ED 3601 VERSION "Y KR 201 1

Lesson 9
Grade/Subiect: science 6 Unit: air and aerodynamics Lesson Duration: 37 mn(xZ
SPEC'FIC OUTCOMES LEARNING OBJECTIVES Formative & Summative
FROMALBEHTA ASSESSMENTS (How witl
(2-3, clear, and measurable)
PROGRAM OF
you know they met learning
STUDIES
oblectives?)
Students will: (Observations, Key Questions,
Prod ucts/Perform ances )
3. Describe and Describe instances in which air movement across Summative: worksheets
demonstrate a surface results in lift. Formative: class
instances in discussion,
which air questioning.
movement
across a e,!*r-d-ffiH*[ro,*., {l' r ^.-.,\{r(:
surface results
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in lift-
Bernoulli's
orinciole.
Describe how the shape of an airplanes wing Formative: class
results in lift. discussion,
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(t questioning, demo,
@ written work.
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MATERI,ALS/ EQUIPMENT/ SET UP
* bernoulll's principle workshee{s
'wlng suit worksheet
*what holds an alrlplane up? Worksheet
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*alr Drooertles PP

PROCEDURE
lntroduction (5 min.):
Attention Grqbber: todoy we will be putting our lcnowledge Bernoulli's Principle to the test!
Assessment of,Paior Knowledge: who can tell me what Bernoulli's Prjnciple is? Yes, when the
speed of the Jtffil ts high the pressure is low, when the speed of the fliif ts low the pressure is
high: show them the dab gesture (your bent arm is like the muscle arm of our air pressure gesture
so that will be our pressure ortn, your straight arm is the speed of the fluid (which is air).
Advance Organizer/Agenda: today youwill be doW some worksheets to show me what you know
about Bernoulli's principle, thenwe will look at what holds an airplane up, andfinish offwith the
science behind the wingsuit ifwe still hwe time, it depends how long it takes you to complete the
worlcsheets.
Transition to Bodv: Iet's set storted-
Bodv ( 67 min.):
Wat h the teacher doins? Il/hat are the
students doing?
LeaAdng Aetivi*, #tr;. Hand out Bernoulli's pfinciple worlrsheets. Announce
they can use their experiment worksheets to help them answer them but this
will be done individually. I eryrect the class to remnin at a quiet work Students are
volume. This will befor marks. Ayou waste class time today, you will be ftllins oat their
doing themfor homework tonight, so use your time wisely: you will have 20 worksheets.
minutes toJinish and that should be plenty af time to complete them.
Formativ e & Summative As s e s sments : que stioning, written work
Spectfic Learner Considerations: students who are stumped, put your hand up
and I will come around to try to help.

I
 VERSION "R

Transition to Activity #2: hand in your worlcsheets and let's talk about what
holds an airplane up.
Lea,miag Acfiv@ #2 Hand out the worksheetfor What Holds an airplnne
Students are
up? Yoa need to think carefully about what you arc reading, and draw the
drawing diagrams
diagram that the text is explaining. You need to use aruo$,s and lahels in and esalainins
your diagram so you can show youunderstand the concepl I will give you what holds an
15 minutes to get that dane. airplane up.
-Have themfold the paper carefully so the words are in the back, they now
need to explain what holds an airplane up using only their diagrams. Allaw a
few minutesfor this.
-great let's talk about this, who has s good diagramfor box A that they'd l.et
me show the class? Can you explain your diogram to me?
-who has a good examplelor box b? explain your diagran
(where it talks about how the air splits, it might be helpful to imagine a river:
what happens lo the water when there is a big rock in the middle of a river?
The water gets to the rock, slows down, andflows quickly uound both sides
of the rock: much like air does when it hits the wing of un airplana)
-who has a good exunplefor box c? uplain iL
And so on...
Great, keep your worksheets on your deskfor now.

Formative & Summative Assessments: class discussion, questioning, written

work.
Specific Learner Considerations: only volunteers will be chosen to display and
talk about their diagrams.

Transition to Activity 3: now let's look at a short video obout the wingsuit.
Leerning Aetivtty #3; who knows what a wingsuit is? Have you ever seen the
new star trek movies or mission impossible? It's the suit that the actorc wear Students are
that lets themJly throagh the air. While watching this video I want you to watchins a video
think about how the wingsuit is similar to how an airplaneJlies. and answering
You'll nofice at the beginning that they say people base can jump off all the
kinds of things such as buildings, please know that base jumpins olf auestions/drawing
anything but a mountain or earth ilself without special permission is highly a diaeram on
illegal and can result in heauy jlnes or jail time. --\ their worksheet.
Play video: on air properties PPftop the video at 3 minutejs it goes on to
talk ubout adrenaline. L-
-how many of you huve done what they were talking about in the video by
putting your hand out the window when you are driving reallyfast? You can
reallyfeel theforce of the ffi and drag that they were talking about!!
-pass out the wingsuit worksheel
-how does the wingsuit allot, a humnn tofiy? Explain how the air rnoves to
allow us to stay inllight, write a paragraph explanation snd draw a diagram ^wt
.i')v
with labels and anows showing airJlow, ffi and changes in pressare. USE A 1

DIFFERENT COLOR PENCIL TO SHOW DIFFERENT AIR STREAMS,

THIS WAY WE CAN CLEARLY SEE WHICH IS WHICH. You must label
it clearly. Review your uwhat holds an airplane upu wsrksheet to help you
answer the question and draw your diagram. 3 ^'*'\6'
ED 3601 VERSION'B' KH 201 1

know often how trurny minutes remain so they can pace themselves.

Formative & Summative As sessment s : dis cus sion, written w ork.

Speci/ic Leayner Considerctions: students who ore hming a hard time coming
up with their diagram or paragraph can go look or read ONE other persons
worksheet to help inform their work. A
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Closure (3 min.): Connect vour closure with learnino obiectives" , {'tH
Consolidatian/Assessment of Learning: Wow we've absorbed o lot of information about how Jlight
can be maintained today! Whqt is Bernoulli's principal? You should all lvtow this!
Feedback From Students: Yes, wlten the speed of the/luid is high the pressure is low, when the
speed of the fluid is low the pressure is high: show them the dab gesture (your bent arm is like the
muscle arm af our air pressure gesture sa that will be our pressure erm, your straight arm is the
speedoftheJluid(whichisair). AO i u-'Avt.,o(- ar,+\ "rori i4d{.,S \**}f,.f -l*...t.
Feedback To Students: Fantaslic, #o* are you starting to see howrall of this talk about a{rJtow
and air properties can help us to understand how flight works?
Transition To Next Lesson: fantastic, thkalhareiml Arnitw8r\iqdeorta&"ihrz.atfrss,kfore-tkaball.

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