Link to Slideshow:

Copy of November 7 Gr. 5/6 Science

CONTEXT

Grade(s): 5/6

Subject(s): Science

Long-Term Students have completed the learning outcomes for this unit.
Sequencing and
Scaffolding: In order to prepare for their final assessment, students will begin
reviewing what they have already learned.

This lesson focuses on the forces of flight.

GOALS

Curricular LO: Students investigate and compare how forces affect living things
Expectations: and objects in water and air.

K: Thrust and drag are opposing forces.


Thrust is a force that can act in the direction of movement.

Drag is a force that can act in opposition to the direction of movement.

Forces can affect the flight of living things and objects in various ways,
including
● speed
● horizontal and vertical movement

K: Lift and weight are opposing forces.

Lift is an upward force that acts to overcome the weight of a living thing
or object and hold it in the air.

Weight is a force caused by gravity that acts on a living thing or object in

a downward direction.

Forces can affect the flight of living things and objects in various ways,
including
● horizontal and vertical movement
● altitude
● straight and level flight

U: Flight of living things and objects is influenced by opposing forces.

S/P: Explain the effects of lift and weight on the flight of living things
and objects.

MATERIALS & RESOURCES

Slideshow

OVERVIEW OF LEARNING ACTIVITIES & INSTRUCTIONAL STRATEGIES

To begin reviewing for students’ final assessment in the Flight and Energy unit, the
teacher will reintroduce the 4 forces of flight.

The students will begin by watching a short video that discusses the 4 forces and the
teacher will reiterate which direction the forces go and what forces they oppose (thrust vs.
drag and lift vs. weight)

Then the students will be assigned (by table group) one of the 4 forces each.

While watching the videos, students will raise their hand if they think the force they have
been assigned is present in the video. After each video, the teacher will ask students why
they think their force is in the video — celebrating students being correct, and guiding
students that were incorrect.

TIMING, SEQUENCING, TRANSITIONS OF LESSON

INCL. KEY PROMPTS & INSTRUCTIONS

Introduction / Hook reintroduction of forces of flight

(5 mins)
video

(5 mins) Discussion of what the four forces are and what other forces they
oppose

(20 mins) 8 videos, activity, and discussion following each video

Conclusion / Reiterate the four forces

Wrap up (2 mins)

ASSESSMENT(S)

Formative Assessment: student participation in activity and discussion.