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Subject/Grade

Science/Grade 6

Lesson
Number

16

Date

February 9, 2015

Unit

Air and Aerodynamics

Materials

-Task Book
-Workbook
-SMART Board Presentation

KSAs

5, 6, 9, 10, 11

General
Outcome:
Specific
Outcomes:
Learner
Objectives

Describe properties of air and the interactions of air with objects in flight.
Describe the means of propulsion for flying animals and for aircraft.
Students will:
-Review and discuss the four forces of flight
-Remember/understand the basic definition of propulsion
-Remember/understand the two forms of propulsion
-Apply information about airplanes to insect/bird flight (Task)
-Justify answers of propulsion in workbook and taskbook

Procedure
On board: You need workbook and taskbook
We are going to be starting a new idea today- describing means of
propulsion for flying animals and aircrafts

Introduction:

Review

Review- Four Forces of Flight (Group discussion- ask students


questions)
-What are the forces of flight?
-What do each mean?
-What direction does each force point in?
-Ask a few questions like: If drag was greater than lift what would
happen? If thrust was greater than drag what would happen? Etc.
Assessments
Observe which students are participating in discussions. Asking
questions will guide my lesson- do I need to spend more time of forces
of flight? Have the students gained a proper understanding?

Student Notes on Propulsion (Students will fill in their notes as we


discuss)
Notes: Propulsion-thrust is the force that moves an object forward or it
gives it propulsion.
Question to class: Do animals and airplanes need propulsion? Why?
What might create propulsion

Activity:

Notes

Notes: What creates propulsion- engines on an airplane, animals


jumping.
Notes: Two basic forms of propulsion in an aircraft- Propeller and Jet
Propeller: it moves the air just the like house fan. Propellers pull air
from one direction and push it in the opposite direction. Propellers
will be driven by an engine.
Jet: Wanted planes to go faster so the Jet engine was created. Works
on the principle of forward thrust generated by hot gases. High sped
air exits the exhaust section of the engine, producing thrust.
Show diagrams of the different types of propulsion to better student
understanding.
Assessments:
Observe which students are participating and contributing to group
discussion. Make sure students are filling out their notes. Asking
questions before the information is taught will give me a quick preassessment, helping me judge their level of content knowledge.

Activity:

Workbook
Questions

Students will complete workbook Page 51


-One page of questions that reviews what we discussed today in class.
-Define propulsion
-Types of propulsion (describe and draw)
-Review of four forces of flight
Assessments:
Workbook questions will be reviewed for a formative mark. Ask
students questions are they are completing their work to gain a better
understanding of their knowledge. Answer any questions they may
have.

Conclusion:

Catch up work time- If students have not finished these assignments it


needs to be completed
-Bernoulli Task, Four Forces Task, Adaptations & Comparing
Adaptations Task
Early Finishers: may begin the How do they do that? Task We will
continue working on this task on Wednesday.