Activities outline

Science 6 Outline

Air & Aerodynamics and Flight

Lesson

Day #

Learning Outcome

(Curriculum)

Instructional Strategy

(What the teacher does)

Learning Activity

(What the student does)

Assessment

(FOR/OF/AS)

Resources / Materials

(media, technology, audio,

visual, internet,

community, equipment,

software, etc.)

1

2 Classes

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

ask questions that lead to exploration and Investigation

6.1.2identify one or more possible answers to questions by

stating a prediction or a hypothesis

Explore and Investigate

identify one or more ways of finding answers to given

questions

plan and carry out procedures that comprise a fair test

work individually or cooperatively in planning and

carrying out procedures

Reflect and Interpret

6.1.1 communicate effectively with group members in

sharing and evaluating ideas, and assessing progress 6.1.2 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

6.1.3 evaluate procedures used and identify possible

improvements 6.1.4 state an inference, based on results. The inference

will identify a cause and effect relationship that is

supported by observations 6.1.5 identify possible applications of what was learned

6.1.6 identify new questions that arise from what was learned.

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.

Summarizing & Note taking

Homework & Practice

Generating & testing

Hypothesis

Opening ceremonies

Create team cheer

Have students cycle through the

5 stations recording

observations and data

Performance of cheer

Circulating, Lab worksheet

Video of opening

ceremonies

Air is Everywhere Materials: Funnel Mini Water Jug Play dough Glass Jar Water Pencil

Diving Paper Materials: Sheet of paper Plastic cup Clear container filled With water Huff N’ Puff Materials: Balloon Plastic 2L Pop Bottle Let it Shine Materials: Tin Can Drinking Straw Candle Raise up your Friends Materials: 4 large plastic bags 2 desks

6.5.1 Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications.

Music SKILL: SINGING

The student will be able to: 5. Sing, in tune, many rhythmic and melodic songs, singing games

and action songs.

6. Experience singing alone and in a group. 7. Sing accurately in unison.

15. Continue vocal development: sing with expression and good

enunciation.

17. Participate in singing alone or in a group, a capella

(unaccompanied).

2

2 Classes

6–3 Design and carry out an investigation of a practical

problem, and develop a possible solution.


identify sources of information and ideas and demonstrate

skill in accessing them. Sources may include library, classroom,

community and computer-based resources


objects in flight. 6.5.8 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.

Summarizing & note taking

Cooperative learning

Non-linguistic Representation

Watch video of ski jumping or

top of mountain

Candle in the Wind Discrepant

Event

Search internet for gases that

the air is made up of

Create a pie chart of gases

Info sheet from internet

search

Pie Chart

laptop cart

Materials: ● Candles ● Matches ● Baking Soda ● Vinegar ● Beaker ● Piece of cardboard (big enough to cover the top of the beaker) ● Pan (to put candles on)

3

1 Class


objects in flight.

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.

Identifying similarities and

differences


Venn diagram of fluids – air and

water

Hand in Venn diagram Air is fluid handout

4

3 Classes


objects in flight.

6.5.3 Describe and demonstrate instances in which air movement across a surface results in lift— Bernoulli’s 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.


Homework and Practice

Ball in a cup Discrepant Event

Watch video Science Theatre 17

Bernoulli’s Principle handout

Forces of Flight worksheet done

in pairs

2 plastic cups (clear),

ping pong ball.

http://www.youtube.com/

watch?v=olVJzVadiFs

Bernoulli’s Principle

handout

Forces of Flight worksheet

5

1 Class

Cooperative learning Review using Jeopardy of

concepts discusses thus far

Class participation SmartBoard

6

2 Classes

Reinforcing effort and

providing recognition

Quiz

Review answers

Corrections

Quiz Quiz

7

4 Classes




identify one or more possible approaches and plan

a set of steps for solving the problem

select appropriate materials and identify how they will be used

attempt a variety of strategies and modify

procedures, as needed (troubleshoot problems)




6.3.1 communicate effectively with group members in

sharing and evaluating ideas, and assessing

progress 6.3.2 evaluate procedures used and identify possible

improvements

6.3.3 evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may be provided by the

teacher or developed by the students. Example criteria include:

- effectiveness—Does it work? - reliability—Does it work every time?

- durability—Does it stand up to repeated use?

- effort—Is it easy to construct? Is it easy to use?

Questions, cues and advance

organizers


differences



Non-linguistic representation


Watch Bill Nye Flight Part 1

Fill in the blank sheet for Bill Nye

video

Helicopter activity

Fill in the Blank sheet

Helicopter

Fill in the blank

http://www.youtube.com/

watch?v=hgsWYYubQyM

Helicopter materials Scissors Cardboard Tape Pencil

http://www.youtube.com/watch?v=olVJzVadiFs

http://www.youtube.com/watch?v=olVJzVadiFs

http://www.youtube.com/watch?v=hgsWYYubQyM

http://www.youtube.com/watch?v=hgsWYYubQyM

- safety—Are there any risks of hurting oneself in making it or using it?

- use of materials—Can it be made cheaply with available materials? Does it use recycled materials, and can the materials be

used again?

- effect on environments - benefit to society

6.3.4 identify positive and negative impacts that may

arise and potential risks that need to be monitored: What good effects and what bad effects could this solution have?

What would we need to look for to be sure that it is working as

intended? 6.3.5 identify new applications for the design or problem solution.


objects in flight.

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. 6.5.6 Construct and test propellers and other devices for propelling

a model aircraft.

2 class 6–3 Design and carry out an investigation of a practical





select appropriate materials and identify how they will be used

attempt a variety of strategies and modify

procedures, as needed (troubleshoot problems)




objects in flight. 6.5.5. Identify adaptations that enable birds and insects to fly.

Setting goals and providing

feedback


Fold paper bird or create your

favourite insect

Label wing diagram

Wing diagram Wing handout

8

2 Class


objects in flight.

6.5.6. Describe the means of propulsion for flying animals and for

aircraft.

Summarizing and note taking


organizers

Propulsion worksheet

Hand in worksheet http://www.youtube.com/

watch?v=m_4oD-BltCY

Laptop cart http://howthingsfly.si.edu/

propulsion/engines

http://www.youtube.com/watch?v=m_4oD-BltCY

http://www.youtube.com/watch?v=m_4oD-BltCY

http://howthingsfly.si.edu/propulsion/engines

http://howthingsfly.si.edu/propulsion/engines

9

3 classes

6–6 Construct devices that move through air, and identify

adaptations for controlling flight.

6.6.5. Apply appropriate vocabulary in referring to control surfaces and major components of an aircraft. This vocabulary should

include: wing, fuselage, vertical and horizontal stabilizers,

elevators, ailerons, and rudder. .

Summarizing and note taking



Discuss terminology relating to

flight

Label plane

Vocab puzzle review

Plane diagram

Class participation

Tape, puzzle pieces

10

1 Class

Cooperative Learning Review for quiz 1

Quiz Quiz trade

Class participation Questions on cue cards

11

2 Classes

Quiz 1

Review quiz,

Corrections

Quiz Quiz

12

2 Classes



Focus

identify problems to be solved and the purpose(s) of problem-

solving activities: What problem(s) are we trying to solve? What resources can we use?

How will we know that we have done what we set out to do? What

possible impacts do we need to consider?




select appropriate materials and identify how they

will be used

attempt a variety of strategies and modify procedures, as needed (troubleshoot problems)



identify sources of information and ideas and demonstrate skill

in accessing them. Sources may include library, classroom,

community and computer-based resources



6.6.3. Conduct tests of glider designs; and modify a design so that a glider will go further, stay up longer or fly in a desired way; e.g.,

fly in a loop, turn to the right.

Setting objectives and

provided feedback

Reinforcing and providing

recognition


Fold and fly 6 different gliders,

record results

Class participation

Recorded data

6 Glider templates

Measuring tape

13

3 classes



6.6.4 Recognize the importance of stability and control to aircraft flight; and design, construct and test control surfaces.

6.6.5 Apply appropriate vocabulary in referring to control surfaces

and major components of an aircraft. This vocabulary should include: wing, fuselage, vertical and horizontal


organizers

How to behave at the airport,

discussion on questions to ask

Field trip to Red Deer Airport

Record info on handout

Finish handout in class

Discussion on what students

learned

Red Deer Airport Handout

Class participation

Handout

14

4 classes

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.


identify one or more ways of finding answers to given Questions

6.1.2plan 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



identify sources of information and ideas and demonstrate

skill in accessing them. Sources may

include library, classroom, community and computer based

resources


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




providing feedback

Reinforcing and providing

recognition

Watch video of bobsled team

Bobsled project

Sleigh design, including

required materials

Participation in creation

Rubric

Olympic footage

observations

identify possible applications of what was learned

identify new questions that arise from what was learned.

6–4 Demonstrate positive attitudes for the study of science and

for the application of science in responsible ways.

6.1.1 curiosity 6.1.2 confidence in personal ability to learn and develop problem-

solving skills

6.1.3 inventiveness and open-mindedness 6.1.4 perseverance in the search for understandings and for

solutions to problems

6.1.5 flexibility in considering new ideas 6.1.6 critical-mindedness in examining evidence and determining

what the evidence means

6.1.7 a willingness to use evidence as the basis for their conclusions and actions

6.1.8 a willingness to work with others in shared activities and in

sharing of experiences 6.1.9 appreciation of the benefits gained from shared effort and

cooperation

6.1.10 a sense of personal and shared responsibility for actions taken


objects in flight.

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.



6.6.1 Conduct tests of a model parachute design, and identify design changes to improve the effectiveness of the design.

15

1 Class

Chapter review Foldable 4 fortune tellers with key

concepts and vocabulary

terms

16

1 Class

Chapter Test

Math 6 Outcomes

Fractions and Geometry

Lesson

Day #

Learning Outcome

(Curriculum)

Instructional Strategy

(What the teacher does)

Learning Activity

(What the student does)

Assessment

(FOR/OF/AS)

Resources / Materials

(media, technology, audio,

visual, internet,

community, equipment,

software, etc.)

1

2 Classes

6.4 Relate improper fractions to mixed numbers and mixed

numbers to improper fractions.

[CN, ME, R, V]

6.4.1 Demonstrate, using models, that a given improper fraction

represents a number greater than 1.

Health

LIFE LEARNING CHOICES use resources effectively to manage and explore life roles and career opportunities and challenges.

L–6.2 identify personal skills, and skill areas, for development in

the future



Review of fractions from grade 5

Mathlympics Day

In a Fraction of a Second

review sheet

Mathlympics score sheet

Review sheet

Smarties

IPods

QR code sheets

Score card

2

4 Classes

6.4. Relate improper fractions to mixed numbers and mixed


[CN, ME, R, V]

6.1.2 Express improper fractions as mixed numbers.

6.1.3 Express mixed numbers as improper fractions

Summarizing & note taking



Show gases as fractions

Lego creation

Info sheet from internet

search

Pie Chart

Gas fraction sheet

Lego design with description

Book laptop cart

Lego

Remind students to bring

their favourite recipe

3

3 Classes

Health

Wellness Choices

make responsible and informed choices to maintain health and to

promote safety for self and others. W–6.5 analyze personal eating behaviours—food and fluids—in a variety of settings; e.g., home, school, restaurants


Homework & Practice

Food for thought activity Fractions in Recipes

Play dough

Play dough

Flour, salt, oil

4

2 classes



[CN, ME, R, V]

6.1.4 Place a given set of fractions, including mixed numbers and

improper fractions, on a number line, and explain strategies used to determine position.



Math booklet

Pizza Party Problem

Hand in booklet

Pizza party answers

Booklets

Pizza party game

5

4 Classes



[CN, ME, R, V]

6.1.5 Translate a given improper fraction between concrete,

pictorial and symbolic forms. 6.1.6 Translate a given mixed number between concrete, pictorial

and symbolic forms



Math drills worksheet

Create graphs

Laptop Cart

6

1 Class



[CN, ME, R, V]

Cooperative learning Review of Fractions using show

down

Class participation

Circulating

Sample questions

7

1 Class



[CN, ME, R, V]

Fraction quiz Quiz

Quiz

8

1 Class



[CN, ME, R, V]

Review quiz

Corrections

9

2 classes

6.1 Demonstrate an understanding of angles by:

• identifying examples of angles in the environment

• classifying angles according to their measure

• estimating the measure of angles, using 45°, 90° and 180° as

reference angles

• determining angle measures in degrees

• drawing and labelling angles when the measure is specified.

[C, CN, ME, V] 6.1.1 Provide examples of angles found in the environment.


organizers





providing feedback

Scavenger hunt

ski track

Scavenger hunt report

10

2 classes





reference angles



[C, CN, ME, V]

6.1.1 Provide examples of angles found in the environment. 6.1.2 Classify a given set of angles according to their measure;

e.g., acute, right, obtuse, straight, reflex.



Bobsled track using triangles Track design with triangles

identified

Coloured paper

Scissors

Glue, tape

11

2 Classes





reference angles



[C, CN, ME, V]

6.1.3 Sketch 45°, 90° and 180° angles without the use of a

protractor, and describe the relationship among them.



Watch Ski Jumping footage

Sketch angles of ski jumpers, ice

or curling rink

Sketch page Olympic footage

12

3

2 Classes

Health

LIFE LEARNING CHOICES use resources effectively to manage and explore life roles and

career opportunities and challenges.

L–6.3 analyze influences on decision making; e.g., family, peers,

values, cultural beliefs, quality of information gathered

L–6.4 identify and develop strategies to overcome possible challenges related to goal fulfillment; e.g., self-monitoring

strategies, backup plans


differences

Watch Paralympic footage

How are these athletes

different? How are they the

same?

Discussion on striving for goals

and the influence peers have on

decisions in life

Have students write a goal they

would like to achieve by

graduation.

Comparison sheet

Goal

Olympic footage

13

4 classes

1. Demonstrate an understanding of angles by:




reference angles



[C, CN, ME, V]

6.1.4 Estimate the measure of an angle, using 45°, 90° and 180° as reference angles.

6.1.5 Measure, using a protractor, given angles in various

orientations. 6.1.6 Draw and label a specified angle in various orientations,

using a protractor.




Lesson on how to use a

protractor

Independent practice with

protractor

Mangled Angles game

Angles worksheet

Participation in game

Protractors

Mangled Angles game

pieces, dice

14

3 Classes

2. Demonstrate that the sum of interior angles is:

• 180° in a triangle

• 360° in a quadrilateral.

[C, R]

6.2.1 Explain, using models, that the sum of the interior angles of a

triangle is the same for all triangles. 6.2.2 Explain, using models, that the sum of the interior angles of a

quadrilateral is the same for all quadrilaterals.



The Third Degree booklet

Find triangles and quadrilaterals

in the classroom and prove the

theory in pairs

Booklet

One person per pair shares

with the class

Protracors

The Third Degree Booklet

15

11 Class


organizers


Review of angles Class participation Sample questions

16

1 Class

Chapter test Test

Activities outline

Documents

Transcript of Activities outline