Unit: Grade 6 Flight

Josh Wells Lesson #: Day 12

Outcome of Lesson: (Blooms or I can statement)
1. (Application)I can conduct tests on gliders.

2. (Synthesis/Application) I can design and modify gliders to a specific purpose.

Hook: Toy Designer Career Themed Day

Announce: The Bernoulli Toy Company has hired you as a toy designer.
You will be able to work with other toy designers to create a set of gliders that will be able to go far, stay aloft, loop, or turn.
Scientists learn from their trials and from others. Good scientists learn more from their mistakes than from their correct trials.
Mr. Bernoullis motto is The good can be better, the better can be great!

Learning Opportunities:

Time Learning Opportunity Connection to outcome

20 -Step 1 (Individual) Create your own prototype glider. Science SLE 3. Conduct tests of glider
-Differentiated options: design, and modify a design so that it
- Design your own. will go further, stay up longer or fly in a
- Refer to Master#6 (low floor) desired way.
- Use https://www.youtube.com/user/AWorldOfPaperr?sub_confirmation=1 (choose (CT, MI, PRS, CI)
1 video from level 1 kids (5min)) (low floor high ceiling options)
- Browse http://www.funpaperairplanes.com/index.html (low to medium) Science SLE 4: Recognize the
10 -Step 2 (Table group) importance of stability and control to
- Test and compare (outside or gym) prototypes aircraft flight; and design, construct
- Record using Team Observation Chart. and test control surfaces.
o Observations about each glider in group. (Not focused on distance only) (CT, PRS, CI)
Length in air
Looping
Left or Right
Distance
Unique features.
- Remind students to use the right amount of force. Too much or too little may cause
adverse effects.
- Remind students the focus is the process of testing and hypothesizing not
competing over best or furthest.
20 -Step 3 (Individual)
- Choose a prototype (yours or a teammates) that you wish to improve upon.
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Unit: Grade 6 Flight
Josh Wells Lesson #: Day 12
- Create, modify and test new glider. Use Fair Test Table to record results and
modifications.
o Students should be reminded of and have journals available to review
previous activities and Master#8:
How to overcome Air Resistance.
Controlling Pitch
Controlling Roll
Controlling Yaw
- Extension: Illustrate data via double bar graph. Optional Extension - Math: Statistics
o Opportunity for further graphing review. and Probability. 3. Graph collected
o Students use data collected to create a graph concerning initial results data, and analyze the graph to solve
compared to modified results. problems.
o Students make claims based on graphed data. [C, CN, PS, R, T]
10 -Step 4 (Individual Journal)
- Provide Mr. Bernoulli with a description that explains the flight patterns of your
prototype using correct scientific vocabulary: Bernoullis Principle, and the four
forces of flight (weight, lift, thrust, drag). He would also like to see your Team
Observation Chart and Fair Test Table.
o Distribute Master #7a/b for journal referencing.
- Include a working model of your design.
- Vocabulary words to be written at front of class and entered into journal of
discovery vocabulary page:
o Airfoil: An object designed to obtain maximum lift when moving through
the air (wing, rudder).
o Bernoullis Principle: Moving air creates a low-pressure area.
o Dihedral Angle: Upward slanting of wings away from the fuselage.
o Gliders: Aircraft that have no engines.
o Yaw: Left or right attitude of the nose of a plane.
o Fuselage: The main body of the plane.
o Lift: The force opposed to gravity which lifts the airfoil.
o Thrust: The force produced by an aircraft which pushed the plane upward.

Lesson adapted from: Alberta Assessment Consortium http://www.aac.ab.ca/assessment-

materials/flight-factory/

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Unit: Grade 6 Flight
Josh Wells Lesson #: Day 12
How do I check for understanding? Materials Needed
Step 1. Students are engaged in creation of prototype. Paper Approximately 5 pieces per
Step 2. Students are collaborating well and creating authentic observational data. student.
Step 3. Modifications apply to analyzed perceived shortcoming. Fair test table is used appropriately. Paper Clips
Step 4. Correct vocabulary and terminology is used to express characteristics of prototype. Tape
Scissors
What will I accept as evidence of understanding? Team Observation Chart
Rubric is used to gauge deep understanding. Fair Test Table
Tested variables include testing procedure, analysis and modification understanding. Rubric
Group work will be gauged via observation.

How am I differentiating the learning opportunity?

Plane design has been differentiated to facilitate low floor and high ceiling.
Master#6 provides an entry level instructional with pictures.
http://www.funpaperairplanes.com/index.html provides pdfs with easy to follow instructions and
printables with dotted line folds already illustrated.
Mahir Cecen https://www.youtube.com/user/AWorldOfPaperr?sub_confirmation=1 has plane
designs for low medium and high levels with step by step visual aids.

Step 2 involves testing as a team and gives students the ability to adopt others ideas as inspiration.
This helps create an environment of discovery whereby students do not immediately feel theyve
failed if their attempt/idea did not fly as envisioned. However, with that in mind the overarching
theme set by Mr. Bernoulli of scientists learning from their mistakes should be the attempted
primary focus.

TRANSITION:

Students are encouraged to make several prototypes if time allows.

Students who need sound dampening or decreased stimuli may use Mahir Cecens paper airplane instructional
Accommodations YouTube channel for inspiration. His videos are considered relaxing both through movement and pleasant music.

All considerations will be made to promote inclusion for all students. Those with disabilities, codes, and behavior
issues will be considered. Materials use and tools will be monitored closely for those who may need it.
Cooperative Learning Structured Problem Solving.
Strategies used Group investigation.

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Unit: Grade 6 Flight
Josh Wells Lesson #: Day 12
Movement Breaks Students will be moving constantly while designing or transitioning to their testing area.

Modes of Learning V. Visual. Students may use prebuilt designs as inspiration (Teacher provided).
(Differentiation) A. Auditory. Mahir Cecen has audible instructions over some of his YouTube videos. Additionally, students
collaborate during step 2 of the activity.
R. Reading/Writing. Student must inform Mr. Bernoulli on the characteristics of their prototype using correct
terminology and vocabulary.
K. Kinesthetic. Creating the prototypes requires co-ordination and focus.
Higher Order Take home reflection (Blooms - Evaluation): Estimate how many control surfaces of a plane are specifically designed
Question(s) to counteract gravity? (Comprehension) Identify 2.

Reflection and Revisions:

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