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Air

& Aerodynamics Unit Plan

Dakota Jackson

EDUC 3108 & EDUC 3106

Lorelei Boschman & Jason Mclester

Due: November 10th, 2016


Brief Introduction

Air & Aerodynamics is particularly an important unit for Grade 6 students to

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

would help students increase their knowledge in a thought-out manner. Students

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

able to make direct cross-curricular connections with triangles in mathematics.

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

modifications can be done to meet the needs of all learners.


General Outcomes

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:

• Use direct and indirect measurement to solve problems.


• Use patterns to describe the world and to solve problems.
• Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them
• Develop Number Sense

Specific Outcomes

Science:

1. Provide evidence that air takes up space and exerts pressure, and

identify examples of these properties in everyday applications.

2. Provide evidence that air is a fluid and is capable of being

compressed, and identify examples of these properties in everyday

applications.

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.

5. Identify adaptations that enable birds and insects to fly.


6. Describe the means of propulsion for flying animals and for aircraft.

7. Recognize that streamlining reduces drag, and predict the effects of

specific design changes on the drag of a model aircraft or aircraft

components.

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.

Math:

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 or Other Outcomes; Cross-Curricular Connections

As I mentioned in my introduction, I followed the science outcomes

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

jumped right into the different properties of air.

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

create kites to demonstrate their understanding of lift, I instantly thought about

triangles. Triangles were drawn on their kite and labeled with angle degrees to

create a direct cross-curricular connection.

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

would be successful, because you could do multiple modifications and extensions to

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

learners at one time.

The 3 E’s; Kagan/Instructional Strategies; MI; Bloom’s Questions


Using Kagan and Instructional strategies with students helps with

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

interpersonal communication device in the classroom, which is a part of the best

Albertan student. Throughout the lesson, students will develop Personal Growth &

Well-being because of the use of intellectual activities. Students will also develop

other skills including Critical Thinking, Managing Information, Collaboration,

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

hitting every intelligence.

Resources and Materials for the Whole Unit as a Glance

- 1 Garbage bucket or large box


- 1 package of plastic bags with twist-ties
- Master #1 Worksheet – 1 per student
- 2L Pop Bottles
- Balloons
- Ruler
- See-through Bucket
- Water
- Cups
- Boiled Egg
- Kettle
- Syringe
- Candles
- Tin Can
- Jar Lid
- Modeling Clay
- Buckets
- Paper: Newspaper, Flip Chart, Construction, Graph
- Pencils
- Cardboard and/or poster board
- Poster designing materials
- Marker Chips
- Whiteboards or blank laminated pages
- Bernoulli - https://www.youtube.com/watch?v=O8qCA2mZvVI
- Bernoulli - https://www.youtube.com/watch?v=epesI-fWvrY
- Sticky Notes
- Plickers App, Print Outs, & questions
- Tape
- Picture Collages
- Worksheets
- Triangle Math game -
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/tria
ngles_shoot.htm
- The Air Song https://www.youtube.com/watch?v=JakHukESjxg
- Kite Video: https://www.youtube.com/watch?v=oBkSy3dnIY8
- Markers, pencil crayons, etc.
- String
- Bernoulli Video & Paper Plane Activity
https://www.youtube.com/watch?v=_Pn9ZUAqs_U
- Measuring tape
- https://wonderville.org/asset/airborne-experiment - Adaptations to Birds
- http://nature.ca/discover/exf/dnbrdcnnctn/index_e.html - Dino-Bird
Connection
- http://www.rspb.org.uk/discoverandenjoynature/discoverandlearn/funfact
sandarticles/adaptation/flight/flyingways.aspx - Bird Information
- http://www.ornithopter.org/birdflight/flap.shtml - Bird Flight Website
- Computers
- Only CD’s or DVDs
- Dawn Dish Soap lids
- Hot Glue Gun & Glue
- Fruit- Banana, Apple, etc.
- Jars
- Calcium Hydroxide
- Glasses
- Straws
- Group Roles task/job sheet
- Information books in classroom about flying devices
- Video for hook:
o https://www.youtube.com/watch?v=uBqohRu2RRk&list=PLsZyhySbl
sQHyvP8sSd3NBm-KyiBdZCGO
- PAT Questions

• https://education.alberta.ca/media/159711/elemsci.pdf Science Program of
Studies
• https://education.alberta.ca/media/3115252/2016_k_to_9_math_pos.pdf
Math Program of Studies

Differentiating Instruction

In every lesson I ensured that I hit more than at least two multiple

intelligences. This proves that my lessons differentiated throughout the unit.

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

multiple Kagan and Instructional Strategies to encourage communication,

understanding, and knowledge. I tend to include a modification with every lesson

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

styles and needs of students within your classroom.

Since all of my lessons encourage some sort of communication with others,

they will be required to participate and expand their knowledge. Since

communication is known to encourage more ideas, students with then have unique

responses. I am a strong believer in open-ended questions with a wide range of

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

students need’s will be met no matter what.


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

formative, rather than summative assessment. I agree that formative assessment is

required before summative assessment is introduced. Some assessments were as

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

than actual written or communicated assessment.

Air is Composed of Different Gases – Graphs & Relationships: 15%

Drag & Effects of Design Changes: 15%

Propulsion for Flying Animals & Aircraft: 5%

Adaptation of Bird & Insects Project: 5%

Lift, Gravity, & Graphs: 5%

Math Angles: 5%

Math PAT Questions: 30 %



























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 twist-ties
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 - See-through Bucket
their ideas together on their cluster. - Water
- Cups
Kagan
- Timed Pair Share Bloom’s Taxonomy
- Inside-Outside 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 one-on-one with students
Share at any point.
- Ongoing based on experiment write-ups,
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 Inside-Outside 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 see-through 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.
§ A-Weigh 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.

Closure (15 min)


- Create an unorganized cluster in a small group about how we can show that air takes up space &
exerts pressure using everyday examples. (5 min)
- Have the students participate in a ghost walk to see what other ideas that other groups came up
with. After 1 minute of looking around, have them participate in Timed Pair Share. Have the
student’s share one of the examples that they thought was a good example from the other tables.
Give each student 30 seconds. (3 min)
- When they return back to their seats, give them the opportunity to add some of these other
examples to their group cluster. (2 min)
- Tell the groups they are going to be sharing their top 2 examples.

- Ask for each groups top examples. Hang these up. (5 min)

Extensions
Modifications - Students can complete a full science experiment
- Students can create a personal about air, which includes the Scientific Method so
organized cluster. that they better understand it. They will complete
write-ups throughout the unit, which will be taken in
for summative marks.










Experiment Write Up Rubric




✓or ✗ Comments
Students have all

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.

Multiple Intelligences Assessment


- Musical Intelligence - Assess questions from Four Corners activity
- Linguistic Intelligence (formative)
- Kinesthetic
Hook (15 min)
- Hand out the words to The Air Song to every student. Encourage them to sing along while it is
played. https://www.youtube.com/watch?v=JakHukESjxg
- Students will participate in Find My Rule based on Air & their properties
- Do the Take the Plunge Activity with the class
o Using a syringe, pull it out to the max. Ask a student to come up and try pushing the
syringe in while one thumb is over the end.
o Have students participate in Numbered Heads Together to discuss with them what the
plunger is pushing, why is it so difficult to push it all the way in, what property of air are
you observing?
o Students will record this in their Science book

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 1-4 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 & Well-being 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

Multiple Intelligences Assessment


- Kinesthetic - Questions in science book after Flat
- Interpersonal Cardboard Wing activity
- Spatial - Informal – walk around class & listen

Hook (15 min)
- Lift Off Activity (15 min)
o Students will cut a rectangle piece of paper, so that it fits between the two ends of their
pencil. Tape the two ends together and let it hang freely below. Hold the pencil close to
your lips and blow. What Happened? Have students participate in Think Pair Share with
their elbow partner. Share with your partner what you think happened.
o All students will participate individually in this activity.
o Ask partner one to share with the class what they think happened.
o Explain to the class that this is called Bernoulli’s Principle. This principle explains that
fast moving air creates an area of pressure lower than air that moves more slowly. As
the students blow they are creating a low-pressure area and the paper is forced up by
higher atmospheric pressure. This phenomenon is called “lift.”

Description (35 min)
- Videos: (5 min)
o Bernoulli’s Principle Video with Multiple Examples/Experiments
https://www.youtube.com/watch?v=epesI-fWvrY
o Bernoulli’s Principle Video – Lego men & Hair Dryer Experiment
https://www.youtube.com/watch?v=O8qCA2mZvVI
- What was said in the video? (2 min)
o Participate in Timed Retell what happened in the videos with your elbow partner. Each
partner will have 1 minute.
- What are some everyday examples of this principle? (3 min)
o Complete Continuous Round Table
- Have the class participate in Spend a Buck to decide which idea to share with the class. (2 min)
o Make sure each student has enough chips to participate. Whichever idea has the greatest
number of chips, is the idea they share. Have person 3 at every pod group share their
groups’ idea.
- Show experiment to prove this theory:
o Flat Cardboard Wing (23 min)
§ Show students a piece of poster board. Ask them what they think will happen
when the cardboard in tilted up and when it is tilted down. Have them Stand Up
Hand Up Pair Up with someone to Think Pair Share their answer.
§ Each student will be provided with a piece of poster board. As a class, head to the
gym so students can run with the cardboard to test their predictions. Run at
different speeds.

Closure (10 mins) Modifications
- Head back to the class and answer - Students can answer questions from closure
some questions in your science book. on whiteboards first instead of writing
o When the wing is at different directly in science journal, so that they aren’t
angles, what happened? worried about making mistakes or failing.
o What differences does the
speed at which you run have
on the upward or downward Extensions
force on the cardboard? - http://howthingsfly.si.edu/media/bernoulli-
o What would happen if an principle - Interactive “What happens when
airplane goes through the air you ‘squeeze’ a stream of air?”
too slowly? Why? - http://howthingsfly.si.edu/sites/default/files
o Explain why the slope of a /attachment/BernoulliBrain-Teasers.pdf -
wing can cause a wing to have Bernoulli Brain Teaser Experiments
lift.
Math Angles
Air & Aerodynamics
Day 4 – 70 minute lesson

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

Number/Literacy, Engaged/Ethical/Entrepreneurial Materials


Student - Sticky Notes
- Communication – Students will communicate - Plickers App, Print Outs, &
throughout Kagan and Instructional Strategies questions
in the lesson - Tape
- Creativity & Innovation – Students will use - Picture Collages
creativity to write in their math journals about - Worksheets
how triangles are applied to our everyday lives - Whiteboards
- Managing Information – Recording their angles, - http://www.sheppardsoftware.co
determining angles, determining triangles, etc. m/mathgames/geometry/shapesh
- Personal Growth & Well-being – Students will oot/triangles_shoot.htm
grow as they consider different ways that -
triangles are used in their everyday life. Bloom’s Taxonomy
- Student will be able to demonstrate
how they understand angle
Kagan measurements & triangles using
- Jot Thought
real life examples.
- Think Pair Share
- Stand Up Hand Up Pair Up
- Rally Coach Instructional Strategies
- Timed Retell

Multiple Intelligences Assessment
- Logical/Mathematical Intelligence – Students think - Plickers questions
logically as they think about how triangles are used and - Worksheet done
demonstrating in their life. Students think mathematical individually
as they figure out angles and names of triangles. (formative)
- Linguistic Intelligence – Students use linguistics as they - Informally- walking
write in their math journals about how they encounter about the classroom &
triangles in their life. listening to the
- Interpersonal Intelligence – Students complete a lot of students answer
group work in this lesson so that they can learn - Students’ math
interpersonal skills. Meaning that they develop ways to journals (summative)
work with others. Students strong in this department will
excellence at these tasks.

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 2-minute 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 (0-180) 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 & Well-being - 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
- Inside-Outside 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)

Description (50 min)


- Have each student create a kite using poster-sized paper. Cut it to your desired shape. (10 min)
o While students cut their kites, have them think if it matters what shape or size it is.
- Each student must draw triangles on it then figure out the actual angles of their triangles on
their kites.
- Think back to the Flat Wing Experiment, what happened?
- Have students participate in Think Pair Share and Timed Retell to answer the question
“What happened in the Flat Wing Experiment & how?”
- Give students the chance to color & decorate their kites (20 min)
- Set up a quick Gallery Tour of students’ kites before going outside (2 min)
- Attach string to the kite
- Give instruction before heading outside to fly the kites
- Head outside to fly kites (20 min)
- Have students participate in Inside-Outside Circle as they explain what happens to a kite you
are flying if the wind stops blowing. How is the kite flying? What is this called?

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

Description (20 min)


- Bernoulli Video & Paper Plane Activity https://www.youtube.com/watch?v=_Pn9ZUAqs_U
o Watch the video (3 min)
o Make sure each student has a piece of paper.
o Follow the instructions on how to make a paper airplane
o Head outside or to the gym to test the paper airplanes
o Give the students 3 minutes to practice flying their planes on the “runway” created. Have
the students keep track of their distances.
o After 5 tests, head back to the class.
o If you made a successful airplane, how was your airplane able to glide through the sky?
§ Have students participate in Spend A Buck as they each share their response to
the question then vote for the one that they like best and will share with the class.

- Once everyone is back to the class, (10 min)
o Have students work with their elbow partners to find relationships and patterns from
their data collected from their tests.
o Have them join another partner group at their table or within the classroom and have
them participate in Pairs Compare.
o This data will then be combined and used to find relationships and patterns within the
classroom from the results of the plane flying.

Closure Modifications
- Math Writing: Math Journal the data, talk - If students have difficulty with data,
about your experience, talk through the another mini-lesson 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 & Well-being - http://nature.ca/discover/exf/dnbrdcnnctn/i
- Creativity & Innovation ndex_e.html - Dino-Bird 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

Instructional Strategies Bloom’s Taxonomy


- Venn Diagram - Students will be able to discover and identify
how birds, insects, and devices fly while

overcoming gravity.
- Students will create a poster to explain how
propulsion works for flying animals and
aircraft
Multiple Intelligences
- Logical/Mathematical
Assessment
- Venn Diagrams that the students create
(formative)
- “What stuck with you today?” – Sticky Note

Hook (10 min)
- Students will have the next 20 minutes to play and read the following links on the computers:
o http://www.free-training-tutorial.com/place-value/airplanes.html - Plane & Eagle Math
Game
o http://nature.ca/discover/exf/dnbrdcnnctn/index_e.html - Dino-Bird Connection
o http://www.rspb.org.uk/discoverandenjoynature/discoverandlearn/funfactsandarticle
s/adaptation/flight/flyingways.aspx - Bird Information
o http://www.ornithopter.org/birdflight/flap.shtml - Bird Flight Website

Description (45 min)


- Head back to the class and have students play Find the Fiction with their face partner at their
pod. These statements (2 true and 1 false) will be about bird & insect wings or anything they
found on the computers. Switch to elbow partners and do the same thing. (5 min)
- Class discussion about wings: (5 min)
o Ask students if they think the shape of a birds wing matters.
o Ask students what a birds wing reminds them of (airplane)
o How do bird and insect wings work? (Bernoulli’s Principle)
- https://wonderville.org/asset/airborne-experiment - Adaptations to Birds (5 min)
- Elbow Partners will create a Venn diagram to compare a bird and insect. Don’t tell them how a
Venn Diagram works, instead have them figure out what the circles mean. Ask each partner
group to share with the class their bird & insect and one of their differences or similarities. (10
min)
- Show examples up on the board of some birds and insects to reaffirm the differences and
similarities. (5 min)
- Head back to the computers and give students the rest of the class to work on their research
projects that they will work on for the next couple of days then they will be presented. (15 min)
o Getting Off the Ground Research Project:
§ Each student will be assigned a specific bird or insect to research.
§ Students will make a poster to show how their (bird or insect) flies.
§ It will include a clear diagram that illustrates how their bird or insect flies.
• Labels
§ 3-5 facts
§ At least two resources recorded
§ A catchy title for your poster.

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 & Well-being 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

Multiple Intelligences Assessment


- Interpersonal Intelligence - After students complete their poster, they will
- Intrapersonal Intelligence be assessed using summative assessment.
- Spatial Intelligence - Exit Slip will be formative to check for
student’s understanding
Hook (45 min)
- Students will head back to the computers to finish finding research for their poster on their
assigned bird or insect.

Description (18 min)


- Research poster guidelines are as follows:
o Getting Off the Ground Research Project:
§ Each student will be assigned a specific bird or insect to research.
§ Students will make a poster to show how their (bird or insect) flies.
§ It will include a clear diagram that illustrates how their bird or insect flies.
• Labels
§ 3-5 facts
§ At least two resources recorded
o A catchy title for your poster.

- When students return to the classroom, they will Stand Up Hand Up Pair Up to participate in
Partner Check to ensure that they are on the right page before they begin designing their
project poster. (3 min – 1.5 min each student)
- Students will come back to the classroom to begin designing their poster. (15 min)

Closure (5 min) Modifications


- Students will participate in Carousel - It is suggested that students work on their
Feedback at the end of the period. This is posters at home tonight if they do not think they
to provide the opportunity for students will finish it in time.
to give their peers feedback on their
poster and project idea as they work. Extensions
- Write an exit slip about the feedback you - Have students complete a compare &
received and if you are going to use it or contrast poster
not. - Students can write a paper, paragraph or
story about their assigned bird or insect

Adaptation of Bird & Insects Project
Air & Aerodynamics Science/Math Unit
Day 9 – 60 min
General Outcome
Science - Describe properties of air and the interactions of air with objects in flight.
Math - Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among
them

Specific Outcomes
5. Identify adaptations that enable birds and insects to fly.
6. Describe the means of propulsion for flying animals and for aircraft.
4. Construct and compare triangles, including: • scalene • isosceles • equilateral • right • obtuse • acute
in different orientations.

Process Outcomes
[C, PS, R, V]

Cross Curricular
- Math

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.

Description (50 min)


- Students will then construct their own triangles out of construction paper making sure that
they create a scalene, isosceles, equilateral, right, obtuse, and acute triangle.
- Students will then work with their elbow partner to create a Venn Diagram to compare the
different triangles. They can label the sections however they want. Pairs will then share with
their other pod pair how they compared their triangles. Each pod group will be asked to share
with the class where they placed one of the triangles.
- Students will jump right into their poster designing from here.
- After 20 minutes, students will number off at their pod from one to four and go to the
corresponding corners. At these corners, they will discuss their ideas at this time. Once they
each talk for 30 seconds, students will resume their poster designing.
- Students need to complete their poster this period, if not they are to take it home.

Closure (5 min) Modifications


- Exit Slip: think, why do only some winged - If students are nowhere near done, they
animals fly & others don’t? can be given another day or time during
art to finish.

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 & Well-being - 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
- Three-Step Interview bird and insect adaptations.
- Students will create a device to understand
and comprehend the means of propulsion.

Multiple Intelligences Assessment


- Interpersonal - Students will hand their poster projects in to
- Spatial Intelligence be used as a summative assessment.
- Kinesthetic Intelligence - Formative assessment on students’ journals
will be done

Hook (20 min)
- Students will present their posters in a Three-Step Interview process. This involves students
interviewing each other in pairs, first one way, then the other. Students share with their pod
group information they learned in the interview. (10 min)
- Students will participate in the Three-Step Interview process again. (10 min)

Description (30 min)


- Why Can’t They Fly? (10 min)
o Ask students whey penguins and ostriches can’t fly
o Have them participate in Spend a Buck to choose which response is best to this question.
Once one of the responses has been voted the highest for, have them participate in
Numbered Heads Together as they number each other off in their pod. Make sure
everyone understands their group’s response so that when the teacher calls a random
number, that student can share with the class.
- Students will create Balloon Hovercrafts to show propulsion. (20 min)
o For a hovercraft, the means of propulsion come from the air pushing downward on a
surface. The hovercraft forces air out from beneath it, creating a cushion of air to float
on, which keeps it up. In an actual hovercraft, there is continuous air to keep it going,
though for this experiment, we are limited to the amount of air in the balloon.

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 & Well-being - 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 colour-think 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 10-15 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)

Closure (10 min) Modifications


- Go back to the Fruit and see what has - Check the fruit every hour and watch it
happened in the past hour. (5 min change more and more.
debrief discussing what happened)
- Have students participate in Jot
Thoughts to think of other examples that
have rusting like this experiment. Have
students categorize sticky notes Extensions
however they please. (3 min) - Students can explore CO2 experiments further.
What is CO2? How do we use it? Do we need it?
- Exit Slip – what stuck with you about air How is it produced?
today? (2 min)

Air is Composed of Different Gases – Graphs & Relationships
Unit
Day 12 – 70 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 & Well-being
- 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.

Description (60 min)


- As a class, brainstorm different ways that percentages are used in our world. (4 min)
- Students will create a pie chart graph to represent how much of each gas is in air. Students will
work with their elbow partner to participate in Pairs Check as they work on their bar graph
while completing this Kagan strategy. Have them use colors to show the different gases within
their graphs. Make sure students use whole percentages to label. (20 min)
- Once they are done, students will create a table that will have the information, just in a different
form. (10 min)
- Once students complete their graphs, they will think of another way that they can represent
something on a pie and bar graph. Students will use a placemat with their pod to come up with
other ways that can be represented using whole percentages on a pie and bar graph. (3 min)
- Students will pick an idea and show it on their graphs. Once they are done they will also label
with whole percentages. (20 min)
- “How are these graphs similar?” “What relationship or pattern do they have with each other?”
o Have students Think Pair Share with their face partner about their thoughts on the
relationship between their graphs of air and their personal graphs. (3 min)

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
6-3 Design and carry out an investigation of a practical problem, and develop a possible solution.
6-5 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 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?
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 & Well-being 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 8sSd3NBm-KyiBdZCGO
- 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 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?

Description (35 min)


- “You have been tasked to construct or modify a device that moves through the air. Make sure
you consider any problems that you may encounter, think of the resources you want to use, and
other impacts or obstacles you need to consider. You will need to consider what external forces
acts on your device. For example, an airplane has many forces like lift, thrust, drag, etc. You are
to choose a device that you are somewhat familiar with.”
- Students at each pod will participate in Brainstorming as they come up with as many ideas as
they can for their problem of the day.
- Remind student that they only have this period to complete their project.
- Students will Line Up according to birthdays. At this point, the students will be paired up
together. These will be the students that will work together to think of their new constructed
and modified device.
- Before they get started, students will complete a Concept Map so that they can plan what they
want their end project to look like to successfully solve the problem.
- Students don’t actually need to create the device, just explain the modifications to an existed
device.


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 3-D objects and 2-D 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.

Multiple Intelligences Assessment


- Logical/Mathematical Intelligence - Informal assessment on students as they answer
- Interpersonal Intelligence the questions throughout the class.

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

Description (20 min)


- Each pod group will be assigned an outcome to create questions for.
- On white paper, the question will be on one side of the paper with no answer. Students are to
create two questions per pod group. Students may look in their notes
- Students will then crumble up the paper and toss them to the front of the room.
- At this point, the students will each be assigned questions to answer.

Closure (2 min) Modifications


- Value Lines - Elbow partners could create questions for one
o Students will line up according to another and Tip Tip Teach.
how they feel about the math
outcomes before they answer
questions tomorrow.
Extensions
- More review may be needed if students
are struggling with the practice questions





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 3-D objects and 2-D 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.