Dakota Jackson
Brief Introduction
learn about because air surrounds us everywhere. This unit informs students about
the different properties of air, including what it is composed of. I constructed the
unit in the order of the Specific Outcomes in the Program of Studies. I thought that it
will have a slight introduction to airplanes, as they are affected by air and
aerodynamics. More about airplanes will be in the next unit. This unit includes many
opportunities for students to work with others, to expand their knowledge, and
understanding. This unit also has endless opportunities for demonstrations and
activities. Overall, this unit is fun, hands on, and full of communication.
Learner Focus
In this unit students will be able to understand air and aerodynamics, and
how they can relate to the topic. Students are often familiar with airplanes or
insects, which can create interest and engagement through the unit. Students will be
They will also be investigative as they work through the activities and
demonstrations. Before the unit starts, you should become familiar with the
students views and knowledge on air and aerodynamics. All students will know
what air is, but do they know what it is made of, or how it can be used to lift an
airplane into the sky? Students of all levels are able to complete this unit because
Science:
• 6–5 Describe properties of air and the interactions of air with objects in
flight.
• 6–3 Design and carry out an investigation of a practical problem, and develop
a possible solution.
Math:
Specific Outcomes
Science:
1. Provide evidence that air takes up space and exerts pressure, and
applications.
4. Recognize that in order for devices or living things to fly, they must
components.
Math:
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.
1. Represent and describe patterns and relationships, using graphs and tables.
according to the Program of Studies because I felt that they increased in knowledge
and understanding as they were numbered. I started my unit with the Air Song,
which they listen to throughout the unit. This helps engage the students from the
beginning, because it has a catchy rhythm, and informs the listeners about air. I then
The math outcomes were picked as I worked through the lessons, and I
placed them where they would fit best. When I thought about having the students
triangles. Triangles were drawn on their kite and labeled with angle degrees to
When students were tasked to learn about what different gases that air is
composed of, they were to create pie and bar graphs to represent this. They then
used percentages to represent how much of air is of each gas. Students were then
able to connect it to another aspect in their life, so that they created more
connections.
Data was used to track student’s airplane distances. I thought that this link
it.
The use of crossing math and science curriculum into one unit worked better
than I thought. It was involve more engagement because it meets the needs of more
engagement levels. In Kagan, engagement levels are higher than the teacher just
lecturing. Picking the right Kagan to correspond with the lesson to ensure that
almost all students are learning at the same time is extremely important. Classroom
Management is also increased when Kagan strategies are used. Kagan is a strong
Albertan student. Throughout the lesson, students will develop Personal Growth &
Wellbeing because of the use of intellectual activities. Students will also develop
Creativity & Innovation, and many others. These will increase their personal skills
that they can carry with them forever. Education is always changing, and so are the
students, which is why we must be diverse with our lessons to ensure that we are
Differentiating Instruction
In every lesson I ensured that I hit more than at least two multiple
Without this, you will only hit the same learners every time, and those that do not
learn in those ways will likely fail. Students will be encouraged to participate in
that involves either working with a partner or working alone so that those learners’
can learn best by applying those modification. I believe that modifications are
essential in every lesson, but they must be made according to the different learning
communication is known to encourage more ideas, students with then have unique
answers, so it is okay for them to enter their input how ever they please. I will then
assess the student according to how well they met the outcome.
Tasks can easily be extended by games! Math games are a great way to
encourage fun learning within the classroom. Science websites are also full of
educational activities that students can do if they finish early. I will ensure that all
Timeline
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Air Takes Air is Bernoulli’s Math Angles Bernoulli, Lift, Gravity,
Up Space & Compressed Principle Summative Lift & & Graphs
Exerts Formative Formative Math Gravity Summative
Pressure Formative Math
Formative
Day 7 Day 8 Day 9 Day 10 Day 11 Day 12
Lift, Gravity, Adaptation Adaptation Propulsion Air is Air is
Flying Birds of Bird & of Bird & for Flying Composed Composed of
& Insects, & Insects Insects Animals & of Different
Propulsion Project Project Aircraft Different Gases –
Formative Lesson Formative/ Summative/ Gases Graphs &
Formative Summative Formative Formative Relationships
Math Summative
Math
Day 13 Day 14 Day 15 Day 16 Day 17
Drag & Review Day Math PAT Science Science
Effects of of Math questions Review Day Test Day
Design Outcomes Summative Formative Summative
Changes Formative
Summative
Assessment & Evaluation
Each and everyday there is some sort of assessment. Most times there is
simple as exit slips, whereas the final summative assessment involves math PAT
questions where it will determine their final grade for math outcomes in the unit.
Often times, the teacher will just walk around and assess students, rather
Math Angles: 5%
Air Takes Up Space & Exerts Pressure
Air & Aerodynamics Math/Science Unit
Day 1 – 65 minutes
General Outcome
6–5 Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
1. Provide evidence that air takes up space and exerts pressure, and identify examples of these properties in everyday applications.
Process Outcomes
Cross Curricular
 Language Arts  cluster
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  1 Garbage bucket or large box
 Communication is used as students work  1 package of plastic bags with twistties
together in Kagan strategies, instructional  Master #1 Worksheet – 1 per student
strategies, and the cluster.  2L Pop Bottles (a couple)
 Critical Thinking – as students think and  Balloons (enough for everyone in the
work through the Scientific Method class)
 Managing Information – as students  Newspaper
organize their information on their cluster.  Ruler
 Collaboration – as student collaborate  Seethrough Bucket
their ideas together on their cluster.  Water
 Cups
Kagan
 Timed Pair Share Bloom’s Taxonomy
 InsideOutside Circle  Students can show evidence that air
takes up space and exerts pressure.
Multiple Intelligences Students can point out these properties
 Musical Intelligence – The Air Song using everyday examples.
 Interpersonal Intelligence – As student’s
work together doing Kagan, instructional
strategies, and their cluster. Assessment
 Kinesthetic Intelligence – as students  Walk around the room and check for
complete the Ghost Walk and Time Pair understanding oneonone with students
Share at any point.
 Ongoing based on experiment writeups,
Instructional Strategies which are to be handed in
 Ghost Walk
Hook (20 min)
 When the student walk in for the day, start with The Air Song:
https://www.youtube.com/watch?v=JakHukESjxg
 Play it twice – the first time have the students listen, the second have them try to participate.
 Mystery Bag Introductory Activity: Students will learn that air is a substance that has unique
properties. Some substances can only be investigated through their interactions.
o How do you prove that air really does exist?
o Students are to observe the box or bag that is empty, but you tell them it is a special
material. Have students come up to the front of the class to observe and move their hand
around in to while describing what they feel. Ask the class “What is Air?” “Can you
describe it?” Have the students individually do this and have them describe their 5
senses.
Description (30 min)
 Introduce the Scientific Method – Terminology will be explained with examples. Students will
be expected to complete a write up for major experiments/demonstrations using: problem,
materials, hypothesis, procedure, and results/conclusion. Recording procedure and results will
be completed independently after small or large group discussion/debriefing. (10 min)
 Have students participate in InsideOutside Circle as they explain to one another the different
steps of a Scientific Method. Each student will pick one to explain. If students pick the same
ones it is ok because hearing it from someone else will stick even better. (5 min)
 What is Air? (15 min)
o Work through centers that demonstrate the different properties of air
§ Test Your Strength (Air Exerts Pressure & Air has weight)
• With a piece of newspaper and a ruler underneath on a table, have one
end of the ruler over the edge of the table and hit the end of the ruler.
Have the students’ answer, “What is holding the newspaper down?” To
answer this, participate in Round Table in their small groups.
§ Air & Space (Air Take up Space)
• Have a seethrough bucket full of water and cups. Have the students push
down the cup to the bottom and look to see that the cup does not get filled
with water. If they can’t see it, have them pull it straight out and notice
that the cup is still dry.
§ AWeigh We Go (Air has Mass)
• Blow up two balloons and place one at each end of a stick so they are
balanced. Pop one of the balloons with a pin and watch the inflated
balloon weigh the stick down. This shows that Air has Mass.
steps in the
Scientific
Method
Students are
thoughtful and
scientific
Students show a
deep
understanding in
their conclusions
Air is Compressed
Air & Aerodynamics Science/Math Unit
Day 2
General Outcome
Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
2. Provide evidence that air is a fluid and is capable of being compressed, and identify examples of
these properties in everyday applications
Process Outcomes
Cross Curricular
 Language Arts – Journal Entry
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  Boiled Egg
 Collaboration  Pop Bottle
 Creativity & Innovation  Kettle – Boiling Hot Water
 Critical Thinking  Syringe
 Candle
 Tin Can
Kagan  Jar Lid
 Numbered Heads Together  Modeling Clay
 Simultaneous Round Table  Buckets
 Water
 2 2L pop bottles
 Balloons
Instructional Strategies
 Corners Bloom’s Taxonomy
 Students can demonstrate and explain how air is
compressed by practicing.
Description
 Show the students the Let it Shine experiment. Make sure students are standing back because
there is fire involved. You may have to do this multiple times for all students to see and
understand.
o Let it Shine
§ Light a candlestick; stick it to the jar lid with modeling clay and place it behind a
tin can. Blow with a straw at the front of the tin can.
§ Using Simultaneous Round Table, complete a write up within your pod group.
 Demonstration:
o Adjust the Volume (Temperature)
§ Put the opening of the balloon over the opening of a 2L Pop bottle. Have one bowl
of cold water and one of hot. Place the bottles into the bowls and watch the
balloons. Switch them back and forth between the bowls so students can see
them inflate and deflate.
§ Students can come up and do this themselves if they want hands on experience to
help them remember and understand this well.
 Students will number off from 14 at their pod and go to the corresponding Corners. In these
corners, students will answer questions based on the above demonstrations within their small
group. Provide evidence to assist in your answers. These will be handed in for formative
assessment.
Modifications
Closure  Students will be given the opportunity to draw & label a
 Journal Entry – Write about picture of the experiment’s procedure and results to help
something you have learned explain their reasoning or provide a written explanation.
from the past two days Taking half the class at a time or team teaching will provide
about air’s unique the opportunity for greater 1:1 teacher support.
properties and how we can
apply them to our lives.
Extensions
 The Scientific Method can be explained at this point
and any of these demonstrations can be filled out as a
write up to be placed in their science journal and
handed in to be assessed.
Bernoulli’s Principle
Air & Aerodynamics Science/Math Unit
Day 3 – 60 mins
General Outcome
Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
3. Describe and demonstrate instances in which air movement across a surface results in lift—
Bernoulli’s principle
Process Outcomes
Cross Curricular
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  Paper
 Creativity & Innovation  Pencils
 Problem Solving  Cardboard and/or poster board (1 per
 Personal Growth & Wellbeing student)
 Critical Thinking  Marker Chips
 Whiteboards or blank laminated pages
 https://www.youtube.com/watch?v=O8qCA2
Kagan mZvVI
 Continuous Round Table  https://www.youtube.com/watch?v=epesI
 Spend a Buck fWvrY
 Stand Up Hand Up Pair Up
 Think Pair Share
Bloom’s Taxonomy
 Students can recall Bernoulli’s Principle to
Instructional Strategies describe and relate it with this activity.
 Timed Retell
General Outcome
Use direct and indirect measurement to solve problems.
Specific Outcomes
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]
Process Outcomes
[C, CN, ME, V]
 Communication – Students communicate through activities and work, such as Math Daily 6, Think Pair
Share, Stand Up Hand Up Pair Up, and Rally Coach.
 Connections – Students can connect triangles with everyday structures that they encounter.
 Mental Mathematics & Estimation – Students estimate triangle angles while they do Math by
Themselves.
 Visualization – Students can visualize triangles and their uses.
Cross Curricular
 Science
 Language Arts
Hook – 5 min
 Give each student a printout asking him or her to find as many triangles as they can within the
big triangle. They must find as many as they can within the 2minute time limit. Have the
students share with their groups how many they came up with and what strategies they used to
find this answer.
Description – 50 min
 Draw on the board different triangles
 Have the students participate in Jot Thought in their table groups about examples of triangles
within school, home, etc. Have them take a minute to categorize their thoughts/sticky notes. Then
take another minute to decide who is going to share some of the ideas.
 Have the students notice the tape by the door representing different angles depending on how far
the door is open or closed.
 Write the different types of triangles up on the board: Right, obtuse, acute with their angles
 Ask the students to now Think Pair Share about some examples of these different kinds of angles
within their environment. Have the students then find a new partner by participating in Stand Up
Hand Up Pair Up and share what their partner told them; Timed Retell. Give each partner 30
seconds.
 Math with Technology: Use Plickers to have the students clarify what kind of triangle each
question is, presented by the teacher. This is a use of technology. Plickers requires printouts.
Make sure you explain to the students how to do this activity if they have not been introduced to
it before. Ensure that they are holding their correct letter to the question at the top of the square
sheet of paper. Create questions ahead of time on the Smart Board.
 Math with the Teacher: As the teacher, show students how to measure angles by thinking about
the clock. Explain to the students that when it is 3:00, it represents a 90 degree angle. When it is
about 12: 10, that represents a 45 degree angle, and when it is 3:45, it represents 180 degree.
After a few examples and questions done by the students, move onto teaching the students how
to use a protractor. Go back to the clock examples and show how you measure the actual degree
of it using the protractor. Move onto actual triangles on the board for students to take turns
coming up and measuring.
 Math by Myself: Complete the worksheet on estimating and actual angle degrees. Print out 1 for
every student.
 Math With Someone: Have the students Stand Up Hand Up Pair Up, grab white boards, and sit
together in the room. One student will call out angle degrees (0180) and the other student will
draw it. The teacher will observe who is doing this correctly and who is not. If a student does not
answer one of the questions correctly, have the students Rally Coach. In Rally Coach, partners
take turns; one solves the problem and the other coaches.
Closure – 15 min
 Math Writing: Have the students write in their math journals the different encounters that we
have with triangles in our daily lives. This can be point form or full sentences. (10 min)
 Math Game: As a class, follow the below link and play the math game on the Smart Board. This
game has different levels including the three angle names, the 3 angle triangle names and side
triangles. This can also be used as an extension if the students want an extra push. (5 min)
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/triangles_shoot.htm
Extensions
Modifications  If students finish, have them complete
 Triangle Song – Types of Triangles  If there is lots of extra time, have students color their
(Numberock) kites.
https://www.youtube.com/watch?  Create a structure using triangles & their
v=JQUTVgT9RXY measurements. Show that you understand triangles &
their purpose.
 Students can work on other triangle sheets to
challenge themselves intellectually.
Notes
 The Plickers App is free but you must pay for the answer sheets.

How many triangle are in the
below picture?
How many triangles are in the
below pictures?
Name:
Bernoulli, Lift & Gravity
Air & Aerodynamics Science/Math Unit
Day 5
General Outcome
6–5 Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
3. Describe and demonstrate instances in which air movement across a surface results in lift—
Bernoulli’s principle.
4. Recognize that in order for devices or living things to fly, they must have sufficient lift to overcome
the downward force of gravity.
Process Outcomes
Cross Curricular
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  The Air Song
 Communication https://www.youtube.com/watch?v=JakHukE
 Creativity & Innovation Sjxg
 Personal Growth & Wellbeing  Kite Video:
https://www.youtube.com/watch?v=oBkSy3
dnIY8
Kagan  1 poster board per student
 Think Pair Share  Markers, pencil crayons, etc. to decorate kites
 InsideOutside Circle  String
Bloom’s Taxonomy
Instructional Strategies  Students will be able to apply and understand
 Timed Retell Bernoulli’s Principle by creating kites.
 Gallery Walk
Assessment
Multiple Intelligences  Students’ kites
• Kinesthetic Intelligence  Teacher observation of Think Pair Share &
• Naturalist Intelligence Timed Retell
• Musical Intelligence  Assess where students are standing according
to the Value Line about kites.
•
Hook (5 min)
 The Air Song https://www.youtube.com/watch?v=JakHukESjxg (2 min)
 Kite Video: https://www.youtube.com/watch?v=oBkSy3dnIY8 (3 min)
Closure Modifications
 Students will head back to their spot and  If the weather is not ideal for kite flying, it
write these answers and an explanation may have to be moved to a different day or
in their journal. students can try in the gym.
 Value Lines (2 min)
o Have students line up according
to how they feel about kites. Do Extensions
they understand? Are they just  Students can be tasked to see how many
okay with the concept? Or, are triangles they can fit on their kite. Have
they experts about the topic? them determine angles.
Lift, Gravity, & Graphs
Air & Aerodynamics Science/Math Unit
Day 6 – 60 min
General Outcome
Describe properties of air and the interactions of air with objects in flight.
Math  Use patterns to describe the world and to solve problems. (PATTERNS AND RELATIONS
(Patterns)
Specific Outcomes
4. Recognize that in order for devices or living things to fly, they must have sufficient lift to overcome
the downward force of gravity.
1. Represent and describe patterns and relationships, using graphs and tables.
Cross Curricular
 Math
Process Outcomes
 C, CN, ME, PS, R, V
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  Flip Chart Paper
 Problem Solving  Paper (enough for 1 per student, plus extra
 Communication for mistakes)
 Cultural & Global Citizenship  Graph Paper
 Managing Information  Bernoulli Video & Paper Plane Activity
https://www.youtube.com/watch?v=_Pn9ZU
Aqs_U
Multiple Intelligences  Measuring tape
• Kinesthetic Intelligence  Marker Chips
• Naturalist Intelligence
Bloom’s Taxonomy
Instructional Strategies Students can demonstrate how devices & living
things fly considering Bernoulli’s principle. They can
create and use paper airplanes to show in graphs.
Kagan Assessment
 Pairs Compare  Data Charts & Graphs (summative)
 Spend a Buck  Classroom Observation
 Jot Thought
Hook (30 min)
 Teach the students how to track data (10 min)
o Think of everyday examples of data & write them on flip chart paper.
 Have them do an activity within the classroom determining how many students have siblings,
pets, play sports, etc. As a class, find 5 categories to take data from. (10 min)
 They can then take their data and put it into different graphs such as: Pictograph, bar graph,
line graph, etc. Have them pick 2 forms of graphing and represent their data. These will be
handed in. (10 min)
 Students can use graph paper
Closure Modifications
 Math Writing: Math Journal the data, talk  If students have difficulty with data,
about your experience, talk through the another minilesson may need to be done.
strategy that you used. (10 min)
Extensions
 Jot Thought examples of how you use data
within daily life (sports, driving, school,
etc.)
Lift, Gravity, Flying Birds & Insects, & Propulsion
Air & Aerodynamics Science/Math Unit
Day 7  60 mins
General Outcome
Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
4. Recognize that in order for devices or living things to fly, they must have sufficient lift to overcome the downward force of
gravity.
5. Identify adaptations that enable birds and insects to fly.
6. Describe the means of propulsion for flying animals and for aircraft
Process Outcomes
Cross Curricular
Materials
Number/Literacy,  Computers
Engaged/Ethical/Entrepreneurial Student  https://wonderville.org/asset/airborne
 Managing Information experiment  Adaptations to Birds
 Personal Growth & Wellbeing  http://nature.ca/discover/exf/dnbrdcnnctn/i
 Creativity & Innovation ndex_e.html  DinoBird Connection
 Critical Citizenship  http://www.rspb.org.uk/discoverandenjoyna
ture/discoverandlearn/funfactsandarticles/a
Kagan daptation/flight/flyingways.aspx  Bird
 Stand Up Hand Up Pair Up Information
 http://www.ornithopter.org/birdflight/flap.s
html  Bird Flight Website
Modifications
Closure (5 min)  Make the computers group or individual
 Exit Slip: What stuck with you today when you work instead of partners
compare bird, insect, & airplane wings?
Extensions
 Have students do a research project or
essay on bird and insect wings
Adaptation of Bird & Insects Project Lesson
Air & Aerodynamics Math/Science Unit
Day 8 – 68 min
General Outcome
Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
5. Identify adaptations that enable birds and insects to fly.
Process Outcomes
Cross Curricular
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  1 poster board per student
 Communication  Book Computers for students
 Managing Information  Markers, glue, etc. for students to use as they
 Personal Growth & Wellbeing design their poster
 Creativity & Innovation
Kagan
 Stand Up Hand Up Pair Up
 Carousel Feedback
Bloom’s Taxonomy
 Students will create and design a poster with
a diagram to show their understanding of how
Instructional Strategies
bird sand insects fly.
 Partner Check
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  Poster designing materials
 Communication  Construction Paper
 Collaboration
 Managing Information
 Critical Thinking
Kagan
 Corners
Bloom’s Taxonomy
Instructional Strategies  Students will construct triangles and
 Venn Diagram determine similarities and differences.
 Students will create and design a poster with
a diagram to show their understanding of how
bird sand insects fly.
Multiple Intelligences Assessment
 Intrapersonal Intelligence  Formative assessment for exit slip
 Interpersonal Intelligence  Rubric will be done when the poster is done,
 Linguistic Intelligence so watch to make sure students are using
their time wisely.
Hook (5 min)
 Students will think back to triangles and familiar names of the different types of them. Students
will then gain a better understanding of the different triangles as they are drawn on the board
with their name and explained. Make sure students notice the different size side lengths.
Extensions
 Show a video about propulsion
 Show a video about unique bird and insect
wings
Propulsion for Flying Animals & Aircraft
Air & Aerodynamics Science/Math Unit
Day 10 – 60 min
General Outcome
Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
5. Identify adaptations that enable birds and insects to fly.
6. Describe the means of propulsion for flying animals and for aircraft.
Process Outcomes
Cross Curricular
 Language Arts  Journal
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  Marker Chips
 Communication  Only CD’s or DVDs
 Personal Growth & Wellbeing  Dawn Dish Soap lids
 Creativity & Innovation  Balloons
 Hot Glue Gun & Glue
Kagan
 Spend a Buck
 Numbered Heads Together
Bloom’s Taxonomy
Instructional Strategies  Students will explain their understanding of
 ThreeStep Interview bird and insect adaptations.
 Students will create a device to understand
and comprehend the means of propulsion.
Modifications
Closure (10 min)  Students can create a web or participate in Jot
 Students will journal about the different Thoughts to share more ideas about why
adaptations that they learned about penguins and ostriches can’t fly.
birds and insects in the poster
presentations. Also, how a bird and
insect flies. Extensions
 Have students play a game that involves a
ziplock bag, with a sponge inside and a
straw to compress the sponge and make
pom pom’s move to expand their
understanding of propulsion.
Air is Composed of Different Gases
Air & Aerodynamics Science/Math Unit
Day 11 – 80 min
General Outcome
Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
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.
Process Outcomes
Cross Curricular
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  Fruit Banana, Apple, etc.
 Communication  Jars
 Managing Information  Candles
 Personal Growth & Wellbeing  Water
 Calcium Hydroxide
 Glasses
Kagan  Straws
 Jot Thoughts  Group Roles task/job sheet
 Numbered Heads Together  Sticky Notes
Bloom’s Taxonomy
Instructional Strategies  Students have previously recognized that air
 Group Roles is composed of many different gases, because
of the air song.
 Students will have evidence that air is
composed of many gases as they experience
the experiments.
Multiple Intelligences
 Interpersonal – recording Assessment
information in Group Roles  Formative assessment will be done on:
 Intrapersonal – recording in o Exit Slip
science journals, o The questions students answer in
 Musical – The Air Song Group Roles
Hook (15 min)
 The Air Song (4 min)
 Place fruit on the front table at the front of the classroom with a cutting board. When everyone
is ready, explain to the students that we are doing an experiment. (2 min)
 Fruity Oxygen Activity  How can fruit show the presence of oxygen in the air? (9 min)
o Place slices of banana, peach, and/or apple on a saucer
o Leave exposed to room temperature for one hour
o Discuss rusting with your elbow partner. Rusting is Oxidation. Oxygen in the air reacts
with the chemicals on the surface of an object. The oxygen replaces other substances. A
clue to the presence of oxygen is a brownish colourthink of rust on a car. This
demonstration will show how fruit oxidizes.
o After one hour examine the fruit. – Do other experiments/activities while you wait
Description (55 min)
 A Slow Burn – How can burning show the presence of oxygen in the air? (15 min)
o Fill a clear plastic tray with water, about 1015 cm in depth. Float the candle in the tray
and light it. Quickly invert the glass jar over the candle and place it into the water.
o Observe what happens to the candle and the water level.
 Have students record in their science journals how long they think the candle will burn and
how long it did burn in different jar sizes. Also, why did the candles burn at different rates? (5
min)
 All Mixed Up – How can you tell there is carbon dioxide in air? (15 min)
o Put some saturated limewater (calcium hydroxide in water) into a glass. Blow into the
straw bubbling the air from your lungs through the limewater. Record your observations
& conclusions.
o Students will participate in Numbered Heads Together to discuss what they think
happened in the experiment and then share with the class what they think as a group.
o Student 4 in the pod will share with the class.
 Have students participate in Group Roles as they record the following information for CO2. One
person will be the Recorder, next will be the Reporter, another will be the Facilitator, and the
last person will be the Energizer. These roles will help keep the group on task. Students will
answer questions as groups like describing one way to make CO2 Gas, Draw and label a
diagram to show how you made the CO2. Also, What colour is carbon dioxide, can you smell
carbon dioxide, is carbon dioxide heavier than air, what happens when a burning candle is
exposed to carbon dioxide, give an example of how we use carbon dioxide, etc. (20 min)
General Outcome
Describe properties of air and the interactions of air with objects in flight.
Use patterns to describe the world and to solve problems.
Specific Outcomes
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.
6. Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and
symbolically
1. Represent and describe patterns and relationships, using graphs and tables
Process Outcomes
[C, CN, PS, R, V]
[C, CN, ME, PS, R, V]
Cross Curricular
 Math
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  https://www.youtube.com/watch?v=JakHukE
 Communication Sjxg The Air Song
 Managing Information  Graph paper
 Personal Growth & Wellbeing
 Problem Solving
Kagan
 Find the Fiction
 Stand Up Hand Up Pair Up
 Tip Tip Teach Bloom’s Taxonomy
 Pairs Check  Students will demonstrate that air is
 Think Pair Share composed of many different gases.
 Students will create graphs to recognize
Instructional Strategies relationships.
 Placemat
Assessment
Multiple Intelligences  Bar & Pie Graphs (summative)
 Musical Intelligence
 Intrapersonal Intelligence
 Interpersonal Intelligence
Hook (5 min)
 Students will listen to and follow along with The Air Song.
 Students will think about the Air Song and recall what air is composed of. They have the words
to the song so they can also refer to those.
Modifications
 Only complete the pie graph and/or bar
Closure (5 min) graph for air if out of time
 Find the Fiction  A larger lesson on pie and bar graphs may
o Have students create statements be required to ensure all students
about air. Students will Stand Up understand them.
Hand Up Pair Up to find a partner
to play with. Have them play two Extensions
rounds of this. If they need to,  To create a Rich Task question, ask
they can do Tip Tip Teach if a students how many ways to can use and
student gets the answer incorrect. represent things in which they can be
graphed.
 Represent each of them using a pie graph
and/or a bar graph.
Drag & Effects of Design Changes
Air & Aerodynamics Science/Math Unit
Day 13 – 45 min
General Outcome
63 Design and carry out an investigation of a practical problem, and develop a possible solution.
65 Describe properties of air and the interactions of air with objects in flight.
Specific Outcomes
7. Recognize that streamlining reduces drag, and predict the effects of specific design changes on the
drag of a model aircraft or aircraft components.
 Identify problems to be solved and the purpose(s) of problemsolving 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?
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)
Work individually or collaboratively in planning and carrying out procedures
Process Outcomes
 Problem Solving through Technology
Cross Curricular
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  Information books in classroom about flying
 Personal Growth & Wellbeing devices
 Communication  Paper for Brainstorming & Concept Maps
 Critical Thinking  Video for hook:
 Collaboration o https://www.youtube.com/watch?v=u
BqohRu2RRk&list=PLsZyhySblsQHyvP
Kagan 8sSd3NBmKyiBdZCGO
 Brainstorming
 Jigsaw
Bloom’s Taxonomy
 Students will modify and describe a flying device to
predict the effects of design change on the model.
Instructional Strategies
 Concept Map
Assessment
 Walk around the class as students participate in
Jigsaw with their group. Watch how well the students
Multiple Intelligences present & explain their project to show their
§ Musical Intelligence understanding of the problem.
Hook (5 min)
 Video: Bill Nye Air video.
https://www.youtube.com/watch?v=uBqohRu2RRk&list=PLsZyhySblsQHyvP8sSd3NBm
KyiBdZCGO
 This will be a problem/project period. The problem will involve construction or modification of
a device that moves through air.
o Students will:
§ Identify problems to be solved and the purpose(s) of problemsolving 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?
Modifications
Closure (5 min)  Students can be given a particular number of
 Students will participate in Jigsaw with modifications that they need to do with their
small assigned groups to share their problem.
device that they came up with.
 Students will ask questions to dig deeper
and expand all student’s knowledge. Extensions
 Students can go on computers and
research devices and their forces to gain a
better understanding
 This can be made into a larger research
project.
Math Review Lesson
Air & Aerodynamics Science/Math Unit
Day 14 – 30 min
General Outcome
Use patterns to describe the world and to solve problems.
Use direct and indirect measurement to solve problems.
Describe the characteristics of 3D objects and 2D shapes, and analyze the relationships among them
Develop number sense
Specific Outcomes
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]
1. Represent and describe patterns and relationships, using graphs and tables.
4. Construct and compare triangles, including: • scalene • isosceles • equilateral • right • obtuse • acute
in different orientations.
6. Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and
symbolically
Process Outcomes
[C, CN, PS, R, V]
[C, CN, ME, PS, R, V]
[C, CN, ME, V]
[C, PS, R, V]
Number/Literacy, Materials
Engaged/Ethical/Entrepreneurial Student  Paper
Bloom’s Taxonomy
Kagan  Students can demonstrate that they
 Snowball understand angles and they can determine
triangles.
 Students will explain how they determine
Instructional Strategies relationships and patterns in graphs.
 Concept Map  Students can demonstrate an understanding
 Value Lines of all outcomes.
 Students will practice.
Hook (8 min)
 Pod groups will create a Concept Map to recall what they remember about math in this unit. (2
min)
 Students will pick two of their groups most important ideas to share with the class.
 Ask each pod group for two ideas to record on the board. Ask students to only share their ideas
if they have not been shared already. This will encourage engagement for all.
 List these on the board
Math PAT Questions
Air & Aerodynamics Science/Math Unit
Day 15
General Outcome
Use patterns to describe the world and to solve problems.
Use direct and indirect measurement to solve problems.
Describe the characteristics of 3D objects and 2D shapes, and analyze the relationships among them
Develop number sense
Specific Outcomes
6. Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially
and symbolically
1. Represent and describe patterns and relationships, using graphs and tables
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]
4. Construct and compare triangles, including: • scalene • isosceles • equilateral • right • obtuse •
acute in different orientations.
Process Outcomes
[C, CN, PS, R, V]
[C, CN, ME, PS, R, V]
[C, CN, ME, V]
[C, PS, R, V]
Materials
Number/Literacy,  A copy of PAT questions for every student
Engaged/Ethical/Entrepreneurial Student  The Air Song
 Critical Thinking https://www.youtube.com/watch?v=JakHukE
 Communication Sjxg
 Problem Solving
 Managing Information
Bloom’s Taxonomy
Kagan  Students can select the correct answer to questions
 Stand Up Hand Up Pair Up that challenge their practice.
Multiple Intelligences
 Musical Intelligence
 Logical/Mathematical Intelligence Assessment
 Interpersonal Intelligence  PAT Questions
 Intrapersonal Intelligence
Hook
 The Air Song will be played before the test to create a positive environment.
https://www.youtube.com/watch?v=JakHukESjxg
 Students will Stand Up Hand Up Pair Up before the test to discuss any last math outcomes before
the test.
Description
 Students will try their best to answer the PAT questions as a wrap up of the math outcomes for
this unit.
Modifications
Closure  Students can work on these questions in
 Exit slip: What has stuck with you during this partners
unit? List one thing for Science & one for Math.
Extensions
 The next Science (Flight) or Math Unit can be
introduced.
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