Grade/Subject: Science Grade 5 Unit: ight Lesson Duration: 40 min ‘OUTCOMES FROM ALBERTA PROGRAM | LEARNING OBJECTIVES ‘ASSESSMENTS OF STUDIES: | (Observations, Key Questions, Written a i _ 7 formance Assessments) | ‘©& Construct devices that m [Students will rent: reflection to be through al, and identify adaptations for | = ‘identify changes thatcan be | handed in as an exit slip controling fight. ‘made on their model parachute. Observation: Are the students keeping SLO 1—Conduct tests of 2 model = Test tha changes toimprove | controled variables controlled? (far parachute design, and identity dasign effectiveness of tha design, | tasts for improving the effectiveness of changes to improve the effectiveness of their designs) design fee annie ResURCES CONSULTED — z = Resource #1: Edmonton Public School Board, & Edmonton Public School Board. (1996). In Flight: Topic b, arade 6. Edmonton: Edmonton Public School Boards. Resource #2: Demand Media, Inc. (1996). Parachute Experiments | eHow.com. eHow { How to Videos, Articles & More Discover | the expert in you. | eHow.com. Retrieved November 12, 2012, from htip://www.ehow.com/info_8584100_parachute- experiments html ~wateRInLS AND EQUINE “string “Thread “Bungee Sting “Paper PROCEDURE | | eal | | | Hook/Attention Grabber: ~ Have the students grab thelr model parachutes from last class Assessment of Pier Keawledge: = Aske (© Who con remind me what a variabie ? © What ore the variables we are going te be manipulating on our parachutes? Expectotions for Leaming ard Behaviour. = Weare going to be working in palrs. You will take turns, one person will drop the parachute and the other will bein charge of counting how long Ittakes to fall. Make sure when you count that you are constant, don’t count (12345) one time and (2.2.2.4) the next. Try counting one-Misissipp), two-Missssipp.. ‘Advance Organizer/Agenda: ~ Trysting the varlables and see which ones increase the descent time the most. And ifthere istime, seeifwecan | ‘change our parachute designs and get them to land on a target. | Transition to Body: = _Distrute the handout back to the students Take i to the Limits ~ Challenge 1 Focus: (3 min) = Remind the students what variables they are going to be manipulating on thelr parachute > this scaled the manipulated variable. it should be writean on the Handout, | = Gothrougn manipulated and controlled variables. (© Why do think we change only one variable ot time and hold the others constont? = Have the students write down their controled variables. They have to show them before they are allowed to stat thelr texte = Move the students apart in the classroom. = Have the students make the changes, test them, and record the results. ~ Students will drop the parechutes and make notes on their handouts. the will mark the design that eauses the parachute to stayin the ar the longest. Explore (25 min) = Students wil try at least three variations to their variables, ‘© Thread, yarn, bungee string/Cloth, paper, tissue paper/longer, shorter, Way ~/ bigger, smaller, wey ~/ pen, bolt, marker/ 2,3,6/triangle, circle, hexagon/ = Monitor that they are keeping the controlled variables controled = _ (Watch for partner control) Reflect (2:min) ~ Who was able to increase the force of drag an their parachutes? © Inather wards, who was able to increase their descent time? 1Take it to the Limits ~ Challenge two (Sponge Activity move to Thursday i not completed) Focus: ~ Choose which variable you think will Increase the control of your parachute soit wil land on a target. (Remember a proper experiment only changes one variable ata time and the rest are controlled or held constant) Explore ~ Allow the students to change the one variable they have chosen in any way they want to, - Have them test the control and see who can get closest to the mile of the target. Reflection: Ask: + Which variable did you auys chonge? = Which on worked the best at controlling the descent of the parachute? (© Making. tiny hole in the center ofthe canopy will prevent the [parachute from wobbling. The hoe lets air escape out the top, rather than spiling out on side and then the other. Most parachutes are circular, However, parachutes with special shapes, movable panels ar small openings are often used in displays because they can be steers more accurately. ~__elosure (5 min: | Feedback From Students: aa Exit slip: Reflection page ~The mast successful change = Why you think it was the most auccessful change Feedback To Students: = Talk about pair behavior and sharing the roles. How well the students followed the instructions and kept the variables contralled. Transition To Next Lesson: _+ _Next lesson we are not fling, but rising as we begin talking about hot air balloons. eeTAKE IT TO THE LIMITS Names: Manipulated Variabl Controlled Variables: Date: Control Test Descent time with all variable constant: seconds. First Test Change Tried: i — ee Descent Time:_____seconds. Observation: (How did it fall, direction...) Second Test Change Tried: Descent Time: seconds. Observation: (How did it fall, direction...) Change Third Test Descent Time: seconds. Observation: (How did it fall, direction...)