ECH430 Assessment 3: Flying High: Science of Flight

STAGE 3
By: Carmen Lo, Lessons 3, 4 & 9 Karishma Singh, Lessons 1, 2 & 8 Zeinat Skaf, Lesson 5, 6 & 7

Webpage: http://flyinghigh430.weebly.com

INTRODUCTION
Flight has been a natural phenomenon that occurs to certain objects and living things. However, despite the exposure to such concept, it took human many years to comprehend the scientific knowledge behind flight (Spilsbury, 2012). Flight is a broad topic that covers both natural flying objects such as birds and flying insects, and man-made flying object such as aeroplanes and gliders (Spilsbury, 2012; Tennekes, 2009).

In this unit of work, a range of science learning experiences in relation to flight will be examined. For instance, children will be introduced to this topic using technology, class discussions, group work and receive first hand experiences by exploring the school environment (Spilsbury, 2012). Additionally, children will conduct science investigations where process skills will be utilised such as questioning, experimenting, hypothesising, predicting, data analysing, and concluding (Board of Studies NSW, 2006b; Charlesworth & Lind, 2010). These investigations will ultimately lead them to developing and designing experiments that cater to their investigations on flight. Subsequently, children are provided with the opportunity to explore the science concepts in depth to further enhance their understanding of how flight occurs in the natural and man-made objects in their everyday life. This includes inquiring the basics of flight such as lift, speed, weight and air pressure (Smith & Peacock, 1992; Tennekes, 2009).

Throughout this unit of work, children will be constantly updating information and materials that theyve learnt in each lesson to the online learning platform, Edmodo. This will ensure that all information is shared amongst the class, encourage connection, collaboration and easy access to the information in the future (Edmodo, 2013). In consideration of supporting differentiation, the 9 proposed activities encourage children to work as individuals, small groups and as a class, depending on the learning experiences (Hallam, Ireson & Davies, 2004). They will also be engaged in an excursion where they can explore flight personally. Finally, to assess their learning of this unit of work, a reflection from a specific topic of their choice will be submitted.

KEY LEARNING AREA INTEGRATION

In order to maximize the effectiveness of Learning in this unit of work, it is imperative to integrate all key learning areas of the curriculum whenever possible. Inquiry into the science of flight is an open-ended subject that makes it possible to integrate English, Human Society and its Environment (HSIE), Personal Development and Physical Education (PDHPE), Creative Arts and Mathematics.

Science, English & Mathematics

Linking science with literacy motivates students to find answers for their questions, solve problems, obtain additional information and check findings and conclusions (Victor, 1989). The helpful connection between science and literacy education provide accessible and engaging means to become skilled at both literacy and science (Bull, 2008). Students will use effective scientific procedural and report writing when carrying experiments and investigations (WS3.9; WS3.10; WS3.11; WS3.12). They would write about the adventures of flying, chronological reports about famous people in the history of flying. Likewise, science, numeracy and technology are interconnected: fundamental mathematical concepts such as comparing, classifying and measuring are simply called process skills when applied to science (Charlesworth & Lind, 2013, p. 5). Through hands-on experiences in the lessons, students will be given opportunities to select and use appropriate problem-solving strategies to complete their investigations (WM3.2), use mathematical terminology and some conventions to explain, interpret and represent mathematical situations in variety of ways (WM3.3). This can be done by displaying, reading, interpreting, organising and representing data in graphs and other mathematical formats (DS3.1). In relation to working mathematically, students ask questions about aerodynamics that could be explored using stage three mathematical content (WMS3.1) and investigate lines of symmetry in regular and irregular shapes (SG3.1). Additionally, using ICT allow students to record their experiments, produce presentations on their discoveries of aeroplanes and flying, and upload their work to the computer and Edmodo.

Creative Arts & PDHPE

In Visual Arts, students would create their model of Flying machines using research on the Wright Flyer and explore music, drama and dance in relation to the topic. This inquiry would develop both academic and social skills of students. Investigative learning promotes the social skills of sharing, helping, encouraging, co-operation and accepting of individual responsibility in line with the PDHPE syllabus (IRS3.11; COS3.3). Students would, also, demonstrate push and pull forces and how they can change movement (GSS3.8).

HSIE (Human Society and Its Environment)

In HSIE, students could research the history of Daniel Bernoulli and recognise the contribution that some people have made to the development of flight through history (CCS3.1).The lessons, also, would help students develop strong self-concepts and healthy self-esteem (Clutterbuck, 2000). Teachers foster students interactions in an inclusive rich environment. Students would be provided with opportunities to communicate effectively for inquiring and applying learnt concepts with peers to express well developed, well-organised ideas dealing with more challenging topics (TS3.1).

DIFFERENTIATION
The unit, Flying High: The Science of Flight has been developed to cater for all students. The various science experiences provide children with the opportunity to engage in hands-on learning lessons. The unit of work has been designed to accommodate teaching approaches that support and cater for specific and individual learning needs for all students (Board of studies, 2012). Teachers that promote high quality learning environments to assist in creating a positive, safe and inclusive classroom that focuses on childrens learning, knowledge and understanding in science.

The nine sequential learning experiences support childrens understanding in science through shared experiences such as working in pairs, small group works and working as a class, use of pictures, concrete materials and technology such as the Interactive Whiteboard, computers and internet tools such as Edmodo and Glogster (Chapman, Clarke, Devlin, Linstead, Madden, Manners, Richard, Spenceley & Walpole, 2012).

Additionally, the integration of ICT in teaching is vital in science as it assists and enhances children's learning by providing visuals to help with their understanding of the work. These experiences encourage children to research, investigate and explore scientific questions, which helps them attain science process skills (Chapman., et al, 2012). Moreover, the various learning activities also encourages children to build on their social interaction by working collaboratively with other peers.

Ultimately, this unit is culturally considerate as it acknowledges and caters for student diversity, in particular, Aboriginal and Torres Strait Islander children. By incorporating experiences that cater for different learning styles of all children, for instance, learning in the outside environment, students feel more connected to nature, therefore become more active in their learning. Furthermore, lesson eight provides an excursion opportunity to Grose River Park (Sydney), which is a part of the Richmond tribe (also identified as the Buruberongal tribe) of the Darug people (Trees Adventure, 2013). In doing so, students can explore the science topic in the natural environment on the land of the Indigenous.

KEY SCIENTIFIC KNOWLEDGE & CURRICULUM

KEY SCIENTIFIC KNOWLEDGE

Flying animals and objects

When birds and aeroplanes fly they can change the angle of attack of their wings to suit the circumstances they are currently in. For example birds fly with their nose up, when aiming at a high angle of attack or flying slowly. Wings of an airplane or a bird have to be supported by their weight against the force of gravity, the lift L must equal the weight W. Different wings produce an amount of lift that is equal to the surrounding air (Tennekes, 2009).

When things fly such as birds and airplanes they take off and land into the wind. They also require speed in order to become airborne. Airplanes need to achieve enough airspeed before it can lift itself up off the ground (Tennekes, 2009).

Speed and Velocity

Speed is measured upon how fast or slow an object is moving. The equation of speed is based on the distance/time = speed. As objects move faster, the greater the distance has been achieved in a given time. Speed is measured in meters per second and is recorded as m/s. Velocity is evidently similar to speed and is measured how fast an object is moving distance/time= speed. However, the only difference is that when a moving object travels at the same speed, but changes direction then the velocity has been changed (Alerstam & Hendenstrom, 1995).

The Forces Involved In Flying a Plane

When a plane is flying, there are four forces acting on it: gravity, lift, thrust and drag. The pull of the earths gravity on the plane, which becomes the weight of the plane, is a downward force (Victor, 1989). As there are different forces impacting on the flight, the distance and weight of

the flight will always vary (Jaco Aerospace, 2013). Lift is an upward force that acts against gravity, because of the action of the air on the wings, lifting the plane into the air and keeping the plane there while it is flying (Victor, 1989). Thrust is the force that pulls the plane forward, and it is produced by a propeller or by a jet engine Victor, 1989).Drag is the resistance that the air offers because of friction when the plane moves through it, and it is a backward force that works against the thrust (Ray & Ray, 1992; Scholastic, 2013; Victor, 1989). For a plane to take off, the lift must be greater than the forces of gravity, and the thrust must be greater than the drag (Federal Aviation Administration, 2007, Victor 1989). Additionally, the plane usually maintains a constant elevation when gravity and lift are equal. Similarly, when the thrust and drag are equal, the flying object maintains a constant speed. If thrust decreases to a lower value to drag, the airspeed will decrease (Federal Aviation Administration, 2007). Paper planes are similar to planes as they can fly and glide through the air as an affect of these physical phenomena in the world.

Producing Lift

The plane is lifted chiefly because of the flow of air passing over the wing. A scientific principle, called Bernoullis principle, explains why this lifting effect takes place. Bernoullis principle states that, when air moves faster across the top surface of a material than across the bottom surface, the pressure of the air pushing down on the top surface is smaller than the pressure of the air pushing up on the bottom surface (Victor, 1989). The shape of the wing is designed to make use of Bernoullis principle. The front edge of the wing is thicker than the back edge, and the upper surface of the wing is curved whereas the under surface is straight. When the wing moves through the air, some of the air flows over the wing and some flows under the wing (Federal Aviation Administration, 2007, Victor, 1989). Because the upper surface of the wing is curved, the air that flows over the upper surface must travel a longer distance than the air that flows along the bottom surface. However, scientific tests show that all of the air flowing over and under the wing reaches the end of the wing at the same time. Consequently, the air flowing over the curved, top surface of the wing must move faster than the air flowing along the shorter, bottom surface to reach the end of the wing at the same time (Federal Aviation Administration, 2007, Victor, 1989). According to Bernoullis principle, because the air is moving faster across the top surface of the wing than across the bottom surface, the air pressure pushing down on the top surface is

smaller than the air pressure pushing up on the bottom surface. The greater air pressure underneath the wing pushes up on the wing and produces lift. The greater the wingspread, the more air passes over and under the wing, and the greater the lift will be (Federal Aviation Administration, 2007, Victor, 1989).The faster the plane moves, the faster the air will flow over the wing, the smaller the air pressure pushing down on top of the wing will be, and the greater the lift will become (Federal Aviation Administration, 2007, Victor, 1989). The wings angle of attack also helps lift the plane. The wing is set so that it tilts a little, and meets the air at a small slant, or angle. This slant, or angle, is called the angle of attack. Because the wing is slanted, the air strikes the underside of the wing and pushes up on it. When greater lift is needed, the wing can be made to slant even more, so the air will push up harder on the wing (Federal Aviation Administration, 2007, Victor, 1989).

Producing Thrust

Thrust is the force that pulls the plane forward and, at the same time, makes air flow above and below the wings (Victor, 1989). A scientific principle, called Newtons third law of motion, makes thrust possible. Newtons third law of motion states that for every action, there is an equal but opposite reaction (Victor, 1989).

Some planes use a propeller to produce thrust. The propeller is made to turn at a very high speed by an engine that uses gasoline as a fuel (Federal Aviation Administration, 2007, Victor, 1989). The whirling blades of the propeller are adjusted so that they will strike as much air as possible, in order to produce the greater thrust. The faster the propeller is turned by the engine, the greater the forward thrust will be (Federal Aviation Administration, 2007, Victor, 1989).

Jet planes get their thrust from jet engines. The jet engine is a hollow cylinder that is open at both ends (Federal Aviation Administration, 2007, Victor, 1989). Air that enters the front end of the cylinder is compressed, and then a fuel such as kerosene is sprayed into the cylinder (Federal Aviation Administration, 2007, Victor, 1989).The mixture of kerosene and compressed air burns with intense heat, giving off hot gases that expand and shoot out of the rear of the cylinder with great force and speed. As the hot gases shoot out with a backward force, we get an equal but

opposite force, or thrust, that moves the plane forward at great speed (Federal Aviation Administration, 2007, Victor, 1989). The faster the fuel burns, the greater the backward push of the hot escaping gases, and the greater will be the forward push on the plane (Federal Aviation Administration, 2007, Victor, 1989).

Reducing Drag

The friction of the air rubbing against the moving plane causes the air to resist the planes forward motion, and slows down the plane (Federal Aviation Administration, 2007, Victor, 1989). At high speeds this air resistance, or drag, can become very great and slow down the plane (Federal Aviation Administration, 2007, Victor, 1989).To overcome drag, the plane is streamlined. Streamlining means that the plane is designed in such a way that the air flows past the plane smoothly. Scientists copy the streamlines shapes of fish, birds and tear drops when designing planes (Federal Aviation Administration, 2007, Victor, 1989).

CURRICULUM Outcomes from NSW Board of Studies Syllabus

SCIENCE PP S3.4 Identifies and applies processes involved in manipulating, using and changing the form of energy. Researches the history of early flight Researches about paper planes in light of understanding the science in flight and develop a

paper plane prototype. Develop a range of paper planes based on findings and available materials, and present result

in data format. Observes and predicts the effect of drag on flying aeroplanes.

PS S3.5 Creates and evaluates products and services, demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues Collects and records information on Aboriginal land

INV S3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analyzing data and drawing conclusions Devises an investigation with hypothesis and a fair experiment to determine what are the

best design and/or material used to fly a paper plane. Conducts the experiments, collects and analyses the data on the effectiveness of each design

or material used to fly a paper plane. Apply findings of the history of flight in the design of jet-propelled balloons Investigate the effect of wingspread and curved wing on lift while flying Apply findings of the history of flight in the design of propellers Investigate Newtons Law of action and reaction

DM S3.8 Develops and resolves a design task by planning, implementing, managing and evaluating design processes.

Devises an investigation with hypothesis and a fair experiment to determine what are the best

design and/or material used to fly a paper plane. Develop a range of paper planes based on findings and available materials, and present result

in data format. Collect information, plan and develop an item that communicates about a component from

the unit of work about flight.

UT S3.9 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigating and designing tasks. Researches about paper planes in light of understanding the science in flight and develop a

paper plane prototype.

Develop a range of paper planes based on findings and available materials, and present result

in data format. Selects and uses different resources to search for information about the unit of work on flight. Writes, creates or uses computer-based technology to reflect and present their understanding

of flight. Selects and safely uses resources, eg paper, strings when planning and constructing a simple

parachute model

LT S3.3 Identifies, describes and evaluates the interactions between living things and their effects on the environment Undertakes a detailed observation of different flying animals, develops questions and plans

non-destructive tests to collect more data

ENGLISH

TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well-organised ideas dealing with more challenging topics Listens to information reports with supporting graphics Explores ideas and topics in a group set up by teacher or peer

MATHEMATIC

MS3.1 Selects and uses the appropriate unit and device to measure lengths, distances and perimeters Recording lengths or distances using decimal notation to three decimal places eg 2.753 km Selecting and using the appropriate unit and device to measure lengths or distances

MS3.5 Uses twenty-four hour time and am and pm notation in real life situations and constructs timelines Using a stopwatch to measure and compare the duration of events determining a suitable

scale and drawing a timeline using the scale

Outcomes from Australian Curriculum

ST3-1VA Shows interest in enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities.

ST3-4WS Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations.

ST3-5WT Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.

ST3-13MW Describes how the properties of materials determine their use for specific purposes

Lesson number:

Flying High- Science of Flight

Time: 11.30- 1pm

Objectives: Children will be able to understand and learn about a range of flying animals and air transport. Outcomes and Indicators : PP S3.4 Identifies and applies processes involved in manipulating, using and changing the form of energy (BOS, 2006). Researches the history of early flight UT S3.9 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigating and designing tasks (BOS, 2006). Selects and uses different resources to search for information about the unit of work on flight. Key Scientific Knowledge:
- When birds and airplanes fly, they can change the angle of attack of their wings to suit the circumstances they are currently in. For example, birds fly with their nose up, when they are aiming at a high angle of attack or flying slowly. - Wings of an airplane or a bird have to be supported by their weight against the force of gravity, the lift L must equal the weight W. Different wings produce an amount of lift that is equal to the surrounding air (Tennekes, 2009).

Resources & Equipment: Interactive White Board Paper and Pens (Everyone) Computers and ipads Different flying books: air transport and flying animals

Lesson Overview Introduction: The teacher will introduce the topic of flying high: the science of flight. Together as a class the children will brainstorm about different things that fly and write their responses on the Interactive White Board (IWB). The teacher will provide children with a brief overview on the IWB about the different things that fly such as air transport and flying animals, along with introducing some technical words that are associated with flight these include: gravity, pressure, force, speed and velocity. https://www.dropbox.com/s/jl81kplgcyeagkp/science%20of%20flight.notebook?m Activities: The teacher will explain to the children that they will be researching and investigating about a chosen topic they will be provided. The children will be placed in four groups each, two groups will find information on flight related animals and the other two groups will find information on manmade flights such as planes, helicopters, hot air balloons etc. Children will be provided with a range of technology to research information and use different books in relation to their topic. The children will then present their findings to the class at the end. Modifications Simplification: Extension: Visuals have been used to assist children. Children A range of resources will be provided. Children can will be placed in groups to assist each other in the choose to utilize more academic sources from the task and collaborate together as a team. internet to assist their group with finding information on their topic.

Lesson number:

Flying High- Science of Flight

Time: 11.30- 1pm

Objectives: Children will observe and graph their findings on flying animals in the natural environment. Outcomes and Indicators: LT S3.3 Identifies, describes and evaluates the interactions between living things and their effects on the environment (BOS, 2006). Undertakes a detailed observation of different flying animals, develops questions and plans nondestructive tests to collect more data TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express welldeveloped, well-organised ideas dealing with more challenging topics (BOS, 2007). Listens to information reports with supporting graphics Explores ideas and topics in a group set up by teacher or peer Key Scientific Knowledge: Resources & Equipment: When things fly such as birds and airplanes, they take off and land into the wind. They also require speed in order to become airborne. Airplanes need Book: How people learn to fly By Fran Hodgkins to achieve enough airspeed before it can lift itself up off the ground (Tennekes, 2009). Paper and Pens (Everyone) Computers Lesson Overview Introduction: The teacher will go over briefly on what they have learnt about flights. The children will be told that they will be going outside and exploring their environment to observe and record all the flying animals they can see outside. Activities: This experience gets children in touch with the natural environment and allows them to identify, observe and record the range of flying animals seen outside. Children will be placed in groups of four and will have to tally the amount of times they see a flying animal and what kind of species/animal it is such as birds, bees, flies, butterflies etc. The children will draw and create a graph along with presenting their findings to the class. The class will compare their results with each other and discuss which animals/insects were more apparent than others. Concluding the lesson, the teacher will read the book How people learn to fly to the children. The book explores the different possibilities of flight that came to life from the start of paper airplanes and kites to designed machines that would be able to fly such as helicopters and airplanes. Modifications Simplification: Extension: Children will be placed in groups to assist each other Children that have finished can create their graphs on and work collaboratively as a team. Microsoft excel and can use pictures from the internet to help support their results.

Lesson number:

Flying High- Science of Flight

Time: 11.30- 1pm

Objectives: For students to explore the science behind flight by conducting scientific investigations on paper planes. - For students to build on their social interaction skills by working collaboratively with other peers. Outcomes and Indicators: Australian Curriculum: ST3-1VA, ST3-4WS, ST3-5WT, ST3-13MW PP S3.4, UT S3.9 Researches about paper planes in light of understanding the science in flight and develop a paper plane prototype. DM S3.8, INV S3.7 Devises an investigation with hypothesis and a fair experiment to determine what are the best design and/or material used to fly a paper plane. (NSW Board of Studies, 2006b; NSW Board of Studies, 2013) Key Scientific Knowledge: Resources & Equipment: The folding techniques, weight and the size of each paper influences the distance Interactive Whiteboard (IWB), of the planes flight (Robinson, 2009). There are many methods to create a paper Glogster page, computers and plane but certain methods allow the plane to fly with stability, accuracy and for login for the internet, science longer duration (Lawson, 2000). E.g. smoother shape of the plane means less air exercise book, pens/pencils, resistance, while bulkier shape will resist air. Similarly, planes made of heavier science books about flight and materials require more lift to fly, while less lift is required for planes made of paper plane, scrap A4 paper x 100, lighter materials (Smith & Peacock, 1992; Tennekes, 2009). name tags and a box. Lesson Overview Introduction: - Conducting scientific investigations on paper plane. Teacher will outline the lesson: Identify investigation, research, a hypothesis and write a procedure. Using the IWB, students will be introduced to a Glogster page http://kaamen.edu.glogster.com/flying-high-flight/ - The Glogster page created by the teacher provides links to useful websites, images and video examples for children to explore methods to create a paper plane. Activities: Teacher will draw out random names from the box and place students into small groups of 3s or 4s. They will be working together, using their science workbook to write down their ideas and investigations. 1. Identify Investigation: the first thing they need to do for this investigation is to identify the purpose of the investigation. For this lesson, they need to clearly indicate that the purpose is to determine which type of paper plane is the best (flies the furthest). In this section, they will also state how they will test their paper plane. For example: testing different types of material used to create the plane or testing different methods used to make the paper plane using the same material. 2. Research: children will conduct research about paper planes and ways to create them using information from the internet or books provided in the classroom. Students are also encouraged to go back to the Glogster page for access to resources. The students in the group will mutually agree on their most preferred way/s to create the paper plane/s. The students will use some scrap papers to create some prototype of their paper planes. 3. Hypothesis: educated guess on the results of the experiment: E.g. The paper plane constructed with the lightest material will fly the furthest or the paper plane constructed with the biggest wings will fly the furthest. 4. Procedure: write out a procedure for this investigation to ensure consistency in the experiment. E.g. a) Using your chosen material, fold it into your chosen paper plane model. b) Fly the paper plane and measure flight distance c) Record the data. d) Repeat steps a-c 5 times for average distance e) Repeat steps a-d using another paper plane model or using a paper plane with a different material Allow 5 minutes for the students to pack up all of their resources, materials, prototypes and science book. They will continue on with this investigation in their next lesson. Modifications Simplification: Extension: Working alongside small groups of peers to allow students Apart from using the resources provided by the teacher, to share and discuss their insights with one another. The the students can extend their research by exploring more teacher can form a small group discussion for those complex ways of creating a paper plane. Students are students who require further support. E.g. asking what encouraged to create a prototype and write down the they want to find out and giving them suggestions or procedure of creating the particular paper plane as it can advice so they can create their hypothesis. be a good resource to share amongst their peers.

Lesson number:

Flying High- Science of Flight

Time: 11.30- 1pm

Objectives: For students to continue their scientific investigation on the science behind flight by conducting paper plane experiments, recording data, analysing data and providing a conclusion. Outcomes and Indicators: Australian Curriculum: ST3-1VA, ST3-4WS, ST3-5WT, ST3-13MW PP S3.4, DM S3.8, UT S3.9 Develop a range of paper planes based on findings and available materials, and present result in data format. INV S3.7 Conducts the experiments, collects and analyses the data on the effectiveness of each design or material used to fly a paper plane. (NSW Board of Studies, 2006b; NSW Board of Studies, 2013) Key Scientific Knowledge: Resources & Equipment: Drag is a resistive force that acts against an object in motion. For airplanes, drag is A4 paper x 50, other paper such as referred to as air resistance, as the air particles resist the movement of the baking paper, newspaper, airplane. On the other hand, weight is the force exerted on a mass due to the magazine and cardboard, science effects of gravity (Robinson, 2009). Lift and thrust are the opposite to weight exercise book, scissors, glue, force and drag respectively (Federal Aviation Administration, 2007; Ray & Ray, rulers, pens/pencils, computer, 1992). In order for the paper plane to move against drag and weight, energy prototype paper planes (from created by different throwing techniques such as the angle and speed will create lesson 3), IWB and Glogster page lift and thrust for the object to fly- This is called propulsion (Lawson, 2000). and computers. Lesson Overview Introduction: Continuing from lesson 3, as a class, students will briefly reflect on what theyve worked on so far. Teacher will be able to identify where each group are up to and direct them to the details of this lesson. -The IWB, Glogster page and the computers are opened to be accessed. Activities: The groups who havent completed the work from lesson 3 will use this time to finish it off, and the students who are up to date will initiate their experiments. 5. Experiment: Students will be creating different paper planes that are relevant to their investigation. E.g. creating different types of paper planes with one type of paper or using different materials (baking paper, newspaper, magazine, A4 paper and/or cardboard) to create one type of paper plane. - Following their written procedures, students will be asked to go to a designated area outdoors to do their experiments. 6. Collect data: information should be written in their books and Paper 1 2 3 4 5 Average converted into a table. plane Distance Students would be writing their information based on the following A. table: B. 7. Analyse: Create a graph as a group after analyzing the data from the table. The students are encouraged to create a bar graph using an A4 paper, indicating the varied distances by the different paper plane types. E.g. the x axis should indicate the type of paper plane and the number of trials, and the y axis should indicate the distance. 8. Conclusion: The students will conclude as a group whether the hypothesis was supported by the data or not. In the books, they will write out their hypothesis and whether it was accepted by the data or rejected. The students will also write about how the investigation can be improved or what other concerns there are. E.g. the designated area was not suitable for the experiment or the wind was a major impact that caused changes in the final results. Present results: The students will share the results of their investigation, their graph and write a conclusion for their investigation on Edmodo. Students will be able to share and access the information as a class. Modifications Simplification: Extension: Students are working alongside a small group of peers Students can conduct more investigations depending on the for shared discussion and insights. The teacher can variables that affect the paper plane's flight. E.g. different model the different ways of creating a paper plane materials used for a paper plane, amount of folds needed to alongside the students rather than following virtual or create a good paper plane or whether adding extra materials written instructions. such as a paper clip would increase the chance of a better flight.

Lesson number:

Flying High- Science of Flight: Air Pressure/Lift

Time: 11.30- 1pm

Objectives: For the students to research the history of early flight and applies findings during the design of jetpropelled balloons by investigating the effect of wingspread and curved wing on lift. Outcomes and Indicators: INV S3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analyzing data and drawing conclusions (bos, 2006) Apply findings of the history of flight in the design of jet-propelled balloons Investigate the effect of wingspread and curved wing on lift while flying Key Scientific Knowledge: Resources & Equipment: Bernoullis principle: when air moves faster across the top surface of a papers, books, balloons, strings, material than across the bottom surface, the pressure of the air pushing down on the top surface is smaller than the pressure of the air pushing cellophane tapes, wires, soda straws, up on the bottom surface (Victor, 1989). Lift is an upward force that acts index cards, staples, pencils, model against gravity (Victor, 1989). The faster the plane moves, the faster the planes made in lesson 4, Internet, air will flow over the wing, the smaller the air pressure pushing down on computers top of the wing will be, and the greater the lift will become (Victor, 1998). Lesson Overview Introduction: The teacher will brainstorm students over concepts learnt in the four previous lessons: forces and factors impacting on aeroplanes in flight. Teacher will inform students in this lesson they are investigating air pressure, gravity, lift and the slanted shape of the aeroplanes and their impacts on flying objects. Activities: - In rotating tables, students will investigate, observe what will happen and write their conclusions about: a) Bernoullis Principle: Students will place one end of a sheet of paper inside a book so the paper hangs downward; hold the top of the book level with their lips and blow over the top of the paper. b) Make a jet-propelled balloon: Students will inflate a narrow balloon and tie a string in a bow around its neck; attach the balloon to a soda straw, using cellophane tape; run a long wire through the soda straw and attach both ends of the wire to opposite parts of the room, keeping the wire horizontal; untie the string so that the air can escape and observe the balloon jet-propelled across the room. c) Observe the effect of a curved wing on lift: Students will obtain a large index cardboard; cut a strip lengthwise about 5 centimeters wide; bend and staple one end of the strip about 2.5 centimeters away from the other end. Gently pinch the rounded end of the strip until the upper surface is curved and the lower surface is straight; slip a round pencil through the loop and blow across both the upper and lower surfaces at the same time- a lift will be produced on the wing because the air moves faster across the upper surface than the lower surface, so the air pressure on top of the wing is less than the air pressure underneath. c) Observe the effect of wingspread on lift: Students will use their planes made in lesson 4; sort planes with larger and smaller wingspread; repeat Learning Activity (b) above, but this time blow against the bottom surface of the wing- the air striking the underside of the wing pushes up on the wing and adds to the lift. d) Conclusion: Teacher and students will discuss conclusions. Students will start working on their Prezi to upload scientific concepts learnt. Modifications Simplification: Extension: Teacher will demonstrate one activity, provide visuals Students will hypothesize and investigate their own and scaffolding. hypothesis selecting to research in depth about lift by visiting sites on the internet and devise a presentation.

Lesson number:

Flying High- Science of Flight: Thrust

Time: 11.30- 1pm

Objectives: For the students to learn that thrust is a forward force, discover how the propeller produces force and investigate Newtons law of action and reaction by conducting hands-on investigations. Outcomes and Indicators: INV S3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analyzing data and drawing conclusions (bos, 2006). Apply findings of the history of flight in the design of propellers investigate Newtons law of action and reaction Key Scientific Knowledge: Thrust is the force that pulls the plane forward and, at the same time, makes air flow above and below the wings (Victor, 1989). A scientific principle, called Newtons third law of motion, makes thrust possible. Newtons third law of motion states that for every action, there is an equal but opposite reaction (Victor, 1989). Resources & Equipment: balloons, straws, strings, chairs, strings, model planes with propellers, round pencils, electric fans, flat boards, plastic bottles, corks, vinegar, baking soda, cleansing tissues,

Lesson Overview Introduction: The teacher reviews how lift, air pressure and gravity impacts involved in flying a planes and inform students that in this lesson they are investigating forward thrust-another force involved in flying. Activities: - In rotating tables, students will investigate, observe what will happen and write their conclusions by: A) Forward thrust-Inflated Balloon, how a turbine works: students will blow balloons and release it and observe how when the air rushes from the nozzles, the balloons move in the opposite direction. Then students tape two straws to a balloon, thread the straws through two strings and tie the strings to the back of two chairs. Then students will blow the balloon and let it go-the pressure inside the balloon pushes the pressure out and the straws will fly in the opposite direction. c) B) Students will discover how the propeller produces a thrust by examining the propeller of a model plane and observe that the blades are curved in such a way that they strike as much air as possible, in order to produce the greatest possible thrust-place a series of round pencils underneath a flat board, and then put a small electric fan (with a long extension cord) on top of the board and turn the fan on-the spinning blades of the fan produce a thrust that makes the fan move. C) Students will investigate Newtons law of action and reaction: obtain a flat plastic bottle and a cork to fit the bottle; fill the bottle about one third with vinegar; place a teaspoon of baking soda on a small piece of cleansing tissue, wrap the tissue into a roll, and twist the ends; drop the roll into the bottle; give the bottle one good shake to break up the roll, and push the cork into the bottle firmly, but not too firmly. Immediately place the bottle on three or four round pencils- In a very short time, the cork will blow out of the bottle, and the bottle itself will move in the direction opposite to that of the cork. Conclusion: Teacher and students will discuss THRUST. Students will upload scientific concepts learnt to their prezi. Modifications Simplification: Extension: Provide scaffolding, demonstrations, modeling, visuals, and cues. Students investigate how jet planes get their thrust from jet engines.

Lesson number:

Flying High- Science of Flight: Drag

Time: 11.30- 1pm

Objectives: For the students to learn that drag is a backward force that opposes thrust by conducting handsexperiences and make judgments based on testing, questioning, observing and drawing conclusions. Outcomes and Indicators: PP S3.4 Identifies and applies processes involved in manipulating, using and changing the form of energy.(bos, 2006). Observes and predicts the effect of drag on flying an aeroplanes. UT S3.9 Evaluates selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigating and designing tasks (bos, 2006). Selects and safely uses resources, eg paper, strings when planning and constructing a simple parachute model Key Scientific Knowledge: The friction of the air rubbing against the moving plane causes the air to resist the planes forward motion, and slows down the plane (Federal Aviation Administration, 2007, Victor, 1989). At high speeds this air resistance, or drag, can become very great and slow down the plane (Federal Aviation Administration, 2007, Victor, 1989). Resources & Equipment: papers, cardboard, tape, strings, tables, chairs, IWB, computers, internet

Lesson Overview Introduction: Teacher and students review big ideas from previous lessons: air pressure, thrust, gravity, lift and shape of the wings of birds and aeroplanes. Teacher will tell students today they are investigating: drag the backward pushing force on a plane. It is the force that opposes Thrust. (Whole Class) Observe the effect of drag: teacher will have a child hold a large cardboard in front of him and run into the wind, students will be guided to observe and question how the resistance of the air against the cardboard will cause drag and slow down the childs forward motion. Activities: students will make a hypothesis, do experiences, record observations to test their hypothesis: a) In pairs students will get one flat piece of paper, one folded piece of paper and simultaneously drop both papers on the floor ( from different heights: standing on a chair, on the table) with the folded side facing the ground to observe which one falls faster. Teacher will guide students to observe, How quickly does the object fall and why and does the fold in the paper make a difference? b) Have the students then crumple a sheet of paper into a ball. Cut four pieces of string of equal length. Tape the ends of the pieces of string to the paper ball. Tape the other end of the pieces of string to the small object. Drop the object from the same height that you dropped it before. Teacher will ask students again, How quickly does it fall? Does this design of parachute work? Why or Why not? c) teacher will have the students make a simple parachute by cutting four pieces of string of equal length, tape one end of a piece of string to each of the four corners of a sheet of paper and tape the other end of the strings to the object. Conclusion: Whole class will go outside on the playground and have students try launching their parachutes from the top of the jungle gym. Ask the students again, How well does your parachute drift to the ground? Why does the parachute make the object fall more slowly? https://www.dropbox.com/s/zkgbgm8r0r2x3tt/Prezi%20for%20lesson%20five%20six%20seven.pdf Modifications Simplification: Extension: Students will be paired together in mixed abilities to Students will choose one activity, record their observation allow for peer modeling while investigating. in a graph and write an information report about their conclusions or make an interactive presentation.

Lesson number:

Flying High- Science of Flight

Time: Full Day

Objectives: Children will explore the changes in speed due to differences in the environment. Outcomes and Indicators: PS S3.5 Creates and evaluates products and services, demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues (BOS, 2006). collects and records information on Aboriginal land MS3.1 Selects and uses the appropriate unit and device to measure lengths, distances and perimeters (BOS, 2006). recording lengths or distances using decimal notation to three decimal places e.g. 2.753 km selecting and using the appropriate unit and device to measure lengths or distances MS3.5 Uses twenty-four hour time and am and pm notation in real life situations and constructs timelines using a stopwatch to measure and compare the duration of events determining a suitable scale and drawing a timeline using the scale Key Scientific Knowledge: Resources & Equipment:
Speed is measured upon how fast or slow an object is moving. The equation of speed is based on the distance/time = speed. As objects move faster, the greater the distance has been achieved in a given time. Speed is measured in meters per second and is recorded as m/s. Velocity is evidently similar to speed and is measured how fast an object is moving distance/time= speed. However, the only difference is that when a moving object travels at the same speed, but changes direction then the velocity has been changed (Alerstam & Hendenstrom, 1995).

Several timers/stopwatch, Paper and pen (Everyone), Excursion to Grose River Park in Sydney (Flying Fox), lunch (food), hat, water, sunscreen, class roll.

Lesson Overview Introduction: Children will be going on an excursion to Grose River Park in Sydney to participate in different tree adventures, specifically the flying fox. The park is acknowledged by the Richmond Tribe also known as (Buruberongal tribe) of the Darug people. Activities: The children will be taking turns to participate on the flying fox activity. The children watching will choose a pair, one will time and the other will write the persons name and time down to determine how long it took for the person to travel on the flying fox. The measurements from the start to end will be provided. Once the children are back to class they will discuss their results and findings and present it on a graph. The teacher will talk about speed, velocity and time along with asking children about what factors were associated in regards to the persons time. Open-ended questions will be asked -why did this person travel faster than another person? The children and teacher will discuss the different possibilities including: differences in height and clothing, change in weather conditions or if they ran and built up the energy to go faster. Modifications Simplification: Extension: Children will paired up to work together, one will Children will create a graph for the class and use their time and the other will be writing the time down. results from the flying fox activity to present to the class.

Lesson number:

Flying High- Science of Flight

Time: 11.30- 1pm

Objectives: For students to demonstrate their previous learning and acquired knowledge by developing an item that reflects their understanding of the unit of work. Outcomes and Indicators: Australian Curriculum: ST3-1VA, ST3-5WT DM S3.8 Collect information, plan and develop an item that communicates about a component from the unit of work about flight. UT S3.9 Selects and uses different resources to search for information about the unit of work on flight. Writes, creates or uses computer-based technology to reflect and present their understanding of flight. (NSW Board of Studies, 2006b; NSW Board of Studies, 2013) Key Scientific Knowledge: Resources & Equipment: There is no specific Key Scientific Knowledge for this lesson as they should be IWB, computers, different pens, reflected throughout the previous 8 lessons in the unit of work. The Key Scientific colour pencils, pencils, markers, Knowledge should be specified at the top section of each lesson plan as well as erasers, A4 and A3 paper x 40, located at the beginning of the unit of work. rulers, scrap paper, science books about flight, scissors, glue, tape and science exercise book. Lesson Overview Introduction: Reflecting on the students learning throughout the unit of work, each student are asked to create an item to reflect on a particular topic of interest as an assessment (E.g. Air pressure, how animals fly, paper planes, planes, helicopters, history of flight and general ideas of flight, the principles of flight). Activities: - This task will be flexible as students are given the choice to present their reflection in any forms of their choice. The objective is for the students to communicate their opinion on what was the most interesting component in this unit of work, what they learned, what they enjoyed and present this in their own way. If the students decide to work on drawings and illustrations, they are encourages to write at least a sentence or short paragraph. - This task gives students the opportunity to reflect on the knowledge and learning they have achieved in the past 8 lessons. They will be able to access the learning/information theyve shared amongst each other throughout the unit of work from Edmodo (as mentioned in the introduction of the unit of work). They can also use the science books provided in the classroom, as well as the internet. - This task will depend on what theyre comfortable with and their learning style. For instance, creating a poster, a detailed illustration, a comic strip, a piece of writing stating which lesson they liked, what they did and why they liked it, writing a recount, procedural writing, factual report, blog entry, online poster, or an information kiosk. - Teacher need to emphasise to the students that they have only this lesson to complete this task so they need to choose wisely, based on their ability and interests. - The finalised work is to be submitted onto Edmodo or handed in to the teacher to be assessed. Modifications Each child is given the choice to work on an item of their preference. This is an effective approach for students with different learning styles as some children may prefer creating a piece of reflective writing, using illustrations or using technological tools such as Glogster, Prezi or Powerpoint presentations. For students who are struggling to decide, the teacher can brainstorm their options or verbally discuss the choices they have. By giving these children a range of options to choose from, the learning experiences are recognising the diverse learning needs.

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