Josh Wells 2017

Grade 6 Flight Unit Plan

Curricular Outcome(s) Overview of Opportunities Assessment Day
Type (F/S)
Unit Theme: Science Grade Science and Math Cumulative Final Assessment: Journal of discovery binder (P).
6 Flight. Construct devices Most activities will involve a Blooms Taxonomy related question. Students will Rubric (S/R)
that move through air, and integrate scientific word wall vocabulary (attached) and vocabulary taught in each
identify adaptations for lesson to answer questions. All worksheets will be added to binders. Journals will be
controlling flight. turned in at end of class for formative feedback. Rubric will be included in binder of
final grading. Additionally, a graphing review will be completed at end of unit to
gauge deep understanding of graphing applications and interpretation of data.

Setting the Stage (Hook) -Field trip to Len Young Memorial Airfield Contact Randy Feere (V.P. of Medicine Journal (F) 1
Part 1 Hat R.C.ers) www.mhrcers.ca
ELA 1.2 Clarify and Extend - -Demonstration of large radio controlled powered flyers
select from the ideas and -Materials: 8.5x11 Binder with paper. Include Rubric.
observations of others to -Begin journal of discovery. -Question(Understanding): Explain two things you
expand personal observed/learned today concerning flight.
understanding.
Launch Day -Brainstorm with class on board Things that fly? Mindmap (F) 2
Part 2 -In journal of discovery create a Mindmap of answers. Encourage at least 3 levels Master#1 (S)
ELA 1.1 Discover and Explore of branching with at least 20 total ideas.
- engage in exploratory -Introduce 3 types of flyers: Floaters, Gliders and Powered Flyers.
communication to share -Complete Master#1 Categorization Worksheet based on Mindmap.
personal responses and
develop own
interpretations.
ELA 3.2 Locate information -Introduce final cross curricular project. (Additional time allocated during ELA and Rubric (S)
to answer research CIS)
questions using a variety of -Individual research projects on one event or discovery in the history of flight.
sources. -Topic list includes but is not limited to: The Wright Brothers, The Silver Dart, The
ELA 3.4 Communicate ideas Shorthorn, Amelia Earhart, Charles Lindbergh, Bessie Coleman, Otto Lilienthal, Sir
and information in a variety George Cayley, Glenn Curtiss, The Hindenburg, Charles Yeager.
of ways.
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ELA 4.3 Present and share - -Students will present key information through digital means such as PowerPoint (no
emphasize key ideas and less than 5 slides).
information to enhance -Accommodations will be made if student prefers to present with Prezi, Video etc.
audience understanding and -Rubric provided
enjoyment
Science SLE 5: Apply -Hook Video - https://www.youtube.com/watch?v=-ql_HjrdlZo Comparison of Journal (F) 3
appropriate vocabulary in Wright Brothers Flyer to the Airbus A400M military transport.
referring to control surfaces -During video students will copy any flight anatomy vocabulary heard into journals.
and major components of an -Think, Pair then Share one definition with class.
aircraft. (CT, MI) -Distribute Vocabulary handout to be glued in journal and completed alongside
entire unit as vocabulary is discussed. Glossary attached.
Science SLE 1: Conduct tests -Activity: Its a Drag. Objective - Evaluate effect of drag on falling object. Master#2(S/Cl) 4
of a model parachute -Question(Applying) Predict whether changing the shape of a piece of paper will Journal (F)
design, and identify design reduce the time it takes to fall?
changes to improve the -Pairs two pieces of paper, crumple one. Drop both from height.
effectiveness of the design. -Predict results using Master#2 -Discuss size and mass.
(CT, PRS, CI) -Extension Pairs Modify paper to stay in air for as long as possible
-Illustrate and explain best results on Master#2
-Insert Master#2 into journal
- Vocabulary word:
- Drag: The resistance air exerts on a flying object.
Math: Statistics and -Data Day! Objective Understand the various means of collecting Data. Journal (F) 4
Probability 2. Select, justify -Materials: Sticky notes, Masking Tape. Ruler or measuring tape. Internet capable
and use appropriate devices.
methods of collecting data. -Activity 1: Questionnaire. On board question. Approximately how many times have
[C, CN, PS, R, T] you flown in an airplane? Answer via Sticky note and create a bar graph
(demonstrate - grade 5 review) with the notes at front of class.
-Activity 2: Experiments. Students form line behind masking tape and individually
perform a standing jump. We are testing how far we can fly! Tape with name is
placed at heel of landing. When all are complete students will individually measure
their distance, and write it on the board. In journal students will create an ordered
list from shortest to longest distance.
-Activity 3: Databases. How many fighter planes in our countries air force? America?
Russia? Mexico? Google it! Record answers in Journal.
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-Activity 4: Electronic Media. Display weather network seven day forecast of

medicine hat on Smartboard. What is the temperature today? How about
tomorrow? For the following two days? The end of the week? Given this Data can
you predict an approximate temperature for day 8? Record answer in journal.
-Final Activity: Individually, silently come up with an example for one category of
data collection. (2mins) Perform Stand Up, Hand Up, Pair Up receiving ideas from
other classmates (5mins). Return and journal one example for each type of data
collection.
Science SLE 1: Conduct tests -Activity: Breaking Your Fall. Objective construct and test a basic parachute. Journal(F) 5
of a model parachute -Materials: Cork, Plastic Bag, Thread, Paper Clips, Tape
design, and identify design -Individually follow instruction (included) to create a basic parachute and test.
changes to improve the -Journal(Understanding): Summarize learning and results of parachute drop.
effectiveness of the design. -Vocabulary words:
(CT, PRS, CI) - Basket: The container that transports people in a hot air balloon and is
located below the silk.
- Gravity: The force of attraction that pulls objects earthward.
- Terminal Velocity: The maximum velocity of a falling body.
Math: Statistics and Graphing Centers! Objective Creating and Using graphs to analyze data. Observation(F) 5
Probability 3. Graph Hook Activity: A Bar Graph of You! Journal (F)
collected data, and analyze Materials: Large paper as long as tallest student. Yarn. Measuring Tape. Headshot of Worksheet (S)
the graph to solve problems. each student. Hole punch.
[C, CN, PS, R, T] -Prepare large paper with measurement increments along long side and label height
(Y) and students (X) along both axis. Paste on classroom wall. Students, one a time,
Lesson Plan in Appendix step up to paper and a mark is made of their height. Holes are punched in the
bottom corners of their headshot and yarn is attached. The picture is then glued to
the paper just below their mark. When all students have completed this step, have
each write their names at the bottom of their bar. When yarn is cut to length the
entire project should resemble a bar graph! Review through sharing interpretation
of the data (Timed , Pair, Share).
-Begin Centers.
-Center 1. (Math with self) Review of Graphing Basics (Graphing Basics Sheet)
-Center 2. (Math with teacher) Airspeed vs. Altitude. Pose questions and assist
students in understanding this skydivers in freefall graph.
http://www.parachutehistory.com/eng/asvsalt.html
Josh Wells 2017

-Center 3. (Math Games)

beginner http://www.abcya.com/fuzz_bugs_graphing.htm
intermediate https://ca.ixl.com/math/grade-6/create-double-bar-graphs
-Center 4. (Math with Someone) Interpret the data with your elbow partner using
the Statistical Summary of Accidents Involving Canadian Aircraft 2015 worksheet.
-Center 5. (Math with Manipulatives) All students at center choose a favorite
number under 10. Individually create a bar graph with linking cubes that represents
the collected data. Determine the average using only the cubes.
-Center 6. (Math writing) Read and complete The Bar Graph handout.
ELA 3.4: Communicate ideas -Parachute day. Objective Design and Create Parachute. Calculate area and Master#3(S) 6-8
and information in print and graphing. Journal 1&2(F)
orally. -Hook With elbow partner explore www.parachutehistory.com via available in Exit Slip(S)
class technology and prepare two sentences that will be shared with class.
Science SLE 1: Conduct tests -Review free fall and air resistance via:
of a model parachute http://www.physicsclassroom.com/class/newtlaws/Lesson-3/Free-Fall-and-Air-
design, and identify design Resistance
changes to improve the -Example Materials: Tissue, napkins, string, fish line, construction paper, newspaper,
effectiveness of the design. paper towels, plastics (shopping bags, zip lock, sheets) thread, coins, washers etc.
(CT, PRS, CI) -Roll dice to select students to write on board. Pose question: What are things to
consider when creating an effective parachute? Snowball ideas and collect at front
Math: Shape and Space. 3. of class. Selected students create a word wall. Discuss.
Develop and apply a formula -With same elbow partner design then create a parachute using available materials.
for determining the area of -Students calculate the surface area of their parachutes. (A=r or A=LxW) (Allow
rectangles. calculator to assist in determining area of circle).
[C, CN, PS, R, V] -Test parachutes from a given height. Journal observations: include timed length of
fall.
Math: Statistics and -Use Master#3 to record your modifications ensuring only one variable is changed at
Probability. 3. Graph a time. Eg. Material or shape of canopy, load, shroud lines or air hole.
collected data, and analyze -Students must make at least 2 modifications. 1 modification must include size or
the graph to solve problems. shape of canopy, including a recalculation of surface area. Record results in journal.
[C, CN, PS, R, T] -Journal Questions (Evaluation): Justify what materials produced the best results?
What further changes would you make to your parachute if more time and any
materials were available? Why?
-Collect all data considering surface area and timed length of fall at front of class.
Josh Wells 2017

-Exit slip: In journal create a bar graph of collected data and make a hypothesis
concerning surface area relative to time of fall.
-Investigatory Exit Video (26min) Which Way is Down?
https://www.youtube.com/watch?v=Xc4xYacTu-E
-Journal Question (Evaluation): Conclude which way is down?
-Vocabulary words:
- Weight: Relative heaviness.
Lesson inspiration and additional resources:
https://www.teachengineering.org/activities/view/design_a_parachute
Math: Statistics and -Lesson: Balloons through time. Objective: Understanding the use of line graphs. Worksheet(S) 8
Probability. 1. Create, label -Hook: https://www.youtube.com/watch?v=YWNCHQJJfbo (3mins) How to draw a Journal(F)
and interpret line graphs to line graph.
draw conclusions. -Students will complete the Altitude of the first Hot Air Balloon Pilot.
[C, CN, PS, R, V] JD (Evaluation): Explain how a line graph could be used to communicate the data
concerning the increase in passengers on an aircraft: from the beginning of air flight
until now.
Science SLE 2. Describe the -Activity: On the Rise. Objective Understanding a hot air balloon. Journal (F) 9
design of a hot-air balloon -Hook The REAL Physics of Hot Air Balloons (7mins)
and the principles by which https://www.youtube.com/watch?v=AqhnZz17amw
its rising and falling are -Begin Journal Question (Evaluation): Describe how a Hot Air Balloon rises and falls?
controlled. Justify how buoyancy applies to flight?
(COM, CT) -Materials: Dry cleaning bag, hair dryer, thread, rubber cement.
-Demonstration Activity best preformed outside (beware of electrocution) or in cold
area (gym)
-Table groups attach thread to bag equally around bottom. Fill with warm air and
release. Return to class and discuss.
-Distribute information sheet Master#4
-Finish Journal Entry.
-Vocabulary words:
- Buoyancy: The ability of an object to float or rise when placed in a fluid.
- Shroud Lines: The connecting lines on a parachute.
- Air Pressure: The amount of force air exerts on an object.
- Archimedes Principle: Any object placed in a fluid is pushed upward by a
force equal to the weight of the fluid it displaces.
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- Envelope: The balloon which holds hot air in a hot air balloon.
Science SLE 4: Recognize the -Activity 1: How to Overcome Air Resistance. Objective: Understanding air resists Master#8(S) 10-11
importance of stability and object moving through it.
control to aircraft flight; and -Material 8.5x11 paper, tape, paper clips
design, construct and test -Students compare dropping a regular piece of paper with one with 3-4 small
control surfaces. parallel 1cm folds taped along long edge of paper.
(CT, PRS, CI) -Discuss leading edge application to aircraft then answer questions A on master#8.
-Activity 2: Controlling Pitch. Objective: Understanding how to control pitch.
-Use folded paper from previous activity. Compare launch them horizontally as is
and then with paper clips on each end of leading edge.
-Now have students launch holding trailing edge up or down.
-Observe and discuss results with elbow partner.
-Debrief and give elevator definition.
-Students complete questions B on master#8.
-Activity 3: Controlling Roll. Objective: Understanding how to control roll.
-Fold paper in half. With fold facing upward create a leading edge with paper clips
and folds. Create elevators on trailing edge. Refold in center.
-Launch and discuss effect of wings and ailerons.
-Students complete questions C on master#8.
-Activity 4: Controlling Yaw. Objective: Understanding how to control yaw.
-Use folded paper from previous activity. Fold ends of gliders wings 1cm upward.
Launch flyer. Adjust front corners on one side of folded section and have students
experiment and record results.
-Discuss the effect folds in relation to rudders and their effect on yaw.
-Students complete questions D on master#8.
-Vocabulary words:
- Aircraft: Any weight-carrying structure designed to navigate through the air
which can be supported either by its own buoyancy or by the action of the
air against its surfaces.
- Pitch: Up or down attitude of the nose of the plane.
- Elevator: The horizontal part of a planes stabilizer used to control pitch.
- Bernoullis Principle: Moving air creates a low-pressure area.
- Roll: Rotation of the fuselage.
- Ailerons: Sections of the wing which can move up or down and control roll.
Josh Wells 2017

- Rudder: The hinged section of the tail of the airplane which helps the plane
move right or left.
- Control Surfaces: Small surfaces that can be moved to alter airflow and
change an airplanes attitude.
- Attitude: The direction in which an airplane is pointing in relation to the
earths surface (banking, pitching, yaw) or the relation of the wings and nose
to the horizon.
- Stability: The ability of an airplane to control pitch, roll and yaw in order to
maintain altitude after a disturbance.
Science SLE 3. Conduct tests -Activity: Flight Factory. -Objective: Understand stability and control of air flight. Rubric (S) 12
of glider design, and modify -Hook: The Bernoulli Toy Company has hired you as a toy designer. You will be able
a design so that it will go to work with other toy designers to create a set of gliders that will be able to go far,
further, stay up longer or fly stay aloft, loop, or turn.
in a desired way. Scientists learn from their trials and from others. Good scientists learn more from
(CT, MI, PRS, CI) their mistakes than from their correct trials. Mr. Bernoullis motto is The good can
be better, the better can be great!
Optional Extension - Math: -Materials: 8.5x11 paper (lots).
Statistics and Probability. 3. -Step 1 (Individual) Create your own prototype glider. Options:
Graph collected data, and - Design your own.
analyze the graph to solve - Refer to Master#6
problems. - Use https://www.youtube.com/user/AWorldOfPaperr?sub_confirmation=1
[C, CN, PS, R, T] (choose 1 video from level 1 kids (5min))
- Browse http://www.funpaperairplanes.com/index.html
Lesson Plan in Appendix -Step 2 (Table group)
- Test and compare (outside or gym) prototypes using Team Observation
Chart.
- Remind students to use the right amount of force. Too much or too little
may cause adverse effects.
-Step 3 (Individual)
- Choose a prototype (yours or a teammates) that you wish to improve upon.
- Create, modify and test new glider. Use Fair Test Table to record results and
modifications.
- Extension: Illustrate data via double bar graph.
-Step 4 (Individual Journal)
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- Provide Mr. Bernoulli with a description that explains the flight of your
prototype using correct scientific vocabulary: Bernoullis Principle, and the
four forces of flight (weight, lift, thrust, drag). He would also like to see your
Team Observation Chart and Fair Test Table.
o Distribute Master #7a/b for journal referencing.
- Include a working model of your design.
-Vocabulary words:
- Airfoil: An object designed to obtain maximum lift when moving through
the air (wing, rudder).
- Dihedral Angle: Upward slanting of wings away from the fuselage.
- Gliders: Aircraft that have no engines.
- Yaw: Left or right attitude of the nose of a plane.
- Fuselage: The main body of the plane.
- Lift: The force opposed to gravity which lifts the airfoil.
- Thrust: The force produced by an aircraft which pushed the plane upward.
Lesson adapted from: Alberta Assessment Consortium
http://www.aac.ab.ca/assessment-materials/flight-factory/
Science: SLE 6: Construct -Activity: The Heliostraw. Objective Understand the effects of a propeller. Observations(F) 13
and test propellers and -Hook Demonstrate with Drone. Discuss imbalance of pressure (lower above, Journal (F)
other devices for propelling higher below)
a model aircraft. -Materials: Card Stock: Pre-cut 2cmx21cm, drinking straw, one-hole punch, tape.
(CT, PRS) -Create Heliostraw (Individually) Refer to Heliostraw Diagram.
-Students roll straw counterclockwise and release. Repeat several times. Encourage
Math: Statistics and attempted acrobatics and release techniques.
Probability 2. Select, justify -With partner discuss success/failures and possible solutions.
and use appropriate -Think, pair share: What has the heliostraw activity taught you about how propellers
methods of collecting data. affect flight? What is the effect of tilt?
[C, CN, PS, R, T] -Journal (Knowledge): Describe your discovery in journal.
-Use Heliostraws to conduct an experiment. Take assembled products outside and
attempt to pass them back and forth. Start at 2 steps apart. Pass back and forth
twice and record success/failure. Take 2 steps back and repeat pass back and forth
twice. Record success/failure. Repeat both steps until you miss catching all
attempts.
JD (synthesis): Develop a hypothesis based on your collected data.
Josh Wells 2017

Science SLE 7: Describe -Activity: Balloon Rockets. Objective Discover what moves jets and rockets. Master#13 14
differences in design -Materials: Balloons (various sizes and tube-shaped variety), string, chip clip, tape, (S/CI)
between aircraft and straws.
spacecraft, and identify -Hook https://www.youtube.com/watch?v=C1TuxJRszVo How Rockets Work
reasons for the design -Newtons Second Law Force is equal to the multiplication of mass and
differences. acceleration.
(CT, PRS) -Newtons Third Law For every action there is an equal and opposite reaction.
-Part A. Everyone gets a balloon. Blow it up and release. Extension: have students
try and aim their balloons at a target.
-Teachers Pick strategy. Pose question: What makes the balloon fly? Students
know anyone may be asked to answer. Give time then take several answers.
(Balloon moves forward due to no pressure where air is escaping) Draw parallels to
jet engine.
-Part B. With elbow partner construct a balloon rocket following and completing
side 1 of Master#13.
-Pose challenge: Make a balloon rocket that will travel the furthest. Students
determine variables and complete side 2 of Master#13.
-Vocabulary words:
- Rocket: Any devise propelled by the ejection of gases and air.
- Vacuum: Where there is no air pressure.
Closure Day -Presentations of History of Flight Research Topic to Class. (Rubric given on day 3). Rubric(S/R) 15
-Graphing Cumulative Review. Test(T)
-Review of Vocabulary using Plickers. https://www.plickers.com/ Plickers (S/Q)
Activities in Italics courtesy of Edmonton Public Schools 1996.

Possible Formative (F) or Summative (S) Assessment Types

Admit/Exit Slips (AES) Graphic Organizer (G) Pass/Fail (PF) Journal (J) Test/Exam (T)
Checklist (CL) Interview (I) Poll/Survey (PS) Rubric (R) Quiz (Q)
Complete/Incomplete (CI) Know/Want to Know/Learned (KWL) Peer Evaluation (PE) Task Performance (TP)
Frequency Chart (FC) Observations (OB) Portfolio (P) Self-Evaluation (SE) Other (OT)
Josh Wells 2017

Additional Resources:
1. Comprehensive Flight Unit Resources https://scdolinski.weebly.com/
2. Air and Aerodynamic Vocabulary with Diagrams
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZWR1Y2JlLmNhfHRtYy1ncmFkZS1zaXh8Z3g6M2JjNjJlZDYwMDhiNzgzYQ
3. Beginners Guide to Aerodynamics (Activities Grade 6-12) https://www.grc.nasa.gov/www/k-12/BGA/BGAindex.html
4. Physics Explained (Newtons Laws) http://www.physicsclassroom.com
5. Flight Explained http://howthingsfly.si.edu

Literacy/Numeracy Listed beside each outcome above.

Communication [C] communicate in order to learn and express their understanding

Connections [CN] connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines

Mental Mathematics and Estimation [ME] demonstrate fluency with mental mathematics and estimation

Problem Solving [PS] develop and apply new mathematical knowledge through problem solving

Reasoning [R] develop mathematical reasoning

Technology [T] select and use technologies as tools for learning and for solving problems

Visualization [V] develop visualization skills to assist in processing information, making connections and solving problems.

Competencies Listed beside each outcome above and on flight blueprint.

Critical Thinking (CT) Problem Solving (PRS)

Managing information (MI) Creativity and Innovation (CI)

Communication (COM) Collaboration (COL)

Cultural and Global Citizenship (CBC) Personal Growth and Well-Being (PGW)