Grade 6 Air and Aerodynamics Unit Plan

Grade 6 Air and Aerodynamics
Bailey King, Rachel Weppler, Heather Jobs, Jessica Mask
Science Unit Plan
EDES 366
Gord Strowbridge
Red Deer College
October 30, 2013

Grade 6 Unit Plan: Air and Aerodynamics

General Overview

Course Outline

Welcome to Grade 6 Science! This is going to be an exciting class full of flying objects
and growing plants. Students will have the opportunity to explore ideas, theories, and
concepts associated with Flight, Space, Trees & Forests and Evidence & Investigation.
This is an overview of how the year is going to go and what you can look forward to. If
you or your parents have any questions please feel free to contact me anytime by e-mail
or phone.
This year the units and approximate dates are:

A. Trees and Forests – 10 Weeks
o September 5rd – November 22nd
o Authentic Assessment Project & Unit Exam – Last Week of Unit
o Field Trip - Center for Outdoor Education - September 19th & 20th
B. Sky Science – 8 Weeks
o November 25th – Feb 6th
o Authentic Assessment Project and Unit Exam – Last Week of Unit
o Field Trip – TELUS World of Science – November 27th
C. Air and Aerodynamics and Flight – 10 Weeks
o Feb 10th – May 9th
o Field Trip – Red Deer Airport – April 2nd
D. Evidence and Investigation – 5 Weeks
o May 12th – June 13th
o TELUS World of Science – Science in Motion in the Classroom - May 12th,
June 10th
E. Review
o June 16th – 19th
F. Provincial Achievement Test
o June 20th: 9:00 – 10:00 am
Extra Supplies:
-‐ USB Stick
-‐ Scrap Book
-‐ Pencil Crayons
-‐ Calculator
-‐ Ruler
Basic Expectations:
6–1 Design and carry out an investigation in which variables are identified and
controlled, and that provides a fair test of the question being investigated.
6–2 Recognize the importance of accuracy in observation and measurement; and apply
suitable methods to record, compile, interpret and evaluate observations and
measurements.
6–3 Design and carry out an investigation of a practical problem, and develop a possible
solution.
6-4 Demonstrate positive attitudes for the study of science and for the application of
science in responsible ways.
6–5 Describe properties of air and the interactions of air with objects in flight.
6–6 Construct devices that move through air, and identify adaptations for controlling
flight.
6–7 Observe, describe and interpret the movement of objects in the sky; and identify
pattern and order in these movements. General Learner Expectations
6–8 Apply observation and inference skills to recognize and interpret patterns and to
distinguish a specific pattern from a group of similar patterns.
6–9 Apply knowledge of the properties and interactions of materials to the investigation
and identification of a material sample.
6–10 Describe characteristics of trees and the interaction of trees with other living things
in the local environment.
Homework:
Homework will be kept to a minimum as long as in-class time is being used effectively.
There will be both authentic projects and unit tests for each unit to ensure practice for the
Provincial Achievement Test.
Textbooks:
-‐ No textbook required
-‐ Students will use the internet and books for any research need to enhance their
inquiry and problem solving skills

Please review the Science Course Outline with one of your parents, sign it and
return the entire outline by September 21st.

I have gone over the Science course outline and understand the expectations for the
2013-‐2014 school year.

_______________________________ __________________________________ ___________________________
Student Name Student Signature Parent Signature

Year Plan Overview

Topic A: Trees & Forests:
10 weeks (September 5 – November 22)
(20% of Questions on P.A.T. based on this section)
• 10th week – Final Project / Inquiry & Problem Solving
• Field Trip: Centre for Outdoor Education, Nordegg -‐ September 19th & 20th, 2013
We felt that it was best to schedule Trees & Forests for this time of year as the leaves
are starting to turn and the forest is changing and preparing for winter. It begins to
encourage and foster critical thinking for future units by engaging students in the
discovery of outdoor life and the changes that must occur in the forest to prepare for
the seasons of the year.

Topic B: Sky Science:
8 weeks (November 25 – February 6)
(16% of Questions on P.A.T based on this section)
• 8th week – Final project / Inquiry & Problem Solving
• Field Trip: TELUS World of Science – November 27th, 2013
From Trees & Forests we felt that Sky Science was the next adequate fit as the
seasons are changing and constellations in the sky are moving. The night skies are
clear and in some places it gets dark earlier and can allow for sooner nighttime
observations of the night sky and phases of the moon.

Topic C: Air & Aerodynamics / Flight:
10 weeks (February 10 – May 9)
• Field Trip: Red Deer Airport – April 2nd, 2014
We decided to combine Air & Aerodynamics with Flight as we felt that it went well
and flowed smoothly from one topic into the other. Students need to have
background knowledge of Air and how the molecules work before they can begin to
understand the concepts associated with Flight.

Topic D: Evidence and Investigation:
5 weeks (May 12 – June 13)
• Science in Motion in the Classroom – May 12th, 2014 & June 10th, 2014
We decided to put Evidence & Investigation at the end of the year for a few reasons.
First off it is one of the smallest units in the Grade 6 Science and consequently if
there is not enough time to do the whole unit the important concepts can be
obtained in a limited amount of time. Secondly, we felt that at the end of the year
student’s attendance rates begin to decrease and perhaps by having a fun and
exciting unit left it would encourage students to continue to come. Finally, we felt
that Evidence & Investigation could be used as a final review of the year’s topics as
they could all be incorporated when solving the final mystery as part of their
assessment.

Review:
June 16-‐June 19 -‐ Review of Grade 6 Science

Provincial Achievement Test
June 20, 2014

Calendar

September 2013
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7
A: Trees
and
Forests,
Sept 5 –
Nov, 22
8 9 10 11 12 13 14
PD
Day –
No
School
15 16 17 18 19 20 21
Nordegg
Conservation Field
Trip
22 23 24 25 26 27 28

29 30

October 2013
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5

6 7 8 9 10 11 12
Parent/ Teacher
Conferences
13 14 15 16 17 18 19
Thanksgiving
Day – No School
20 21 22 23 24 25 26

27 28 29 30 31
Halloween

November 2013
Sunda Monday Tuesda Wednesda Thursda Frida Saturda
y y y y y y
1 2
PD
Day –
No
Schoo
l
3 4 5 6 7 8 9

10 11 12 13 14 15 16
Remembranc
e Day – No
School
17 18 19 20 21 22 23

24 25 26 27 28 29 30
Topic B: Sky Telus
Science, Space &
Nov 25 – Science
Feb 6 Field Trip

December 2013
Sunda Monda Tuesd Wednesd Thursd Friday Saturd
y y ay ay ay ay
1 2 3 4 5 6 7
PD Days – No
School
8 9 10 11 12 13 14

15 16 17 18 19 20 21
Christma
s
Holidays
22 23 24 25 26 27 28
Christm Christm Christma Christmas Christmas Christm Christma
as as s Holidays Holidays as s
Holidays Holidays Holidays Holidays Holidays
29 30 31
Christm Christm Christma
as as s
Holidays Holidays Holidays

January 2014
Sunda Monda Tuesd Wednesd Thursd Friday Saturd
y y ay ay ay ay
1 2 3 4
Christmas Christmas Christm Christma
Holidays Holidays as s
Holidays Holidays
5 6 7 8 9 10 11
Christm Topic
as B: Sky
Holidays Science
12 13 14 15 16 17 18
PD Day
– No
School
19 20 21 22 23 24 25

26 27 28 29 30 31

February 2014
Sund Monday Tuesd Wednesd Thursd Frida Saturd
ay ay ay ay y ay
1

2 3 4 5 6 7 8
PD
Day-
No
School
9 10 11 12 13 14 15
Topic C: Air
and
Aerodynam
ics & Flight,
Feb 10 –
May 9
16 17 18 19 20 21 22
Family Day Teachers
– No School Convention – No
School
23 24 25 26 27 28
Quiz #1

March 2014
Sund Monday Tuesd Wednesd Thursd Frida Saturd
ay ay ay ay y ay
1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22
Quiz #2 Parent/ Teacher
Conferences
23 24 25 26 27 28 29
Spring Spring Spring Spring Spring
Break – No Break – Break – No Break – Break
School No School No – No
School School School
30 31
Topic C: Air
&
Aerodynam
ics

April 2014
Sunda Monda Tuesda Wednesd Thursda Frida Saturda
y y y ay y y y
1 2 3 4 5
Red Deer
Airport Field
Trip
6 7 8 9 10 11 12

13 14 15 16 17 18 19
Quiz #3 PD Day – Good
No School Friday
– No
School
20 21 22 23 24 25 26
Easter
Monday
– No
School
27 28 29 30

May 2014
Sunda Monday Tuesd Wednesd Thursd Frida Saturd
y ay ay ay y ay
1 2 3

4 5 6 7 8 9 10
Unit
Test
11 12 13 14 15 16 17
Topic D: PD
Evidence Day –
and No
Investigati School
on, May 12
– June 13
In-class
Field Trip
18 19 20 21 22 23 24
Victoria Day
– No
School
25 26 27 28 29 30 31

June 2014
Sunda Monda Tuesda Wednesd Thursda Frida Saturda
y y y ay y y y
1 2 3 4 5 6 7
PD
Day –
No
School
8 9 10 11 12 13 14
In-Class
Field Trip
15 16 17 18 19 20 21
Review Grade
6 PAT
Test
22 23 24 25 26 27 28

29 30

Objectives

The most important part from air and aerodynamics is that students
understand the concept of air and its properties. Students need to
understand how air behaves even though you cannot see it. In flight
students need to understand how mechanisms use air. Ex: an airplane
or a glider. They will understand the components and how they fly.

Grade 6

SKILLS

These skills apply to the five topics of study identified for Grade 6. The organization
of these skills reflects a general pattern of science activity, not a fixed instructional
sequence. At Grade 6, students normally will show independence and the ability to
work cooperatively in exploratory and investigative activities. Limited guidance
may be required in defining problems and selecting appropriate variables. At this
level, students should be able to describe the purpose of each step followed in
investigative activities.

Science Inquiry

General Learner Expectations

Students will:

6–1 Design and carry out an investigation in which variables are identified and
controlled, and that provides a fair test of the question being investigated.

6–2 Recognize the importance of accuracy in observation and measurement; and
apply suitable methods to record, compile, interpret and evaluate
observations and measurements.

Problem Solving through Technology


Students will:

6–3 Design and carry out an investigation of a practical problem, and develop a
possible solution.

Note: The problem will involve construction or modification of a device that moves
through air.

Specific Learner Expectations

Students will:

Focus
• Ask questions that lead to exploration and investigation
• Identify one or more possible answers to questions by stating a prediction or a
hypothesis
Focus
• Identify problems to be solved and the purpose(s) of problem-‐solving activities:
What problem(s) are we trying to solve? What resources can we use? How will we
know that we have done what we set out to do? What possible impacts do we need
to consider?
Explore and Investigate

• Identify one or more ways of finding answers to given questions
• Plan and carry out procedures that comprise a fair test
• Identify variables:
-‐ Identify the variable to be manipulated
-‐ Identify variables to be held constant
-‐ Identify the variable that will be observed (Responding variable)
• Select appropriate materials and identify how they will be used
• Modify the procedures as needed
• Work individually or cooperatively in planning and carrying out procedures
• Identify sources of information and ideas and demonstrate skill in accessing them.
Sources may include library, classroom, community and computer based resources

• Identify one or more possible approaches and plan a set of steps for solving the
problem
• Select appropriate materials and identify how they will be used
• Attempt a variety of strategies and modify procedures, as needed (troubleshoot
problems)
• Work individually or cooperatively in planning and carrying out procedures
• Identify sources of information and ideas and demonstrate skill in accessing them.
Sources may include library, classroom, community and computer-‐based resources
• Reflect and Interpret
• Communicate effectively with group members in sharing and evaluating ideas, and
assessing progress
• Record observations and measurements accurately, using a chart format where
appropriate. Computer resources may be used for record keeping and for display
and interpretation of data
• Evaluate procedures used and identify possible improvements
• State an inference, based on results. The inference will identify a cause and effect
relationship that is supported by observations
• Identify possible applications of what was learned
• Identify new questions that arise from what was learned.

Reflect and Interpret
• Communicate effectively with group members in sharing and evaluating ideas, and
assessing progress
• Evaluate procedures used and identify possible improvements
• Evaluate a design or product, based on a given set of questions or criteria. The
criteria/questions may be provided by the teacher or developed by the students.
Example criteria include:
-‐ Effectiveness—Does it work?
-‐ Reliability—Does it work every time?
-‐ Durability—Does it stand up to repeated use?
-‐ Effort—Is it easy to construct? Is it easy to use?
-‐ Safety—Are there any risks of hurting oneself in making it or using it?
-‐ Use of materials—Can it be made cheaply with available materials? Does it
use recycled materials, and can the materials be used again?
-‐ Effect on environments
-‐ Benefit to society
• Identify positive and negative impacts that may arise and potential risks that need
to be monitored: What good effects and what bad effects could this solution have?
What would we need to look for to be sure that it is working as intended?
• Identify new applications for the design or problem solution.

ATTITUDES

These attitudes apply across the five topics of study identified for Grade 6.


Students will:

6–4 Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways.


Students will show growth in acquiring and applying the following traits:
• Curiosity
• Confidence in personal ability to learn and develop problem-‐solving skills
• Inventiveness and open-‐mindedness
• Perseverance in the search for understandings and for solutions to problems
• Flexibility in considering new ideas
• Critical-‐mindedness in examining evidence and determining what the evidence
means
• A willingness to use evidence as the basis for their conclusions and actions
• A willingness to work with others in shared activities and in sharing of experiences
• Appreciation of the benefits gained from shared effort and cooperation
• A sense of personal and shared responsibility for actions taken
• Respect for living things and environments, and commitment for their care.

UNDERSTANDINGS

Topic A: Air and Aerodynamics

Overview

Students explore the characteristics of air and the interaction between moving air
and solids. They learn that air is a compressible fluid, that it is composed of many
gases, and that moving air can support solid materials in sustained flight. By
studying birds and airplanes, they learn a variety of adaptations and designs that
make flight possible and that provide for propulsion and control.


Students will:

6–5 Describe properties of air and the interactions of air with objects in flight.


Students will:

1. Provide evidence that air takes up space and exerts pressure, and identify examples
of these properties in everyday applications.
2. Provide evidence that air is a fluid and is capable of being compressed, and identify
examples of these properties in everyday applications.
3. Describe and demonstrate instances in which air movement across a surface results
in lift— Bernoulli’s principle.
4. Recognize that in order for devices or living things to fly, they must have sufficient
lift to overcome the downward force of gravity.
5. Identify adaptations that enable birds and insects to fly.
6. Describe the means of propulsion for flying animals and for aircraft.
7. Recognize that streamlining reduces drag, and predict the effects of specific design
changes on the drag of a model aircraft or aircraft components.
8. Recognize that air is composed of different gases, and identify evidence for different
gases. Example evidence might include: effects on flames, the “using up” of a
particular gas by burning or rusting, animal needs for air exchange.

Topic B: Flight

Overview

Students apply their knowledge of aerodynamics to design, build and test a variety
of flying devices. In constructing models, students develop a basic design, then build
it, test it, and solve the problems that inevitably arise. Through teamwork they learn
that planning, communication, cooperation and flexibility are important to the
overall result, even though parts of a task can be worked on individually. In the
process, students learn about the parts of an aircraft, their role in controlled flight
and the differences between aircraft and spacecraft.


Students will:

6–6 Construct devices that move through air, and identify adaptations for
controlling flight.


Students will:

1. Conduct tests of a model parachute design, and identify design changes to improve
the effectiveness of the design.
2. Describe the design of a hot-‐air balloon and the principles by which its rising and
falling are controlled.
3. Conduct tests of glider designs; and modify a design so that a glider will go further,
stay up longer or fly in a desired way; e.g., fly in a loop, turn to the right.
4. Recognize the importance of stability and control to aircraft flight; and design,
construct and test control surfaces.
5. Apply appropriate vocabulary in referring to control surfaces and major
components of an aircraft. This vocabulary should include: wing, fuselage, vertical
and horizontal stabilizers, elevators, ailerons, rudder.
6. Construct and test propellers and other devices for propelling a model aircraft
7. Describe differences in design between aircraft and spacecraft, and identify reasons
for the design differences.

Note: Model aircraft or rockets may be constructed and used as part of this topic. It
is recommended that these models be simple devices of the student’s construction,
not prefabricated models. Propulsion of rockets by chemical fuels is neither
required nor recommended, due to safety considerations.

ICT Outcomes – Division 2
C.1 - Students will access, use and communicate information from a variety of
technologies.
Specific Outcomes
2.1 access and retrieve appropriate information from the Internet by using a specific search path or from
given uniform resource locations (URLs)
2.2 organize information gathered from the Internet, or an electronic source, by selecting and recording the
data in logical files or categories; and by communicating effectively, through appropriate forms, such as
speeches, reports and multimedia presentations, applying information technologies that serve particular
audiences and purposes

C.4 - Students will use organizational processes and tools to manage inquiry.
Specific Outcomes
2.1 design and follow a plan, including a schedule, to be used during an inquiry process, and make
revisions to the plan, as necessary
2.2 organize information, using such tools as a database, spreadsheet or electronic webbing
2.3 reflect on and describe the processes involved in completing a project

C.5 - Students will use technology to aid collaboration during inquiry.
Specific Outcomes
2.1 retrieve data from available storage devices, such as a shared folder, to which a group has contributed
2.2 record group brainstorming, planning and sharing of ideas by using technology

C.6 - Students will use technology to investigate and/or solve problems.
Specific Outcomes
2.1 select and use technology to assist in problem solving

2.2 use data gathered from a variety of electronic sources to address identified problems
2.3 use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present
connections between ideas and information in a problem-solving environment

C.7 - Students will use electronic research techniques to construct personal
knowledge and meaning.
Specific Outcomes
2.1 use a variety of technologies to organize and synthesize researched information
2.2 use selected presentation tools to demonstrate connections among various pieces of information

F.1 - Students will demonstrate an understanding of the nature of technology.
Specific Outcomes
2.2 identify and apply techniques and tools for communicating, storing, retrieving and selecting information

F.4 - Students will become discerning consumers of mass media and electronic
information.
Specific Outcomes
2.1 recognize that graphics, video and sound enhance communication

F.6 - Students will demonstrate a basic understanding of the operating skills
required in a variety of technologies.
Specific Outcomes
2.1 power up and power down various technologies and peripherals correctly
2.2 use and organize files and directories

P.1 - Students will compose, revise and edit text.
Specific Outcomes
2.1 create and revise original text to communicate and demonstrate understanding of forms and techniques
2.2 edit and format text to clarify and enhance meaning, using such word processing features as the
thesaurus, find/change, text alignment, font size and font style

Advance Preparation

-‐ As a teacher you need understand the concepts you will be teaching
before you teach them. You need to have background knowledge for the
content.
-‐ You need to do all experiments and activities before hand to catch any
complications that may arise. As well as to be prepared for any mistakes
or questions your students have.
-‐ Gather materials ahead of time, the more notice you have for yourself and
your students to bring materials, the more you will end up with. Plus you
will have more time to organize them.
-‐ Begin with the end in mind. Plan the end of unit assessment before the
unit begins. That way both you and your students know exactly what they
are expected to do by the end and you are always working towards a
common goal.
-‐ Plan different strategies for multiple intelligence and different learning
styles so you can reach all your students.
-‐ Plan big projects for the unit ahead of time so students are working
toward a common goal.
Air and Aerodynamics

• Every object on Earth or in space can be classified as a solid, liquid, or a gas.
• Air is a fluid -‐ A fluid can be a liquid or a gas.
• Every object on earth has mass and every object has molecules, which are the
smallest part of something.
• Density is a measure of how closely packed together the molecules are.
• Some matter, like air, can be compressed (squeezed) into a smaller space by
forcing the molecules closer together than they would normally be (e.g. your
lungs blowing against the air in a balloon).
• When pressure or temperature change in a fluid, density changes. Molecules
get closer together or farther apart.

• When air is heated, it expands because the molecules that make up air start
to move faster and take up more space. The farther apart the molecules are,
the less dense the air becomes.
• When air gets cold, it contracts. As air cools, its molecules settle closer
together and the density increases.
o Think of it this way: If you were a molecule and exposed to heat, you
would be really warm and not want to be close to another
‘person’/molecule. If you were a molecule and exposed to the cold,
you would want to get close to other ‘people’/molecules to keep
warm.
• Warm air rises because it is less dense than the cool air surrounding it.

• Water has more density than air because molecules of water are closer
together than molecules of air; therefore some matter, like water, cannot be
compressed.

• The molecules that make up gases are far apart therefore they can be
compressed by employing pressure. When air is compressed, the molecules
that make up air are forced together. When you put air into your car tires, air
is forced or squeezed in a confined space – it is compressed.

• In order for birds and insects to fly, they must create lift and generate enough
thrust to create propulsion.
• Lift is an upward force that acts against gravity; thrust is the act of the object
moving forward; and propulsion is what gives the object the force to move
forward.
• Thrust and propulsion for flying animals are generated by flapping their
wings, while an aircraft uses a propeller or jet engine.
• An adaptation is a device or mechanism that changes so as to become
suitable to a new situation.
• Many adaptations combine to enable birds and insects to fly.

Birds
• Adaptations for birds to achieve flight include feathers, powerful flight
muscles, air sacs, hollow bones, and wings.
o Feathers: give birds a smooth, streamline shape that reduces drag and
maintains body temperature
o Muscles: designed to be strong to provide sufficient power for flight
and do not get tired quickly (A lot of energy is needed to power the
flight muscles of birds)
o Air sacs: in bird’s thorax and abdomen fill up with air and provide its
body with the oxygen needed during flight (Birds need a large and
constant supply of oxygen to get the energy for flight)
o Hollow Bones: help reduce its weight and allow it to keep a large
supply of air in its lungs
o Wings: shape helps to achieve lift, wings are curved on top and flat on
the bottom (as bird flaps its wings, air travels over the top of the wing
and creates a difference in pressure – lift and thrust are achieved on
the downward stroke)
• Most bird species are expertly designed for flight.
o Example: Hawks are able to soar; geese have adapted so they can fly
long distances; and hummingbirds are able to fly swiftly.

Insects
• Insect wings are made up of a thin membrane (supported by blood-‐filled
veins) and are one of nature’s lightest structures, lacking bone and muscle.
• Most insects rely on two pairs of wings which join or overlap so they work
together as a single pair.
• Wings on insects are curved on top and flat on the bottom (just like a plane’s
and bird’s wings). Each downward wing flap creates more lift, propelling the
creature upward and forward.
• Did you know that insect wings don’t just flap up and down?
o On the upstroke, insect wings move in a figure-‐eight motion and as the
wing nears the end of the forward stroke, the wing rotates backward,
twisting upside down, parallel to the ground. This rotation speeds up
the flow of air over the wing.
• Insects also have specially designed flight muscles to power their wings.
• Insects are cold-‐blooded which means that they have to be warm before their
muscles will work.
o Example: as it gets cold outside insects aren’t able to keep their flight
muscles warm so they are unable to fly.

Flight

For centuries man has observed things flying, floating, drifting and hovering in the
air and felt the desire to break free from the confines of earth. Once successful, the
challenge became one of controlling the flight of these crafts. We will be focusing on
aircraft design and surfaces which control the movement of bodies in motion
through the air, and adaptations which need to be made when traveling in the
absence of air.

Floaters can include items such as balloons, dandelion seeds, parachutes, poplar
fluff or bubbles. Technically, a floater does not really fly. Wind controls the speed
and direction of flight.

Gliders can include paper airplanes, flying squirrels or hang gliders. Gliders use
their wings (or membranes) to interact with air currents (moving air). In still air,
gliders will always finish lower than their beginning altitude.

Powered Flyers use an engine or body energy to fly or gain altitude. Some
examples are insects, flying birds and airplanes. Hot air balloons could be classified
as either floaters or gliders and some birds may be categorized as either gliders or
powered flyers.

Parachutes operate on the principle of drag and work as a result of their mass to
surface area ratio. Parachutes are usually concave in shape and have a small hole in
the center to prevent the parachute from wobbling. Two things affect the descent
rate of an object falling through the air. Gravity and wind resistance (drag) act
together, one pulling the object towards the earth, the other slowing it down
respectively. The balance of the two results in a maximum rate of descent for a
particular object; this is called terminal velocity.

Hot air balloons operate on Archimedes Principle (objects suspended in a fluid –
such as a boat in water or a balloon in the air – have a buoyant force equal to the
weight of the fluid displaced).

A hot air balloon rig consists of a lightweight envelope (silk or nylon), a lightweight
basket (wicker), the load and burner.

To allow for a quick descent, a Velcro vent at the top of the balloon can be opened by
means of a rope, speedily dispelling warm air. In the air, the hot air balloon’s lateral
movement is at the mercy of the prevailing winds.

Airplanes however are designed to control movement. The pilot of an airplane must
keep the movements of the plane adjusted to keep it stable in the air. An airplane
moves around its center of gravity along three axes – lateral, longitudinal and
vertical. Lateral axis runs from wing tip to wing tip (pitch). Longitudinal axis runs
from the nose to the tail of the plane (roll or bank). Vertical axis runs from the top
to the bottom of the fuselage (yaw).

Helicopters, with their horizontal propeller called a rotor, do not require forward
propulsion. Each of the long, thin blades of the rotor is shaped like an airfoil. The
spinning blades create an area of high pressure under them and an area of low
pressure over the top of them; this produces the lift needed to take the helicopter
into the air. When the helicopter’s blades are tilted, it flies in the direction of the tilt.

If a helicopter was designed with a single rotor it would be very difficult to control
(rotor spinning in one direction, sends the body twisting in the opposite direction).
To overcome this effect, some helicopters are designed with two rotors, each
turning in the opposite direction; this is typical of large helicopters used to carry
heavy loads. Most helicopters compensate for this twisting by adding a smaller,
sideways facing rotor on the tail. It creates an equal but opposite twisting force to
that produced by the main rotor.

How do jets achieve forward motion? They take in air through the front of the
engine and compress it into a small space. The compressed air is mixed with fuel
and burned. The hot air and fuel expand creating a jet of hot gases which are shot
out of the rear of the engine. The action of the hot gases being forced from the rear
of the plane causes a reaction on the plane which moves it in the opposite direction.
This is an illustration of Newton’s Third Law of Motion: For every action, there is an
equal and opposite reaction.
Rockets – Sending aircraft into outer space presented new design problems for
engineers because there is no air beyond the thin layer of atmosphere, to hold up an
airplane or balloon. The absence of air means: no oxygen to burn liquid fuel, having
control surfaces pointless.

A rocket must move fast enough to break away from the earth’s gravity, but once the
rocket is in orbit around the planet, it does not need any rocket engines to keep it
moving. Rockets are streamlined to prevent drag. Rockets carry their own oxygen
supply in the form of a chemical called an oxidizer. The hot gases produced in the
firing chamber rush out the nozzle, pushing the rocket in the opposite direction. The
burning fuel makes enough heat to burn through the walls of the firing chamber so
designers had to incorporate coils of cooling pipes around the chamber to reduce
the heat.

Outline of Lessons to be Taught

Les Topic Activity # of Materials
son Periods Needed
#
1 Air & 1)Intro: Mystery Bag Demo 1 Mystery Bag:
Aerodynami -‐Air is Everywhere -‐Box
cs -‐24 Bag
-‐Twist ties
2) Discuss and complete KWL chart

2 Knowledge 1)Get students to Brainstorm ideas: I 1 Computers

of Air will pose the following questions.
a)What is air made up of?
b)Where can it be found?
c)Why do we have it on earth?
d)What does compressed air mean?
Where can it be found?
e) What makes airplanes fly?

2)Have students work in groups and
create a poster to show their previous
knowledge and understanding of the
questions posed.

3 Scientific 1)Class discussion about procedures 1 Handouts

Procedure and variables
and
Variables
2)Group Work

4 Air Pressure 1)Air Pressure Stations: 2 Record data on

(science worksheets
stations)
a) Does air take up space and exert a
pressure? (Activity: Air is Everywhere) Air is
b) Does air occupy space? (Activity: Everywhere
Diving Paper) Materials:
c) Does air exert a pressure? -‐ Funnel
(Activity: Huff N’ Puff) -‐ Mini Water Jug
c) How does blowing air affect air -‐ Playdough
pressure? -‐ Glass Jar
(Activity: Let it Shine) -‐ Water
e) Does air exert a pressure? -‐Pencil
(Activity: Raise Up your Friends)

Diving Paper
Materials:
-‐ sheet of paper
-‐ plastic cup
-‐ clear container
filled with water

Huff N’ Puff
Materials:
-‐ Balloon
-‐ Plastic 2L Pop
Bottle

Let it Shine
Materials:
-‐ Tin Can
-‐ Drinking Straw
-‐ Candle

Raise up your
Friends
Materials:
-‐ 4 large plastic
bags
-‐ 2 desks

5 Temperatur 1)Demo Activity: Adjust the Volume. 1 Handout

e Effect on How does temperature affect air?
Air

2) Students record their hypothesis,
observations and inferences.

3) Discuss with entire class about how
air temperature changed. Also, what
causes air to expand and condense.

6 Compressed 1) Compressed Air computer tutorial 1 Computers

Air Website:
http://howthingsfly.
si.edu/media/bern

oulli-principle
7 Field of 1) Demo: Feel the Force 1 -‐2 spoons -‐water

Force 2) Student complete Handout

Handouts
8 Lift 1) Combination of Learning Stations 6
(Bernoulli’s and Daily Activities:
Principle) a) Lift off: They will use a piece of paper,
tape, and a pencil to demonstrate lift. As the
students blow, they are creating a low pressure
area and the paper is forced up by higher

atmospheric pressure. Lift Off:
-‐paper
-‐tape
b) What makes an airplane fly? Read -‐pencil
handout in small groups. The students will
highlight the important information. As a class
we draw another diagram at the bottom of this
page to further demonstrate the air pressure
on an airfoil.
What makes an
airplane fly:
-‐Handout
c) Wings provide lift: In partners students

will match puzzle pieces containing important
knowledge about wings.

d) Bernoulli’s principle: Watch a video Wings provide
clip. Students make notes, then draw a lift: -‐information
diagram and explain to partner what cut into puzzle
Bernoulli’s Principle is. pieces

e) What happens when you blow air
between two suspended balloons?
The students will complete this experiment Bernoulli’s
with a partner. They will need to gather the
necessary materials and answer the questions
Principle:
http://www.yout
on handout.
ube.com/watch?v
=P-‐
xNXrELCmU&safe
f) Take a balloon for a walk: The =active
students learn how a balloon stays with the
stream of air as they walk. Slow moving air has
greater pressure than fast moving air. The slow Air between 2
moving air surrounding it pushes the balloon
balloons: -‐
back into the stream of air.
Balloons -‐

Handouts

g) Ball in a funnel: Students will put a ping

pong ball into a funnel and hold the funnel
upright. Students need to predict what will
happen if someone were to blow on the stem of
the funnel. I will challenge a student to blow
the ball out of the funnel. Students need to
Take balloon for
explain why they think they can not blow the
ball out. Go over as a class.
a walk: -‐Balloons

h) So that’s what they mean by lift:
The students place a strip of paper between the
pages in the middle of a book. They will hold
the book horizontally under their chins and Ball in a funnel:
blow hard across the top of the book. Students -‐Ping pong ball
will discuss how they made the paper lift.
-‐funnel

i) Two sheets of paper: The students will
hold two sheets of paper, one in each hand,

about two inches apart. Students need to make
predictions of what will happen if you blow
down between the two sheets of paper. Will the So that’s what
papers fly apart, come together, or not move? they mean by
The students will complete this experiment and lift:
try to explain what happened. -‐Strips of paper
-‐books

j) The fastest spray in the west: As a Two sheets of
class all students will be using a cup of water
paper:
and straws and have to blow into the straw to
try to lift water up the vertical straw. We will -‐ strips of paper
discuss how air pressure is related to this
experiment.

k) What are the components of an
airplane? Students will work in pairs and
match vocab words to a large picture of an
airplane. Students will have a timer to see how
fast they can correctly match the words to the

airplane. Fastest spray in
the park: Cups,
water and
l) What holds an airplane up? The straws
students will read the facts and draw a
diagram to illustrate their understanding of
each piece of information. Working with a

partner, each student will use the diagrams
only to explain in their own words what holds Components of
an airplane up. Students need to use arrows to an airplane:
show direction of airflow and different colors -‐large airplane
to show varying degrees of air pressure. picture
-‐key terms with
sticky tape on
back
-‐timer

What holds an
airplane:
-‐Handout
9 Quiz #1 Air & Aerodynamics Quiz 1
10 Forces 1) 4 Forces of Flight: 1 Handouts

Master #16

Individual Worksheet on Forces of
Flight

Jigsaw group assignment -‐ students
become experts in one of the forces and
have to teach it to their peers

11 Birds and 1) Insect and Bird research project: 5 Computers

Insects -‐adaptations Handout
-‐skelton
-‐body temp
-‐mass
-‐body shape
-‐wind structure, movement, covering
-‐tail
-‐other interesting facts

2) Students present their findings to the
whole class.
12 Rockets 1)Powerpoint on Rockets 1 Powerpoint

2) Students make homemade rockets Rockets:
and test them outside. -‐Alka-‐Seltzer
tablets -‐watering
can -‐24 small
containers
13 Propellers 1) Split class in half, one half researches 2 Computers
and Jets and learns about propellers the other Handouts
half learns about jets.
Students are to teach the other half
about the topic they became experts in.

14 Streamlinin 1)Streamlining computer tutorial: PBS: 1 Computers

g Getting Airborne Website:http://ww
w.pbs.org/wgbh/no
va/wright/airb-
flash.html
15 Evidence of 1) What is air made of? Watch Youtube 2 Air Video Clip:
gases clip. http://www.tea
chertube.com/vi
ewVideo.php?vi
2) Nitrogen cycle: Demonstrate deo_id=166417
nitrogen cycle on the smartboard. Get
students involved. Students create
their own nitrogen cycle on paper.

3) What is natural dust made of? Watch Dust Video Clip:
a Video Clip http://www.red
orbit.com/news
/video/science_
4) Students create 2 truths and 1 lie 2/2596076/wha
about the the topics discussed in class. t_is_dust_made_o
Topics are: f/
-‐what is air made of?
-‐nitrogen cycle
-‐what is natural dust made of?

Students quiz each other with the
questions they created.
Fruity Oxidation:
-‐Banana
-‐plate
5) Fruity oxidation: Put a slice of banana
or apple on a plate and leave it exposed to
room temperature air for one hour. We will
discuss what rusting is and then we will
examine the fruit. What does the brownish

color indicate? We will brainstorm ways we
can slow down oxidation in fruit.
Gone to rust:
-‐steel wool
6) Gone to rust: Students combine steel -‐water
wool and water in a test tube. The students will -‐test tube
record their observations on Master #19

7) Lights out: The students will predict how Lights Out:
long the candle will burn in the jar. I will light -‐candle
the candle and place the smallest jar over it.
We will record how long the flame burns. We
-‐match or lighter
will do this with the other two jars as well. We -‐3 different size
will discuss how the amount of oxygen affects glass jars
combustion (burning).

8) Evidence of CO : We will either do this
2
experiment with a candle and baking soda or Evidence of CO 2
with a match and Alka-‐Seltzer. -‐match

-‐candle
-‐baking soda
-‐Alka-‐Seltzer

16 Review 1) Students create their own review 1 Jeopardy game

questions on Powerpoint

2)Play Jeopardy game
17 Quiz #2 Properties of Air, Components of a 1
Plane, Flight Adaptations
18 Field Trip: Builds on previous knowledge along 1

Red Deer with building new knowledge for the
Airport flight unit.
19 Flight: Intro 1) Class Activity: Up in the Air 1 Handout
Students will have the opportunity to Master #1
brainstorm and classify things that fly.
Master #1

20 Parachutes 1)Class Activity: It’s a Drag 3 It’s a Drag
The students will work in partners to observe the Materials: Sheets
effect of drag on falling objects. One piece of of paper (8.5 by
paper will be crumpled, while the other will stay
11)
flat. The students will predict which paper will
reach the floor first on Master #2. They will tape
need to give a reason for their answer. The Master #2
students will stand on a chair and release the
two pieces of paper at the same time. The other
partner will observe which paper reaches the
floor first. The students will repeat this activity

several times to confirm results. The
observations and conclusion will be recorded on
Master #2.
• The crumpled piece of paper will drop
faster due to its smaller, rounded shape
which creates less air resistance.

• Challenge: Modify a piece of paper to
make it stay in the air for as long as
possible when dropped. The students
will share their best ideas and discuss
the role of drag in their designs.

2)Egg Challenge
-‐Students create a device that will allow their
egg to land safely from a significant
height. *See attached lesson plan

3)Breaking Your Fall:
Students will construct a basic parachute 2) Egg Challenge
Materials:
-‐eggs
-‐ziplock bags
-‐recycled
materials
-‐tape
-‐scissors
-‐string

3) Breaking Your
Fall Materials:
-‐ corks
-‐ medium weight
plastic bags
-‐ scissors
-‐ tape
-‐ thread
-‐ small paper
clips

21 Hot Air 1)Discuss gas and air 1 Handout

balloons

2)Draw diagram of hot air balloon and
explain how the rise and fall of the
balloon can be controlled

22 Gliders 1) Students construct 6 different types 2 Paper

of gliders, test out each glider and Handouts
record observations. Students need to
make adjustments to glider to improve
performances and record data.

2) Students need to create their own
glider, then compete with each other to
see who’s glider performs the
best. Record observations

3) Discuss as a class which
improvements increased performances.

*See attached lesson plan
23 Helicopters 1)Presentation: 1 -‐ arm length of
Go through properties of Helicopters string
-‐ glue
-‐scissors
2) Build Whirlybirds: -‐ empty thread
Students will have the opportunity to spool
make a model helicopter -‐ pencil
-‐ ruler
-‐ manila tag or
stiff paper
-‐ Master #12a, b,
c
24 Space 1)Discuss as a class the characteristics 1 Balloon Rocket
Shuttles of Space Shuttles Materials:
-‐ balloons
-‐ string
2) Balloon Rockets: Students will have the -‐ metal paper
opportunity to discover the principles which clamps
move jets and rockets -‐ tape
-‐ manila tag
-‐ drinking straw
3) Blast Off: Students will get an idea of what -‐ Master #13
can happen when fuel and an “oxidizer”
combine

Blast Off:
-‐ 1L plastic
bottle
-‐ 250mL of
water
-‐ 250mL of
vinegar
-‐ 10mL of baking
soda
-‐ several round
pencils
-‐ tissue paper
-‐ cork
-‐ spoon
-‐ Vaseline

25 Review Play Hollywood Squares 1
26 Quiz #3 Flight 1
27 Performanc ‘Hunger Games’ Mission 8 -‐group booklets

e -‐In groups of 4 or 5, students will have -‐rubric
Assessment the opportunity to send the lifesaving -‐student self
glider into the Hunger Games Arena to assessment
save their beloved Mr. Strow. -‐Glider
-‐see attached booklet. materials: large
sheets of
styrofoam,
cardboard, glue
guns, glue sticks
-‐measuring tape
-‐bucket for
drawing student
names

28 Review Quiz/Quiz Trade 1 -‐quiz trade cards
29 Unit Test Air & Aerodynamics 1
Flight

Corresponding Handouts

Lesson Plans

1) Introduction Lesson Plan

TOPIC: Introductory lesson – mystery bag
Subject: Air and Aerodynamics Teacher:
Date:
Intentions/objectives/outcomes: Assessme
Introductory Lesson nt:
SLE 1: Provide evidence that air takes up space and exerts pressure, and
identify examples of these properties in everyday applications.

Time teaching points Notes
Objectives: Students will learn that air is a substance that -‐
has unique properties. Some substances can only
investigated through their interactions.
.
Procedure:
1. Inform the class that you have brought in a sample of
some material for them to study.
2. Direct a student to bring your “empty” box or garbage
bucket of this material to the front of the class to be set
on your desk.
3. Have a student come forward to observe the contents of
the box and report his observations to the class. The

usual response of the examiners is that there is nothing
in the container. “It is empty.”
4. Insist that the material was there when you started the
lesson. Then examine the container, move your hand
around in it and insist that the material is still there
5. Ask: What is this material that the students are having so
much trouble detecting? Elicit that it is air.
6. Ask: What is air? Can you describe it? How much air is
there in this container?
7. Open a bag and put it inside the container so it fills with
air and tighten up one end. Seal the bag with a twist-‐tie.
Ask: Do you think there is any more air in the container.

8. Have each pupil “fill” their own bag of air from the

container. Challenge the students to describe their
packet of air using their five senses directly on the air.
9. Complete Blackline master.
10. Discuss the students’ responses and problems in
gathering information about using their five senses.
11. Lead the discussion to focus on the need for other
methods of studying air. Introduce the idea that air has
to be studied through its effects on other things, hence,
the need for the experiments which follow during this
unit.

Teacher Notes and Debriefing:
Challenge your students to prove that there really is

such a thing as air. Have them suppose that they
had to convince a person who believed that there
was no such thing as air, that it does really exist.
Ask: How would you prove that air really does exist?
Ways of proving the existence of air given by your
class may be simple like holding your nose (can’t
breathe) and going outside to feel wind (moving air)
or they may involve use of equipment like a candle
and beaker.
References(text or electronic): Displays/materials:
Edmonton public schools – topic a – air and aerodynamics
curriculum resource 1996
• I garbage bucket or large box
• 1 package of plastic bags with
twist-ties.
• Blackline master (attached)

2) Inquiry Based Lesson Plan
Title: Flight Test

Subject: GR. 6
Date: October 30,2013
Science
Outcomes: Assessment
6–6 Construct devices that move through air, and identify
adaptations for controlling flight. Exit Pass:
Specific Learner Expectations Students must
Students will: tell you if their
3. Conduct tests of glider designs; and modify a design so that a glider passed
glider will go further, stay up longer or fly in a desired way; e.g., fly the stations.
in a loop, turn to the right. Then explain
4. Recognize the importance of stability and control to aircraft why or why
flight; and design, construct and test control surfaces. not.
List 2 things
they would
change on
their glider for
next time.
Teaching Points Notes
Objective: For students to understand how an aircraft is
constructed and to discover how a glider can be modified to PRE-‐CLASS
improve performances. Set-‐up
-‐Have stations
Anticipatory set: Show You-tube clip of airplane taking off. created
throughout
the class
Activity #1 1) Hoops for
-‐Divide students into pairs or can be done individually target
-‐Handout each type of glider instruction sheet to each group. practice
-‐Give students enough time to create their glider planes. 2)Tape on
-‐Once the planes are created then have the students go floor for
through the stations around the room with observation distance
handout, fill out handout. 3) Clear an
-‐Students test their gliders and make adjustments to try and area for
improve the outcomes. observing the
glider turning
Activity #2
-‐Have students create their own version of a glider they
want to use for the final test.
-‐Have students in groups and go through the stations around
the room and record the data.
-‐When students have completed all the stations then have
them compare their glider’s data to one another.
-‐Have students fill out an exit pass at end of class.
References: Materials:
Plain paper
http://www.learnalberta.ca/content/setf/HTML/StudentResource Hoops
/source/topic_five.html masking tape
Worksheets
http://www.youtube.com/watch?v=ZPgLVhrkUsw (take off clip) (6 gliders,
observation
sheet)

3) Project Based Lesson Plan

Topic: Grade 6 Egg Challenge
Date: October 16, 2013
Subject: Grade 6 Science
Lesson Objectives: Assessment:
-‐ General Learner Expectations Students are required to build
o 6-‐6 Construct devices that move through air some sort of contraption in
and identify adaptations for controlling flight. order to have their egg land
-‐ Specific Learner Expectations safely without breaking.
o Construct tests of a model parachute design
Based on their designs and
and identify design changes to improve the
whether or not the egg breaks
effectiveness of the design
will determine the success of
the assignment.
Time Teaching Points
5 min Introduction:
Introduction of Teachers
-‐ Power Point Slide – Describing students mission to build a
contraption to allow their egg to land safely after being thrown from
a significant height (top of stage in gym)

15 min
Lesson Segment 1:

Depending on the number of students they will have the option to

either work in partners or individually and will be given time to

construct a device in order to safely have an egg land without

breaking after being dropped from various heights (see students

handout)

-‐ No Hints or direction will be given initially in order to see what
students come up with in the time limit given
-‐ Students must first come up with a plan and tell either teacher
before they can begin building – fill in the worksheet provided
-‐ Students will be provided with the following materials: trash bags,
sandwich bags, string, scissors, hole punch, eggs, cardboard, tape,
Kleenex, paper towel rolls, toilet paper rolls, straws empty pop
bottles. Any other recyclables.
-‐ Students will not be required to use all of the materials expect for an
10 min egg as well they must have a way to tell if their egg broke.
Lesson Segment 2:
Groups will then have the opportunity to test their contraptions by
20 min dropping them off of the stage in the gym.
Lesson Segment 3:
Re-‐group and go over what happened whether or not groups were
successful and what could have helped improve their model.
-‐ Briefly introduce students to parachutes
-‐ Have students add a parachute to their model and then drop from
top of ladder in the classroom
-‐ Have students fill in worksheet about whether or not the parachute
improved the model.
References: Materials:
http://www.education.com/science-‐ Trash bags, sandwich bags, string,
fair/article/egg-‐parachute/ scissors, hole punch, eggs, cardboard,
http://teachers.egfi-‐k12.org/lesson-‐egg-‐ tape, Kleenex, paper towel rolls,
drop/ toilet paper rolls, straws empty pop
http://education.alberta.ca/media/654825 bottles. Any other recyclables.
/elemsci.pdf

Egg Challenge
The Challenge:
Design a flying device that will deliver an egg from the top of the stage to the ground
without breaking it. No fancy materials are allowed.
Problem:
Using household materials, can you construct a device to prevent an egg from breaking?
Rules:
• You must throw, drop, or toss your egg off of the stage. (It cannot be lowered.)
• Your design must land the egg on the ground NOT a pillow or any other object.
Your job:
Get into a group of two or individually and…

• Plan a design that will safely get your egg to the ground without breaking it.
• Create a diagram that depicts your design and the materials used
• Incorporate some way to tell if your egg broke
• Chuck your egg off of the stage without breaking it!
Your design will be considered a success if your egg does not break!!! Good Luck!!
Materials:
You may use any of the following materials:
• Plastic heavy-‐duty trash bag

• Plastic Sandwich Bags
• String
• Scissors
• Hole Punch
• Egg
• Cardboard
• Tape
• Kleenex
• Paper towel rolls / toilet paper rolls
• Straws
• Empty pop bottles
• Empty berry containers
Egg Challenge
Diagram: Materials:

Observations:
1) Did your egg contraption work? Explain why or why not.

2) What types of changes would you make to improve your contraption?

Building A Structure : Egg Protection Device

Teacher Name: Ms. King

Student Name: ________________________________________

CATEGORY 4 3 2 1
Function Structure functions Structure functions Structure functions Fatal flaws in
extraordinarily well, well, holding up pretty well, but function with
holding up under under typical deteriorates under complete failure
atypical stresses. stresses. typical stresses. under typical
stresses.
Plan Plan is neat with Plan is neat with Plan provides clear Plan does not show
clear measurements clear measurements measurements and measurements
and labeling for all and labeling for most labeling for most clearly or is
components. components. components. otherwise
inadequately labeled.
Construction -‐ Appropriate Appropriate Appropriate Inappropriate
Materials materials were materials were materials were materials were
selected and selected and there selected. selected and
creatively modified in was an attempt at contributed to a
ways that made creative modification product that
them even better. to make them even performed poorly.
better.
Modification/T Clear evidence of Clear evidence of Some evidence of Little evidence of
esting troubleshooting, troubleshooting, troubleshooting, troubleshooting,
testing, and testing and testing and testing or
refinements based refinements. refinements. refinement.
on data or scientific
principles.
Construction -‐ Great care taken in Constuction was Construction Construction appears
Care Taken construction process careful and accurate accurately careless or
so that the structure for the most part, but followed the plans, haphazard. Many
is neat, attractive 1-‐2 details could but 3-‐4 details details need
and follows plans have been refined for could have been refinement for a
accurately. a more attractive refined for a more strong or attractive
product. attractive product. product.

Performance Assessment

THE HUNGER GAMES
GROUP BOOKLET
GROUP MEMBERS
___________________
___________________
___________________
___________________
___________________
___________________
It is Reaping Time at Westpark Middle School….

“Welcome, welcome, to our annual reaping for this year’s Hunger
Games. As you are all familiar with, one entry from each class is
required to participate in the Westpark Middle School Hunger
Games. Just give me a moment while I select a ballot from the
bucket to see who will be this year’s participant (Teacher selects
a slip of paper from the bucket containing all of the students’
names). May the odds be ever in your favour! This year’s
candidate is none other than our beloved Deanna Kofin. Deanna
Kofin please step forward….Wait, wait, what is this I see…Mr.
Strowbridge is offering to take her place…he says he cannot let
one of his students suffer this fate…What an act of valor and
courage!!”
Your Mission…
Your help is desperately needed. As you all know, our beloved
school member and friend, Mr. Strowbridge, has been selected to
fight for our district in the Hunger Games. Times are very tough
for him right now and he is in dire need of some help and supplies.
The only way we can get supplies into him is to plan a sneak flight
of goods into him on a glider at exactly 12:01 a.m. while they are
preoccupied announcing the days deceased and the arena dome is
opened up briefly. Through the use of knowledge acquired during
the Air and Aerodynamics/Flight Unit, you and your district team
will be required to plan, build, test, and budget for this life saving
glider operation. Can you meet this challenge without your
devoted leader, Mr. Strowbridge? Did you learn the tools
necessary throughout this unit to build a successful glider? Can
you help Mr. Strowbridge to become the victor in this year’s
Hunger Games? Successful teams will be chosen to use their
gliders and extreme stealth to get these lifesaving supplies to
Mr. Strowbridge in the Arena of the Hunger Games.
May the odds be ever in your favor…

District Name and Logo
On this page your group will fill in the information

needed, which is the name of your district and your
district logo. Also needed is the name of your district
leader.
_________________________
District Name
District Logo Mission Statement

Group Members:
Leader: ___________________________________
District Mentor: _______________________
Accountant:
__________________________________
Secretary:
___________________________________
Publicist: _____________________________
Group Members’ Salaries: _____________________
Group Member Responsibilities

All members of the group are to help with the actual
construction of the glider, along with their specific
position responsibilities. These are the responsibilities
outlined for each position:
President:
- makes sure everyone is organized and doing their
job. Needs to set a good example for the others.
Keeps project on track and on time.
Mentor:
- Makes sure the glider is following the vision set
forth in the glider drawing. Also keeps track of
supplies.
- Ensures district morale is high.
Accountant:
- Keeping track of all money transactions (in account
log).
- Deals with all purchases and sales of construction
materials.
Secretary:
- keeping track of daily journal
- Keeping track of correspondence.
Publicist:
- Keeps track of correspondence with the capitol and
with competitor in the ring.
- Looks after the needs of our competitor in the ring.
Glider Proposal
Before your group can start to construct the glider,

many steps need to be completed. The first is a
written proposal to me showing your interest in
building the glider for your district. Your proposal will
be in the form of a letter and will have to address
the following areas found on the next page:
Ø Name of district/company.
Ø Why you want to do this mission?
Ø Qualifications
Ø Why you would be better than other companies
in the district?
Ø Budget/ time line/ design, etc
The proposal will be typed out and put into the duo
tang. All group members must sign the proposal and all
letter-writing rules and grammar must be followed. If
your group has any questions or needs help, please
ask.
Glider Design
In order to help your group get on the right track,

your group must choose a picture of a glider already
constructed and use it as a reference. Your glider
does not have to look exactly like the glider in the
picture but should be fairly similar. Use the picture as
a starting point for the design of your glider.
Glider Drawing
Once you have chosen the glider you are going to use
as a reference, your group needs to make a drawing
of the glider that will be constructed. Your drawing
needs to be done in pencil or on the computer. Make
sure to include all important measurements and labels
(your glider will need to contain all of the necessary
components of a successful airplane, check your notes
if you are unsure). A printed picture of the reference
glider and your drawing needs to be put in the duo
tang.
Glider Dimensions/ Materials
The glider will need to follow the following rules:
Glider Requirements
ü Glider needs to be able to glide successfully for 40

feet undetected.
ü Glider needs to have a wing span of at least 4 feet
(but can be longer)
ü Glider needs to be able to carry a cargo weight of .5
pound.
ü Cargo need to land safely and securely. (Mr.
Strowbridge is counting on you!!)
These materials will only be allowed when constructing
the glider:
Ø Styrofoam sheets
Ø Hot glue sticks
Ø Hot glue guns
Ø Cardboard tubes
Ø Cardboard sheets
All materials will be purchased from the teacher’s

General Store. No materials of any kind will come
from home. Make sure you keep your receipts from
your purchases and give them to the accountant.
Breaking any of these rules will result in a loss of
marks. At different parts of the building process, an
auction of extra materials will occur. Any money made
will be added to your budget total.
Glider Budget
As you all know, money and resources are very limited

in our district. Your group will be given a budget of
$1,000,000 to complete this project. I expect you to
come in, on or under budget. The following items are
going to be figured into the budget and a price list is
included:
Ø Styrofoam sheet: $ 200,000

Ø Cardboard tubes: $50,000
Ø Cardboard sheets: $50,000
Ø Glue sticks: $ 20,000 per stick
Ø Workers salary: $5,000 per class minimum (is
determined by the president)
Ø Glue gun rental: FREE!
A running tally of your spending needs to be kept in

order on the sheets provided. Going over budget will
lose your group marks, but coming under budget and
building a bad glider is also not good. Your group
needs a balance between staying on budget and having
a high quality glider. Each day you must log in your
expenses. Please look at the example if you have any
troubles.
Date Expense Cost ( + or - ) Money Left

1,000,000.00
March 1 Styrofoam sheet, 5 -‐ 300,000.00 700,000.00
2nd glue sticks
March Workers salaries (5 @ -‐ 25,000.00 675,000.00
2nd $5000.00)
March Sold 3 glue sticks to + 30,000.00 705,000.00
14th Bob the Builder
Glider Budget
Date Expense Cost ( + or - Money Left

)
Initial Amount of + 1,000,000 1,000,000
Money
Total Money Remaining= $____________________
Budget Review
Add up how much your group spent in total on each

of the individual items listed below.
Styrofoam sheet: $____________________
Cardboard Tubes: $_____________________
Cardboard Sheets: $______________________
Glue Sticks: $____________________
Worker Salary: $____________________
Glue Gun Rental: $ Free
Daily Log
In order to keep a record of the work each group

member does on this project, the secretary will be
required to fill out a daily logbook. The logbook will
be filled out at the end of every class and kept in
this duo tang. The President needs to sign each
class logbook confirming the member did the work
indicated in the logbook. The logbook will be an
individual mark on this project. If you didn’t do any
work, then your logbook should reflect this. The
logbook will look as follows:
Date: __________ Presidents Signature:

_____________
President:
___________________________________________
_
Mentor:
_________________________________________
Secretary:
___________________________________________
_
Accountant:
___________________________________________
Publicist:
______________________________________
Evaluation of Glider
Each group’s glider will be marked on the following
criteria (see rubric attached):
Ø Aesthetics/ Design
Ø Meeting dimension requirements
Ø Budget requirements
Ø Performance requirements
o Distance met (minimum 40 feet)
o Can carry the load
o Cargo arrives safely
Your Mission Deadline
We will test our gliders on _________________.

You will get three tries and we will use an average
distance. Remember, you have a deadline as you
would with a real construction project. Mr.
Strowbridge cannot last much longer without our help!!
Any questions, please ask. Keep track of your time,

as there will be no extensions on this project – Mr.
Strowbridge is on his last legs and needs your help
now! Do not let yourself, your group, or Mr.
Strowbridge down by not doing your assigned job.
Daily Logbook
District Name:___________________
Fill in the logbook at the end of every class.

Glider Logbook
Date: ____________ Presidents Signature:

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________

_______________
President:
_________________________________________________
____
Mentor:
_________________________________________________
Secretary:_________________________________________
____________
Accountant:
_________________________________________________
___
Publicist:
______________________________________________
Hunger Games Glider Evaluation

Group Name: _____________________________
4 3 2 1
Aesthetics Glider is very Glider is Glider is not Glider is not
aesthetically aesthetically aesthetically aesthetically
pleasing. The pleasing. The pleasing. The pleasing. Glider
design is design is design is not is incomplete.
original and original and original and
great care was care was taken care was not
taken during during taken during
construction. construction. construction.
Requirements Glider meets all Glider meets 3 Glider meets 2 Glider meets 0
requirements of 4) of 4 or 1 of 4
(Wing span, requirements requirements requirements
fuselage, (Wing span, (Wing span, (Wing span,
vertical and fuselage, fuselage, fuselage,
horizontal vertical and vertical and vertical and
stabilizers horizontal horizontal horizontal
present) stabilizers stabilizers stabilizers
present) present) present)
Distance Flown Glider flew Glider flew 30- Glider flew 15- Glider flew less
(average of 3 more than 50 50 feet. 30 feet. than 15 feet.
trials) feet.
Cargo arrived There was no There was There was There was
safely. pitch, roll or
minimal pitch, some pitch, extreme pitch,
yaw. Cargo
roll, or yaw. roll, or yaw. roll or yaw.
arrived safely.
Cargo arrived Cargo arrived Cargo did not
Strow is saved!
safely. Strow is safely. Strow is arrive safely.
saved! saved! Poor Strow…
Reference The reference The reference Either the The reference
Glider/ glider picture glider picture reference glider glider picture
Company Logo and logo are in and logo are in picture or logo and logo are
the duo tang. the duo tang. is missing from not contained
The logo is The logo is not the duo tang. in the duo tang.
coloured. coloured.
Proposal Exceptionally Very well Adequately Poorly written.
Letter and well written. written. Most written. Some Letter writing
mission All letter letter writing letter writing rules were not
statement. writing rules rules were rules were followed.
were followed. followed. followed. Missing a lot of
Contains all Contains Missing some required
required all/most required information.
information. required information.
information.
Glider Drawing is neat Drawing is neat Drawing is neat Drawing is not
Drawing and is properly and labeled and labeled neat and is
labeled with all with most of with some of missing all
of the the the requirements.
requirements. requirements. requirements.
Budget Budget sheet is Budget sheet is Budget sheet is Budget sheet is
completely mostly filled not completely not completely
filled and added and added filled or not filled and not
correctly. Team correctly. Team added added
stayed under stayed under correctly. Team correctly. Team
budget. budget. stayed under or was over
over budget. budget.
Log Book All log book Most log book Some log book A few log book
pages are pages are pages are pages are
completed and completed and completed and completed and
signed by the signed by the signed by the signed by the
person in person in person in person in
charge. charge. charge. charge.

Total: ____ /36

Hunger Games Glider Wrap-up Questions
Please answer all questions in complete sentences.
1. Explain why you think your glider was successful or unsuccessful. Please give
specifics.

2. Explain specifically, how you could improve the design of your glider to make it
more successful, if given the opportunity to complete this project again.

3. Describe specific scientific knowledge learnt in this unit that helped you to design
your glider.

4. Do you think you could have made a successful glider without completing this
unit? Explain why or why not.

5. What advice would you give to students completing this project next year?

6. What would you like to see added/deleted from this project to make it better?

7. Please write down the name of your team members and give them a
participation/effort mark. Include yourself.
_______________ ____/10 Reason:_____________________________________________________
_______________ ____/10 Reason:_____________________________________________________
_______________ ____/10 Reason:_____________________________________________________
_______________ ____/10 Reason:_____________________________________________________
_______________ ____/10 Reason:_____________________________________________________
_______________ ____/10 Reason:_____________________________________________________

Lesson Plan:

TOPIC: Hunger games glider project: performance task
Subject: Air and Aerodynamics/flight Teacher:
Date:
References(text or electronic): Displays/materials:
• Student group booklet
• Hunger Games Novel by Suzanne Collins
• Adaptation of Spaghetti Bridge project by Curtis Lansing • Student self-reflection
• Rubric
• Large sheets of Styrofoam
• Cardboard
• Glue guns
• Glue sticks
• Exacto knives
Intentions/objectives/outcomes: Assessment:
Problem Solving through Technology

Students will: • Rubric
6–3 Design and carry out an investigation of a practical problem, and develop a possible solution. • Self
Note: The problem will involve construction or modification of a device that moves through air.
assess
Students will: • Peer
Focus assess
Ask questions that lead to exploration and investigation
Identify one or more possible answers to questions by stating a prediction or a hypothesis
Identify problems to be solved and the purpose(s) of problem-‐solving activities: What problem(s) are
we trying to solve? What resources can weHow How will we know that we have done what we set out to do?
What possible impacts do we need to consider?
Identify one or more ways of finding answers to given questions
Plan and carry out procedures that comprise a fair test
Identify variables:
Identify the variable to be manipulated
Identify variables to be held constant
Identify the variable that will be observed (Responding variable)
Select appropriate materials and identify how they will be used
Modify the procedures as needed
Work individually or cooperatively in planning and carrying out procedures
Identify sources of information and ideas and demonstrate skill in accessing them. Sources may include library,
classroom, community and computer based resources
Communicate effectively with group members in sharing and evaluating ideas, and assessing progress
Record observations and measurements accurately, using a chart format where appropriate. Computer resources
may be used for record keeping and for display and interpretation of data
Evaluate procedures used and identify possible improvements
State an inference, based on results. The inference will identify a cause and effect relationship that is supported by

observations
Communicate effectively with group members in sharing and evaluating ideas, and assessing progress
Evaluate procedures used and identify possible improvements
Evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may be provided by
the teacher or developed by the students.
ATTITUDES
These attitudes apply across the five topics of study identified for Grade 6.
Students will:
6–4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.
Students will show growth in acquiring and applying the following traits:
Curiosity
Confidence in personal ability to learn and develop problem-‐solving skills
Inventiveness and open-‐mindedness
Perseverance in the search for understandings and for solutions to problems
Flexibility in considering new ideas
Critical-‐mindedness in examining evidence and determining what the evidence means
A willingness to use evidence as the basis for their conclusions and actions
A willingness to work with others in shared activities and in sharing of experiences
Appreciation of the benefits gained from shared effort and cooperation
A sense of personal and shared responsibility for actions taken
Students will:
6–6 Construct devices that move through air, and identify adaptations for controlling flight.
Students will:
Conduct tests of a model parachute design, and identify design changes to improve the effectiveness of the design.
Describe the design of a hot-‐air balloon and the principles by which its rising and falling are controlled.
Conduct tests of glider designs; and modify a design so that a glider will go further, stay up longer or fly in a
desired way; e.g., fly in a loop, turn to the right.
Recognize the importance of stability and control to aircraft flight; and design, construct and test control surfaces.
Apply appropriate vocabulary in referring to control surfaces and major components of an aircraft. This
vocabulary should include: wing, fuselage, vertical and horizontal stabilizers, elevators, ailerons, rudder.
Construct and test propellers and other devices for propelling a model aircraft
Describe differences in design between aircraft and spacecraft, and identify reasons for the design differences.

Time teaching points Notes
Objectives: Students will demonstrate their learning from this -‐
unit in a final performance task:
.
Anticipatory Set: Come in to class as if you were someone
from The Capitol who is going to select a student from the
class for the Reaping in the Hunger Games School Version.
• Put all students names in a container.
• Draw one name.
• Have the principal or favorite teacher come forward to take
this students place in the Hunger Games.
The Mission:
• We need to help our beloved teacher to survive the Hunger
Games. They are not doing so well and are in desperate need
for some supplies. The only way to get the supplies into the

arena is through sneaking it in on a glider.

Place Students in Groups of 4 or 5:

• Go over instructions in the student group booklet.

• Check for Understanding
Creating a team name and logo, assigning roles within groups

Day 2:
• Students will use computers to find a picture of a glider to
model from.
• Students will draw their design complete with labels
Day 3:
• Purchasing supplies from the “General Store”
• Starting to put design into place, cut materials, sand, etc.
• Book keeping
Day 4:
• Work period
• Bookkeeping
Day 5:
• Work period
• Bookkeeping
Day 6:
• Work period (trials if students are ready)
• Bookkeeping
Day 7
• Trials and modifications
• Bookkeeping
Day 8
• Testing of glider
• Reflection and self-‐assessment.
• Finalize bookkeeping and peer assessment
Closure:
• Crown the winner
• How did they apply the skill learned in the unit?
• What would they do differently?

Resources

Learning Resources and Texts:
Edmonton Public Schools. (1996). Topic A: Air and Aerodynamics Grade 6
Innovations in Science, Process and Inquiry. Harcourt Brace, Toronto,
Ontario, Canada

Nilsson, C., Chiswell, L, Goodyear, J. (2000). Science & Technology
Activities Resource: Matter and Materials, Air and Flight. GTK Press,
Toronto, Ontario, Canada.

Rose, D. Up, up and away: an intergrate unit for flight, air and
aerodynamics grade 6. Edmonton Regional Consortium, University of
Alberta, Edmonton, Alberta.

YouTube Clips:
AIR TAKES UP SPACE
http://www.youtube.com/watch?v=cK4gJUaHoMw&safe=active
http://www.youtube.com/watch?v=e4TAnn2kvqw&safe=active
AIR HAS MASS
http://www.youtube.com/watch?v=ENkW7yJ4rkw&safe=active
AIR EXERTS PRESSURE
http://www.youtube.com/watch?v=65T4ReLkjCg&safe=active
AIR IS FLUID
Do together
TEMPERATURE AFFECTS AIR
http://www.youtube.com/watch?v=HhTm4k_TLFI&safe=active
AIR CAN BE COMPRESSED
http://www.youtube.com/watch?v=3yvSQuTP4T4&safe=active
Bernoulli Principle
http://www.youtube.com/watch?v=P-‐xNXrELCmU&safe=active
Four forces of flight
http://www.youtube.com/watch?v=5ltjFEei3AI&safe=active

Other Web Resources:
http://www.blackgold.ab.ca/ict/Divison2/gr6science/topic_a.m
http://schools.cbe.ab.ca/curriculum/library/elementary/sci_6_air.ht
ml
http://www.learnalberta.ca/content/setf/html/StudentResoure/sou
rce/Welcome.html
http://www.youtube.com/watch?v=RCmaxzH6JhI
http://schools.cbe.ab.ca/curriculum/library/elementary/sci_6_air.ht
ml

Materials:
Included throughout unit plan.

AV Media Resources
Those Magniﬁcent Men and Their Flying Machines (movie)

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This year the units and approximate dates are:

Explore and Investigate

Explore and Investigate

2.3 reflect on and describe the processes involved in completing a project

2.1 select and use technology to assist in problem solving

2.1 use a variety of technologies to organize and synthesize researched information

2.1 recognize that graphics, video and sound enhance communication

2.2 use and organize files and directories

Air and Aerodynamics

2 Knowledge 1)Get students to Brainstorm ideas: I 1 Computers

3 Scientific 1)Class discussion about procedures 1 Handouts

4 Air Pressure 1)Air Pressure Stations: 2 Record data on

5 Temperatur 1)Demo Activity: Adjust the Volume. 1 Handout

6 Compressed 1) Compressed Air computer tutorial 1 Computers

7 Field of 1) Demo: Feel the Force 1 -­‐2 spoons -­‐water

10 Forces 1) 4 Forces of Flight: 1 Handouts

11 Birds and 1) Insect and Bird research project: 5 Computers

14 Streamlinin 1)Streamlining computer tutorial: PBS: 1 Computers

with a match and Alka-­‐Seltzer. -­‐match

16 Review 1) Students create their own review 1 Jeopardy game

18 Field Trip: Builds on previous knowledge along 1

21 Hot Air 1)Discuss gas and air 1 Handout

22 Gliders 1) Students construct 6 different types 2 Paper

25 Review Play Hollywood Squares 1

26 Quiz #3 Flight 1

27 Performanc ‘Hunger Games’ Mission 8 -­‐group booklets

Challenge your students to prove that there really is

Title: Flight Test

Get into a group of two or individually and…

You may use any of the following materials:

• Plastic heavy-­‐duty trash bag

Teacher Name: Ms. King

It is Reaping Time at Westpark Middle School….

District Name and Logo

On this page your group will fill in the information

District Logo Mission Statement

Group Members’ Salaries: _____________________

Group Member Responsibilities

Before your group can start to construct the glider,

In order to help your group get on the right track,

Glider Dimensions/ Materials

The glider will need to follow the following rules:

ü Glider needs to be able to glide successfully for 40

These materials will only be allowed when constructing

All materials will be purchased from the teacher’s

As you all know, money and resources are very limited

Ø Styrofoam sheet: $ 200,000

A running tally of your spending needs to be kept in

Date Expense Cost ( + or - ) Money Left

Date Expense Cost ( + or - Money Left

Add up how much your group spent in total on each

Styrofoam sheet: $____________________

Cardboard Tubes: $_____________________

Cardboard Sheets: $______________________

Glue Sticks: $____________________

Worker Salary: $____________________

Glue Gun Rental: $ Free

In order to keep a record of the work each group

7 Field of 1) Demo: Feel the Force 1 -‐2 spoons -‐water

with a match and Alka-‐Seltzer. -‐match

27 Performanc ‘Hunger Games’ Mission 8 -‐group booklets

• Plastic heavy-‐duty trash bag