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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
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
Students will develop an understanding of air and aerodynamics and be able to use this
understanding in a practical way.
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.
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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.
6-5-7: 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.
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.
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.
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.
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.
compressed as
well.
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/
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.
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
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
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
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.
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