Josh Wells 2017
Grade 6 Flight Unit Plan
Curricular Outcome(s)
Unit Theme: Science Grade
6 Flight. Construct devices
that move through air, and
identify adaptations for
controlling flight.
Setting the Stage (Hook)
Part 1
ELA 1.2 Clarify and Extend -
select from the ideas and
observations of others to
expand personal
understanding.
Launch Day
Part 2
ELA 1.1 Discover and Explore
- engage in exploratory
communication to share
personal responses and
develop own
interpretations.
ELA 3.2 Locate information
to answer research
questions using a variety of
sources.
ELA 3.4 Communicate ideas
and information in a variety
of ways.
Overview of Opportunities Assessment Day
Type (F/S)
Science and Math Cumulative Final Assessment: Journal of discovery binder (P).
Most activities will involve a Blooms Taxonomy related question. Students will Rubric (S/R)
integrate scientific word wall vocabulary (attached) and vocabulary taught in each
lesson to answer questions. All worksheets will be added to binders. Journals will be
turned in at end of class for formative feedback. Rubric will be included in binder of
final grading. Additionally, a graphing review will be completed at end of unit to
gauge deep understanding of graphing applications and interpretation of data.
-Field trip to Len Young Memorial Airfield Contact Randy Feere (V.P. of Medicine Journal (F) 1
Hat R.C.ers) www.mhrcers.ca
-Demonstration of large radio controlled powered flyers
-Materials: 8.5x11 Binder with paper. Include Rubric.
-Begin journal of discovery. -Question(Understanding): Explain two things you
observed/learned today concerning flight.
-Brainstorm with class on board Things that fly? Mindmap (F) 2
-In journal of discovery create a Mindmap of answers. Encourage at least 3 levels Master#1 (S)
of branching with at least 20 total ideas.
-Introduce 3 types of flyers: Floaters, Gliders and Powered Flyers.
-Complete Master#1 Categorization Worksheet based on Mindmap.
-Introduce final cross curricular project. (Additional time allocated during ELA and Rubric (S)
CIS)
-Individual research projects on one event or discovery in the history of flight.
-Topic list includes but is not limited to: The Wright Brothers, The Silver Dart, The
Shorthorn, Amelia Earhart, Charles Lindbergh, Bessie Coleman, Otto Lilienthal, Sir
George Cayley, Glenn Curtiss, The Hindenburg, Charles Yeager.
Josh Wells 2017
ELA 4.3 Present and share -
emphasize key ideas and
information to enhance
audience understanding and
enjoyment
Science SLE 5: Apply
appropriate vocabulary in
referring to control surfaces
and major components of an
aircraft. (CT, MI)
Science SLE 1: Conduct tests
of a model parachute
design, and identify design
changes to improve the
effectiveness of the design.
(CT, PRS, CI)
Math: Statistics and
Probability 2. Select, justify
and use appropriate
methods of collecting data.
[C, CN, PS, R, T]
-Students will present key information through digital means such as PowerPoint (no
less than 5 slides).
-Accommodations will be made if student prefers to present with Prezi, Video etc.
-Rubric provided
-Hook Video - https://www.youtube.com/watch?v=-ql_HjrdlZo Comparison of Journal (F) 3
Wright Brothers Flyer to the Airbus A400M military transport.
-During video students will copy any flight anatomy vocabulary heard into journals.
-Think, Pair then Share one definition with class.
-Distribute Vocabulary handout to be glued in journal and completed alongside
entire unit as vocabulary is discussed. Glossary attached.
-Activity: Its a Drag. Objective - Evaluate effect of drag on falling object. Master#2(S/Cl) 4
-Question(Applying) Predict whether changing the shape of a piece of paper will Journal (F)
reduce the time it takes to fall?
-Pairs two pieces of paper, crumple one. Drop both from height.
-Predict results using Master#2 -Discuss size and mass.
-Extension Pairs Modify paper to stay in air for as long as possible
-Illustrate and explain best results on Master#2
-Insert Master#2 into journal
- Vocabulary word:
- Drag: The resistance air exerts on a flying object.
-Data Day! Objective Understand the various means of collecting Data. Journal (F) 4
-Materials: Sticky notes, Masking Tape. Ruler or measuring tape. Internet capable
devices.
-Activity 1: Questionnaire. On board question. Approximately how many times have
you flown in an airplane? Answer via Sticky note and create a bar graph
(demonstrate - grade 5 review) with the notes at front of class.
-Activity 2: Experiments. Students form line behind masking tape and individually
perform a standing jump. We are testing how far we can fly! Tape with name is
placed at heel of landing. When all are complete students will individually measure
their distance, and write it on the board. In journal students will create an ordered
list from shortest to longest distance.
-Activity 3: Databases. How many fighter planes in our countries air force? America?
Russia? Mexico? Google it! Record answers in Journal.
Josh Wells 2017
Science SLE 1: Conduct tests
of a model parachute
design, and identify design
changes to improve the
effectiveness of the design.
(CT, PRS, CI)
Math: Statistics and
Probability 3. Graph
collected data, and analyze
the graph to solve problems.
[C, CN, PS, R, T]
Lesson Plan in Appendix
-Activity 4: Electronic Media. Display weather network seven day forecast of
medicine hat on Smartboard. What is the temperature today? How about
tomorrow? For the following two days? The end of the week? Given this Data can
you predict an approximate temperature for day 8? Record answer in journal.
-Final Activity: Individually, silently come up with an example for one category of
data collection. (2mins) Perform Stand Up, Hand Up, Pair Up receiving ideas from
other classmates (5mins). Return and journal one example for each type of data
collection.
-Activity: Breaking Your Fall. Objective construct and test a basic parachute. Journal(F) 5
-Materials: Cork, Plastic Bag, Thread, Paper Clips, Tape
-Individually follow instruction (included) to create a basic parachute and test.
-Journal(Understanding): Summarize learning and results of parachute drop.
-Vocabulary words:
- Basket: The container that transports people in a hot air balloon and is
located below the silk.
- Gravity: The force of attraction that pulls objects earthward.
- Terminal Velocity: The maximum velocity of a falling body.
Graphing Centers! Objective Creating and Using graphs to analyze data. Observation(F) 5
Hook Activity: A Bar Graph of You! Journal (F)
Materials: Large paper as long as tallest student. Yarn. Measuring Tape. Headshot of Worksheet (S)
each student. Hole punch.
-Prepare large paper with measurement increments along long side and label height
(Y) and students (X) along both axis. Paste on classroom wall. Students, one a time,
step up to paper and a mark is made of their height. Holes are punched in the
bottom corners of their headshot and yarn is attached. The picture is then glued to
the paper just below their mark. When all students have completed this step, have
each write their names at the bottom of their bar. When yarn is cut to length the
entire project should resemble a bar graph! Review through sharing interpretation
of the data (Timed , Pair, Share).
-Begin Centers.
-Center 1. (Math with self) Review of Graphing Basics (Graphing Basics Sheet)
-Center 2. (Math with teacher) Airspeed vs. Altitude. Pose questions and assist
students in understanding this skydivers in freefall graph.
http://www.parachutehistory.com/eng/asvsalt.html
Josh Wells 2017
ELA 3.4: Communicate ideas
and information in print and
orally.
Science SLE 1: Conduct tests
of a model parachute
design, and identify design
changes to improve the
effectiveness of the design.
(CT, PRS, CI)
Math: Shape and Space. 3.
Develop and apply a formula
for determining the area of
rectangles.
[C, CN, PS, R, V]
Math: Statistics and
Probability. 3. Graph
collected data, and analyze
the graph to solve problems.
[C, CN, PS, R, T]
-Center 3. (Math Games)
beginner http://www.abcya.com/fuzz_bugs_graphing.htm
intermediate https://ca.ixl.com/math/grade-6/create-double-bar-graphs
-Center 4. (Math with Someone) Interpret the data with your elbow partner using
the Statistical Summary of Accidents Involving Canadian Aircraft 2015 worksheet.
-Center 5. (Math with Manipulatives) All students at center choose a favorite
number under 10. Individually create a bar graph with linking cubes that represents
the collected data. Determine the average using only the cubes.
-Center 6. (Math writing) Read and complete The Bar Graph handout.
-Parachute day. Objective Design and Create Parachute. Calculate area and Master#3(S) 6-8
graphing. Journal 1&2(F)
-Hook With elbow partner explore www.parachutehistory.com via available in Exit Slip(S)
class technology and prepare two sentences that will be shared with class.
-Review free fall and air resistance via:
http://www.physicsclassroom.com/class/newtlaws/Lesson-3/Free-Fall-and-Air-
Resistance
-Example Materials: Tissue, napkins, string, fish line, construction paper, newspaper,
paper towels, plastics (shopping bags, zip lock, sheets) thread, coins, washers etc.
-Roll dice to select students to write on board. Pose question: What are things to
consider when creating an effective parachute? Snowball ideas and collect at front
of class. Selected students create a word wall. Discuss.
-With same elbow partner design then create a parachute using available materials.
-Students calculate the surface area of their parachutes. (A=r or A=LxW) (Allow
calculator to assist in determining area of circle).
-Test parachutes from a given height. Journal observations: include timed length of
fall.
-Use Master#3 to record your modifications ensuring only one variable is changed at
a time. Eg. Material or shape of canopy, load, shroud lines or air hole.
-Students must make at least 2 modifications. 1 modification must include size or
shape of canopy, including a recalculation of surface area. Record results in journal.
-Journal Questions (Evaluation): Justify what materials produced the best results?
What further changes would you make to your parachute if more time and any
materials were available? Why?
-Collect all data considering surface area and timed length of fall at front of class.
Josh Wells 2017
Math: Statistics and
Probability. 1. Create, label
and interpret line graphs to
draw conclusions.
[C, CN, PS, R, V]
Science SLE 2. Describe the
design of a hot-air balloon
and the principles by which
its rising and falling are
controlled.
(COM, CT)
-Exit slip: In journal create a bar graph of collected data and make a hypothesis
concerning surface area relative to time of fall.
-Investigatory Exit Video (26min) Which Way is Down?
https://www.youtube.com/watch?v=Xc4xYacTu-E
-Journal Question (Evaluation): Conclude which way is down?
-Vocabulary words:
- Weight: Relative heaviness.
Lesson inspiration and additional resources:
https://www.teachengineering.org/activities/view/design_a_parachute
-Lesson: Balloons through time. Objective: Understanding the use of line graphs. Worksheet(S) 8
-Hook: https://www.youtube.com/watch?v=YWNCHQJJfbo (3mins) How to draw a Journal(F)
line graph.
-Students will complete the Altitude of the first Hot Air Balloon Pilot.
JD (Evaluation): Explain how a line graph could be used to communicate the data
concerning the increase in passengers on an aircraft: from the beginning of air flight
until now.
-Activity: On the Rise. Objective Understanding a hot air balloon. Journal (F) 9
-Hook The REAL Physics of Hot Air Balloons (7mins)
https://www.youtube.com/watch?v=AqhnZz17amw
-Begin Journal Question (Evaluation): Describe how a Hot Air Balloon rises and falls?
Justify how buoyancy applies to flight?
-Materials: Dry cleaning bag, hair dryer, thread, rubber cement.
-Demonstration Activity best preformed outside (beware of electrocution) or in cold
area (gym)
-Table groups attach thread to bag equally around bottom. Fill with warm air and
release. Return to class and discuss.
-Distribute information sheet Master#4
-Finish Journal Entry.
-Vocabulary words:
- Buoyancy: The ability of an object to float or rise when placed in a fluid.
- Shroud Lines: The connecting lines on a parachute.
- Air Pressure: The amount of force air exerts on an object.
- Archimedes Principle: Any object placed in a fluid is pushed upward by a
force equal to the weight of the fluid it displaces.
Josh Wells 2017
Science SLE 4: Recognize the
importance of stability and
control to aircraft flight; and
design, construct and test
control surfaces.
(CT, PRS, CI)
- Envelope: The balloon which holds hot air in a hot air balloon.
-Activity 1: How to Overcome Air Resistance. Objective: Understanding air resists Master#8(S) 10-11
object moving through it.
-Material 8.5x11 paper, tape, paper clips
-Students compare dropping a regular piece of paper with one with 3-4 small
parallel 1cm folds taped along long edge of paper.
-Discuss leading edge application to aircraft then answer questions A on master#8.
-Activity 2: Controlling Pitch. Objective: Understanding how to control pitch.
-Use folded paper from previous activity. Compare launch them horizontally as is
and then with paper clips on each end of leading edge.
-Now have students launch holding trailing edge up or down.
-Observe and discuss results with elbow partner.
-Debrief and give elevator definition.
-Students complete questions B on master#8.
-Activity 3: Controlling Roll. Objective: Understanding how to control roll.
-Fold paper in half. With fold facing upward create a leading edge with paper clips
and folds. Create elevators on trailing edge. Refold in center.
-Launch and discuss effect of wings and ailerons.
-Students complete questions C on master#8.
-Activity 4: Controlling Yaw. Objective: Understanding how to control yaw.
-Use folded paper from previous activity. Fold ends of gliders wings 1cm upward.
Launch flyer. Adjust front corners on one side of folded section and have students
experiment and record results.
-Discuss the effect folds in relation to rudders and their effect on yaw.
-Students complete questions D on master#8.
-Vocabulary words:
- Aircraft: Any weight-carrying structure designed to navigate through the air
which can be supported either by its own buoyancy or by the action of the
air against its surfaces.
- Pitch: Up or down attitude of the nose of the plane.
- Elevator: The horizontal part of a planes stabilizer used to control pitch.
- Bernoullis Principle: Moving air creates a low-pressure area.
- Roll: Rotation of the fuselage.
- Ailerons: Sections of the wing which can move up or down and control roll.
Josh Wells 2017
Science SLE 3. Conduct tests
of glider design, and modify
a design so that it will go
further, stay up longer or fly
in a desired way.
(CT, MI, PRS, CI)
Optional Extension - Math:
Statistics and Probability. 3.
Graph collected data, and
analyze the graph to solve
problems.
[C, CN, PS, R, T]
Lesson Plan in Appendix
- Rudder: The hinged section of the tail of the airplane which helps the plane
move right or left.
- Control Surfaces: Small surfaces that can be moved to alter airflow and
change an airplanes attitude.
- Attitude: The direction in which an airplane is pointing in relation to the
earths surface (banking, pitching, yaw) or the relation of the wings and nose
to the horizon.
- Stability: The ability of an airplane to control pitch, roll and yaw in order to
maintain altitude after a disturbance.
-Activity: Flight Factory. -Objective: Understand stability and control of air flight. Rubric (S) 12
-Hook: The Bernoulli Toy Company has hired you as a toy designer. You will be able
to work with other toy designers to create a set of gliders that will be able to go far,
stay aloft, loop, or turn.
Scientists learn from their trials and from others. Good scientists learn more from
their mistakes than from their correct trials. Mr. Bernoullis motto is The good can
be better, the better can be great!
-Materials: 8.5x11 paper (lots).
-Step 1 (Individual) Create your own prototype glider. Options:
- Design your own.
- Refer to Master#6
- Use https://www.youtube.com/user/AWorldOfPaperr?sub_confirmation=1
(choose 1 video from level 1 kids (5min))
- Browse http://www.funpaperairplanes.com/index.html
-Step 2 (Table group)
- Test and compare (outside or gym) prototypes using Team Observation
Chart.
- Remind students to use the right amount of force. Too much or too little
may cause adverse effects.
-Step 3 (Individual)
- Choose a prototype (yours or a teammates) that you wish to improve upon.
- Create, modify and test new glider. Use Fair Test Table to record results and
modifications.
- Extension: Illustrate data via double bar graph.
-Step 4 (Individual Journal)
Josh Wells 2017
Science: SLE 6: Construct
and test propellers and
other devices for propelling
a model aircraft.
(CT, PRS)
Math: Statistics and
Probability 2. Select, justify
and use appropriate
methods of collecting data.
[C, CN, PS, R, T]
- Provide Mr. Bernoulli with a description that explains the flight of your
prototype using correct scientific vocabulary: Bernoullis Principle, and the
four forces of flight (weight, lift, thrust, drag). He would also like to see your
Team Observation Chart and Fair Test Table.
o Distribute Master #7a/b for journal referencing.
- Include a working model of your design.
-Vocabulary words:
- Airfoil: An object designed to obtain maximum lift when moving through
the air (wing, rudder).
- Dihedral Angle: Upward slanting of wings away from the fuselage.
- Gliders: Aircraft that have no engines.
- Yaw: Left or right attitude of the nose of a plane.
- Fuselage: The main body of the plane.
- Lift: The force opposed to gravity which lifts the airfoil.
- Thrust: The force produced by an aircraft which pushed the plane upward.
Lesson adapted from: Alberta Assessment Consortium
http://www.aac.ab.ca/assessment-materials/flight-factory/
-Activity: The Heliostraw. Objective Understand the effects of a propeller. Observations(F) 13
-Hook Demonstrate with Drone. Discuss imbalance of pressure (lower above, Journal (F)
higher below)
-Materials: Card Stock: Pre-cut 2cmx21cm, drinking straw, one-hole punch, tape.
-Create Heliostraw (Individually) Refer to Heliostraw Diagram.
-Students roll straw counterclockwise and release. Repeat several times. Encourage
attempted acrobatics and release techniques.
-With partner discuss success/failures and possible solutions.
-Think, pair share: What has the heliostraw activity taught you about how propellers
affect flight? What is the effect of tilt?
-Journal (Knowledge): Describe your discovery in journal.
-Use Heliostraws to conduct an experiment. Take assembled products outside and
attempt to pass them back and forth. Start at 2 steps apart. Pass back and forth
twice and record success/failure. Take 2 steps back and repeat pass back and forth
twice. Record success/failure. Repeat both steps until you miss catching all
attempts.
JD (synthesis): Develop a hypothesis based on your collected data.
Josh Wells 2017
Science SLE 7: Describe
differences in design
between aircraft and
spacecraft, and identify
reasons for the design
differences.
(CT, PRS)
Closure Day
Activities in Italics courtesy of Edmonton Public Schools 1996.
Admit/Exit Slips (AES)
Checklist (CL)
Complete/Incomplete (CI)
Frequency Chart (FC)
-Activity: Balloon Rockets. Objective Discover what moves jets and rockets. Master#13 14
-Materials: Balloons (various sizes and tube-shaped variety), string, chip clip, tape, (S/CI)
straws.
-Hook https://www.youtube.com/watch?v=C1TuxJRszVo How Rockets Work
-Newtons Second Law Force is equal to the multiplication of mass and
acceleration.
-Newtons Third Law For every action there is an equal and opposite reaction.
-Part A. Everyone gets a balloon. Blow it up and release. Extension: have students
try and aim their balloons at a target.
-Teachers Pick strategy. Pose question: What makes the balloon fly? Students
know anyone may be asked to answer. Give time then take several answers.
(Balloon moves forward due to no pressure where air is escaping) Draw parallels to
jet engine.
-Part B. With elbow partner construct a balloon rocket following and completing
side 1 of Master#13.
-Pose challenge: Make a balloon rocket that will travel the furthest. Students
determine variables and complete side 2 of Master#13.
-Vocabulary words:
- Rocket: Any devise propelled by the ejection of gases and air.
- Vacuum: Where there is no air pressure.
-Presentations of History of Flight Research Topic to Class. (Rubric given on day 3). Rubric(S/R) 15
-Graphing Cumulative Review. Test(T)
-Review of Vocabulary using Plickers. https://www.plickers.com/ Plickers (S/Q)
Possible Formative (F) or Summative (S) Assessment Types
Graphic Organizer (G) Pass/Fail (PF) Journal (J) Test/Exam (T)
Interview (I) Poll/Survey (PS) Rubric (R) Quiz (Q)
Know/Want to Know/Learned (KWL) Peer Evaluation (PE) Task Performance (TP)
Observations (OB) Portfolio (P) Self-Evaluation (SE) Other (OT)
Josh Wells 2017

Additional Resources:
1. Comprehensive Flight Unit Resources https://scdolinski.weebly.com/
2. Air and Aerodynamic Vocabulary with Diagrams
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZWR1Y2JlLmNhfHRtYy1ncmFkZS1zaXh8Z3g6M2JjNjJlZDYwMDhiNzgzYQ
3. Beginners Guide to Aerodynamics (Activities Grade 6-12) https://www.grc.nasa.gov/www/k-12/BGA/BGAindex.html
4. Physics Explained (Newtons Laws) http://www.physicsclassroom.com
5. Flight Explained http://howthingsfly.si.edu

Literacy/Numeracy Listed beside each outcome above.

Communication [C] communicate in order to learn and express their understanding

Connections [CN] connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines

Mental Mathematics and Estimation [ME] demonstrate fluency with mental mathematics and estimation

Problem Solving [PS] develop and apply new mathematical knowledge through problem solving

Reasoning [R] develop mathematical reasoning

Technology [T] select and use technologies as tools for learning and for solving problems

Visualization [V] develop visualization skills to assist in processing information, making connections and solving problems.

Competencies Listed beside each outcome above and on flight blueprint.

Critical Thinking (CT) Problem Solving (PRS)

Managing information (MI) Creativity and Innovation (CI)

Communication (COM) Collaboration (COL)

Cultural and Global Citizenship (CBC) Personal Growth and Well-Being (PGW)