You are on page 1of 5

UNIT PLAN

Unit Topic: Physical Science Grade: 6 Unit Theme: Flight


Unit Goals: Students will study flight, which provides opportunities to discover the link between scientific principles and technology.

Lesson Title Lesson 1 Introduction to four forces: gravity, lift, thrust, drag

Specific Outcomes 104-5 Describe how results of similar and repeated investigations may vary and suggest possible explanations for variations.

Methods/Activities/Procedures APK: Teacher will use a KWL chart with the class to see what they already know about the four forces. (MIs: Verballinguistic) Procedures: The teacher will introduce the four forces to the class by defining each force through a PowerPoint. Students will divide into groups of four and each group will be given a different force. The groups will participate in an activity. (MIs: Interpersonal, Spatial and Kinesthetic)

Resources Four Forces of Flight Lesson plan from NASA SUMMER OF INNOVATION Unit Physical ScienceAeronautics: http://www.nasa.gov/ sites/default/files/543 570main_ps1_fourfor ces_of_flight_c2_0.p df

Assessment Strategies 104-5 Describe how results of similar and repeated investigations may vary and suggest possible explanations for variations. Divide class into groups and have the students write down what they have learned about the four forces. Teacher will assess what students have learned from this experiment.

Definitions: Drag is to pull (someone or something) along forcefully, roughly, or with PowerPoint on the difficulty. four forces Lift: Raise to a higher position or level Thrust: Push suddenly or violently in a specified direction Gravity: the force that attracts a body towards the center of the earth, or towards any other physical body having mass. -group 1: Covers drag. Students will drag a book across the table, then try again using another object (ex: another book) under it. This will give students a better idea of how drag affects objects. -group 2: Covers thrust. Students will push a book across the table, then try again

using a round object (ex: marbles) under it. This will give students a better idea of how thrust affects objects. -group 3: Covers lift. Student will blow into a glass tube with a ball in it and take notice of the ball movement as they blow into the tube. -group 4: Covers gravity. Students will blow into a glass tube with a ball in it. They will then notice how gravity will affect the ball when they stop blowing in the tube. This will demonstrate gravity to the students. Once the activity is completed the students will have a class discussion about their observations. What did everyone notice about their groups force? (MIs: Logicalmathematical) Closure: Divide class into groups and get the students to write down what they have learned about the four forces. Teacher will assess what students have learned from this experiment. (MIs: Intrapersonal)

UNIT PLAN
Unit Topic: Physical Science Grade: 6 Unit Theme: Flight
Unit Goals: Students will study flight, which provides opportunities to discover the link between scientific principles and technology.

Lesson Title

Specific Outcomes

Methods/Activities/Procedures

Resources

Assessment Strategies

Lesson 3 Introduction to lift

303-32 Describe the role of lift in overcoming gravity and enabling devices, or living things, to fly.

APK: Teacher will have a two minute discussion on what they have learnt so far. Students will get into pairs and have discussion with their partners about how birds fly. (MIs Interpersonal, Naturalist)

NB grade 6 science curriculum Computer lab (internet). Youtube video on how birds fly

303-32 Describe the role of lift in overcoming gravity and enabling devices, or living things, to fly. 300-21 Identify characteristics and adaptions that enable birds and insects to fly. Students will be assessed based on the outcome of their quiz.

Procedures: Student will be asked to pay 300-21 Identify close attention to youtube video and take characteristics and good note because there will be a short adaptions that enable quiz at the end. birds and insects to For the quiz student will need to know how fly. birds fly using their wings for lift. This will be reviewed in the video. (MIs: Verballinguistic) Activities: Bring students to computer lab to research how birds and insects fly. They will get into their pairs from earlier. Have students write notes on characteristics they have learnt on how birds and insects fly. Each group will be given a bird and an insect to research. -When the class returns to the classroom each pair will share some of the information they discovered. (MIs: Verbal-linguistic, Naturalist, Interpersonal) Closure: Students will complete a short quiz on the content from the video. The questions will be : How does a birds wing shape affect lift? : Why are birds bones hallow? : Why are birds wings larger at the front and smaller at the rear? : What happens to the air as it narrows while passing over the top of the wing?

http://www.youtube.c om/watch?v=3So7O MwNgy8