all around us, is composed of
and aerodynamics to use?
different gases, and takes up space.

2. Air is a fluid, and its ability to compress


serves practical functions.

3. The fluid nature of air can result in lift


as demonstrated by Bernouillis principle.

4. Lift is essential for flight.

5. Aerodynamics is the ability to move


through air, and it can be increased or
reduced.
Assessments

Daily Icaru
work, s
CD
activi and
Scient Hove
ties, Desig Dae
ists Aerio rcraf
exper n Unit dalu
Title Log Futur t
iment Corre Test s
Learning Reflec e Inc. Expe
s ctions Win
Outcom tions rime
gs
es nt
Blue
print

Type FORM
(Formative/
SUMM SUMM SUM SUMM FOR SUM
.
Summative . . M. . M. M
)

Weigh N/A
20% 15% 30% 25% N/A 10%
ting

6-5-1: Provide
evidence that air
takes up space and
exerts pressure,
and identify
examples of these
properties in
everyday
applications.

6-5-2: Provide
evidence that air is
a fluid and is
capable of being
compressed, and
identify examples
of these properties
in everyday
applications.

6-5-3: Describe ~
and demonstrate
instances in which
air movement
across surface
results in lift-
Bernoullis
principle.

6-5-4: Recognize
that in order for
devices or living
things to fly, they
must have
~

sufficient lift to
overcome the
downward force of
gravity.

6-5-5: Identify
adaptations that

enable birds and
insects to fly.

6-5-6: Describe the


means of

propulsion for flying ~
animals and
aircraft.

6-5-7: Recognize
that streamlining
reduces drag, and
predict the effects
of specific design
~

changes on the
drag of a model
aircraft or aircraft
components
6-5-8: Recognize that
air is composed of
different gases, and
identify evidence of

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
TENTATIVE LESSON OVERVIEWS
LESSON TENTATIVE GUIDING LEARNING ASSESSMENT
TITLE & DATE QUESTIONS ACTIVITIES
OUTCOMES
Monday NA This lesson will NA
January 9th consist of personal
Personal Introductions

introductions and
icebreaker
activities.

I will also hand out


a duo-tang to each
student for
language unit.

If time, have
students create
goals for writing.
30 minute class NA
Tuesday, What is this This lesson will Formative
January thing called consist of an assessment of prior
Air: What is it? 10th air? introduction to air. learning.

Air- Mixture We will begin with


of gases that a grab bag
make up the activity where the
atmosphere box is actually
mainly empty (but not
composed of really empty).
nitrogen and Where students
30 Minute Class SLE- 6-5-1

oxygen. will try and grab


something from
the box.

I will then
introduce the
name of the unit
and overarching
question

We will next do an
A-I-R sheet
(modified KWL to
fit theme) where
students will
identify:
Already know
Air: Experiment- How do we know?
Wednesday, How do we This lesson will Formative
January 11th know that air consist of a short Assessment
exists? experiment where
students will work
with plasticine,
jars, funnels and
water to prove the
existence of air.

Next, have
students poke a
hole in the
plasticine and re-
do the experiment.

Students will then


try and explain
why the water did
not flow into the
jar. What does this
tell us about air?
SLE- 6-5-1
Air: Experiment- How do we know?
Thursday, How do we The lesson will Formative
th
January 12 know that air begin with a Assessment
exists? review from
yesterday.

Next, we will
attempt to identify
examples in the
world that we are
familiar with that
proves that air
occupies space
Ex. Chip bags,
lungs, bubble
wrap, etc.
SLE- 6-5-1
Friday, How do we Students will write Summative- This will
th
January 13 know air a reflection on how be part of the
Scientists Log 1 exists? they know that air Scientist Log
occupies space grade.
based on the
lessons from this
week.

They may draw


diagrams, write,
sketch, as long as
they meet the
30 Minute Class SLE- 6-5-1

requirements on
the rubric.
Monday, How do we Begin the lesson Formative
th
January 16 know that air with the following Assessment:
A-Weigh-we-go has mass? whiteboard review: Student work
Whiteboard Review
a. Write down
three things you
can remember
from last week.

b. identify some re
al life examples of
where are taking
30 minute class SLE 6-5-1

up space helps
us.

Students will
complete the a-
weigh-we-go
activity, using
small sticks, string,
and balloons filled
with air.

First they will think


about what will
happen when they
tie the balloon
Compression Stations
Tuesday, What is Ask students to Formative
th
January 17 compressed think about what Assessment-
air and why we have learned Student exercises,
does it about air so far in class discussion
matter? the unit, and use observations
their responses to
Compressed segue into todays
Air- air that lesson on
has been compression.
compressed. We know thatair
takes up space,
we know that air
has weighttoday
we will learn that it
can be
30 minute lesson SLE 6-5-2

compressed as
well.

There will be two


activities in this
lesson:

Balloon-in-bottle;

Syringe activity;
have students
work in pairs or
small groups
Wednesday,
January 18th

**NO
CLASS
SKATE-A-
THON
Compressed Air: CD Hovercraft
Thursday, How can we Have students Formative
th
January 19 use our construct a Assessment:
knowledge of hovercraft using a Student work,
** No Class air to cd, a sports bottle discussions and
Friday construct cap, and a reflections.
something? balloon: as seen
at:
https://www.steves
panglerscience.co
m/lab/experiments
/cd-hovercraft-
sick-science/

After the activity is


complete, have
students think
about why the cd
levitated.
30 Minute Lesson SLE 6-5-1
SLE 6-5-1, 6-5-2 Air Pressure
Monday, How do we Begin the lesson Formative
rd
January 23 know that air with a whiteboard Assessment: Class
exerts review from before discussion and
pressure? the long weekend whiteboard review.
and have students
Air reflect on areas of
Pressure- difficulty.
The force
exerted on Next with a water
objects by the drinking race- but
air. in one of the
straws, poke a
*Pressure of hole at the bottom.
air is 1kg/
cm2, meaning After the race,
that the have students
average hand discuss why they
of a grade 6 think the straw did
30 minute class

student is not work.


holding 50 kg
of air. Provide a brief
explanation of air
pressure and use
the * section in the
left-hand column.
Have students
think about why
we arent crushed.
SLE 6-5-1, 6-5-2 Air Pressure
Tuesday, How do we Students will Formative: student
rd
January 23 know that air continue work and work and discussion.
exerts experiment with air
pressure? pressure.

Option 1: tube in
cup air pressure
activity

Option 2: upside
down coaster
activity.
30 minute class
Wednesday, How do we Stations activity: Formative

Fluid: What is it
January 24th know if Students will be Assessment:
something is provided with a Student work and
a fluid? series of things discussion.
and determine,
Fluid- any based on the
substance definition provided,
that flows or whether they are a
forms around fluid or not.
another
30 minute class SLE, 6-5-2
Thursday, How do we By now, students Formative
th
January 26 know that air will know what a Assessment: TBD
30 Minute Class SLE 6-5-2 Air as a Fluid is a fluid? fluid is, as well as
NOTE- I some examples of
may move fluids.
this lesson
to before This lesson will
the provide students
hovercraft with TBD
lesson. experiments that
exemplify air as a
fluid.

IDEA: The candle


and the tin can
experiment-
students will see
that the air forms
around the shape
of the can,
enabling them to
blow out the
candle.
Scientists Log 2
Friday, TBD Students will write Summative- I will
th
January 27 a reflection in their use a rubric to
scientists log evaluate student
*NO based on a TBD reflections based on
SCHOOL question. what they have
MONDAY learned.
SLE 6-5-1, 6-5-2
30 minute class
Tuesday, What is This lesson will be Formative

Bernoullis Principle
January 31st Bernoullis the first lesson that Assessment
principle? focusses on
Bernoullis
Bernoulli principle.
Principle-
The lift that is Hook by having
created by students complete
changing air the paper around
pressure as a pencil activity from
result of EPS.
changing fluid
speed. Have them think
30 Minute Class SLE 6-5-3

about why they


Lift experienced lift,
and conclude by
providing an
explanation of
Bernoullis
principle.

Next, ask students


to brainstorm real-
world applications
of Bernoullis
principle.
Bernoullis Principle: Defying Gravity
Wednesday, How does Students will Formative
February 1st Bernoullis complete the EPS Assessment
principle ball exercise
allow things where they drop
to overcome objects into
the force of plasticine.
gravity?
It will be extended
to include things
like paper, and
lighter objects with
larger surface
areas with the
intent of
demonstrating that
the lift required to
overcome gravity
decreases with
reduced mass.
SLE 6-5-4
Bernoullis Principle: Lift
Thursday, How do we Students will Formative
nd
February 2 know complete a TBD
Bernoullis activity from EPS
principle is that demonstrates
true? Bernoullis
principle;

a. So that what
they mean by lift

or b. blowing in
the wind.

Yesterday,
students should
have suggested
30 Minute Class SLE 6-5-3

planes as one
option for, we will
watch a brief video
on the lift created
by Bernoullis
Principle in
airplane wings.
What Holds up an Airplane?
Friday, How is Students will Formative
February 3rd Bernoullis complete the Assessment:
principle used master and Student work and
in flight? exercise #7 from discussion.
EPS.
30 Minute Class SLE 6-5-4
Monday, How does the TBD TBD
February 6th shape of an
object ** Note that this is
improve its a brief introduction
ability to to streamlining in
30 Minute Class 6-5-4 Streamlining

move through the context of what


the air? students are
presently learning.
Air We will explore the
Resistance- concept in greater
Drag or depth later in the
friction that unit.
slows down
an object as it
moves
through the
air.

Aerodynami
cs- The
ability to
move through
the air.
Design Correction Exercise
Tuesday, How can we Students will be This will be a
February 7th use our presented with a summative mark,
knowledge in scenario wherein graded with a rubric.
a practical they are expected
way? to apply their
learning to correct
a design error or
similar problem
instead of a quiz.
30 Minute Class SLE 6-5-1 to 4
Animals in Flight
Wednesday, How do Begin the lesson Formative
February 8th insects and by having students Assessment-
animals fly? identify as many Student work,
flying insects and discussion.
animals that they
can. Using the
EPS structure,
categorize the
birds that students
have identified.
Students will then
SLEs 6-5-4, 6-5-5

work in groups of
three or four,
studying a specific
type of bird or
insects wings,
hypothesizing why
that type of bird is
able to fly or why it
is not.
30 Minute Class
Thursday, How do birds Students will work TBD
February 9th fly? with Masters 9 and
Fly Like a Bird 10 from EPS

OR
Conduct online
research using
Chromebooks.
30 Minute Class SLE 6-5-5
Friday, How do Students will work TBD
February insects fly? with master 11
Fly Like an Insect 10th from EPS

OR
Conduct online
research using the
Chromebooks.
30 Minute Class SLE 6-5-5
Monday, How do bird Students will work Formative
February wings enable with Master 12
30 Minute Class SLE 6-5-5 Adaptations 13th them to fly? from EPS
Adaptations

OR Police Point
presentation.
Tuesday, NA TBD NA
February
Valentines Day 14th
Wednesday, How do bird Students will work Formative

Why Cant They Fly?


February wings enable with EPS Master #
th
30 Minute Class SLE 5-6-5 15 them to fly? 14 and 15.
Scientists Log 3
Thursday, TBD Students will Summative
February complete their
16th third Log entry on
a TBD question or
problem.
SLE 6-5-4, 6-5-5
30 Minute Class
POST-BREAK REVIEW
Monday, TBD This lesson will Formative
February consist of a series
27th of review games
from before the
break.
30 Minute Class SLE 6-5-1 to 5
Thrust, Lift, Drag in Nature
Tuesday, How do The lesson will Formative
February animal and begin with an
28th insect wings introduction or
provide and review of thrust,
respond to lift, and drag.
thrust, lift and
drag? Students will work
with master 16 of
Thrust EPS and label the
Lift thrust, lift, and
Drag drag on bird and
insect wings.
SLE 6-5-5, 6-5-6
30 Minute Class
Wednesday, TBD This lesson is a TBD
March 1st flexible day
designed to catch
up, or go further
into detail with a
certain concept. I
will know closer to
the day what we
are doing here.
Flexible Day
Icarus and Daedalus Wing Blueprint
Thursday, How can we Begin the lesson Summative:
March 2nd apply our by reading the Students will be
knowledge to Myth of Daedalus assigned a grade for
design Icarus and Icarus. this assignment.
a better pair
of wings? Note- This is
intended to be a
connection to the
Greece unit that
students will be
studying in Social,
though I recognize
it is quite loose.

Students will then


have today
tomorrow to
design a new flight
costume for
Icarus, as a
blueprint, and
provide
rationalizations for
SLE 6-5-4 to 6

their choices.
Icarus and Daedalus Wing Blueprint
Friday, How can Students will Summative:
March 3rd weapply our continue on their Students will be
knowledge to blueprint project. assigned a grade for
design Icarus this assignment.
a better pair
of wings?
SLE 6-5-4 to 6
Streamlining and Drag
Monday, How does Hook the lesson Formative
March 6th streamlining by dropping two
affect an pieces of paper,
objects and having
aerodynamic students predict
s? which will hit the
ground first.

Then ball up a
piece of paper,
and repeat.
Students will then
discuss why they
think this
30 Minute Class SLE 6-5-7

happened. **There
should be some
background
knowledge as we
will have briefly
touched on this
concept earlier in
the unit.

Students will then


brainstorm real-life
uses of
streamlining that
they have
Tuesday, How does Students will Formative
March 7th streamlining construct and play
Paper Parachutes affect an with paper
*may be objects parachutes to
affected by aerodynamic demonstrate the
family life s? effects of
streamlining and
drag.
30 Minute Class SLE 6-5-7
Wednesday, How does Students will Formative
March 8th streamlining construct the dart
30 Minute Class SLE 6-5-7 Paper Planes affect an airplanes from
objects EPS and
aerodynamic experiment with
s? drag and
streamlining.
Thursday, TBD Students will work Summative:

Design Correction 2
March 9th with a TBD Students will be
scenario to correct assigned a grade.
a problematic
design using their
knowledge of SLE
7.
30 Minute Class SLE 6-5-7
Friday, TBD **Lesson TBD
March 10th intentionally left
blank to
accommodate for
any potential
schedule shift due
to Family Life
FLEXIBLE DAY
Science Stations: Day 1
Monday, How can we Students will set Formative
th
January 13 demonstrate up a number of
that different stations (Likely 4)
gases are to prove that there
present in the are different gases
air? in the air. They will
then hypothesize
what they will find
the next day upon
their arrival.
30 Minute Class SLE 6-5-8
Science Stations: Day 2
Tuesday, How can we Students will Formative
March 14th demonstrate record
that different observations from
gases are the stations they
present in the set up yesterday
air? and will reflect
upon these
observations.
30 Minute Class SLE 6-5-8
Wednesday, TBD Students will Formative
March 16th complete a review
30 Minute Class SLE 6-5-1 to 8 Review Day exercise about the
unit in anticipation
of the test.
Thursday, What have Students will have Summative.
March 16th. we learned? the duration of the Students will be
30 Minute Class SLE 6-5-1 to 8 Unit Test class to write a given a mark for this
unit test. There will test.
be lower focus on
the first 5 SLEs
because they will
have been
assessed more
deeply in previous
reflections.
Aerio Designs Day 1
Monday, What can we Students will be Summative
March 20th put our introduced to the
learning to Aerio designs
practical use? project and begin
planning.
30 Minute Class SLE 5-6-1 to 8
Aerio Designs Day 2
Tuesday What can we Students will Summative
March 21st put our continue working
learning to on their Aerio
practical use? designs prototype.
30 Minute Class SLE 5-6-1 to 8
Aerio Designs Day 3
Wednesday, What can we Students will Summative
March 21st put our continue working
learning to on their Aerio
practical use? Designs protoype.
30 Minute Class SLE 5-6-1 to 8
Aerio Designs Day 4
Thursday, What can we Students will Summative
March 23rd put our continue working
learning to on their Aerio
practical use? Designs protoype.
30 Minute Class SLE 5-6-1 to 8

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