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Helicopter Happening
Materials :
1) Scissors
2) Ruler
3) Worksheet
4) Helicopter pattern
Theory :
Helicopters do not have wings like most other airplanes. They have
rotating blades above the body of the plane. The blades provide for lift,
propulsion and steering of the helicopter. Helicopters can take off vertically
rising right straight up in the air. They can hover (remain in one spot in the
air) and fly in any direction. Helicopters have a tail rotor (like a small
propeller in a more vertical position) to prevent the helicopter body from
spinning around and around.
Method :
I. The patterns for the rotating object were cut and the assembled direction
followed.
II. Test is device and done to find how it work
OBSERVATION INFERENCES
3 . Discuss how you can use these activities in your teaching and learning?
Before doing this activities I will put my pupils in small groups and
ask them to list or draw as many ways that people can move through
the air. Then, they must compile and write up their ideas as one list
on a board. As in the TV program, we meet an animated character,
Monty, who can fly so I will talk to the children about whether they
have ever dreamed or imagined they could fly. I will discuss why
some birds can fly, but not others and then I will ask the children to
imagine a way to fly through the air in the future and they need to
record their ideas as pictures, paintings or stories. I also imagine of
Make a class big book with their responses, in pictures and words.
Then I will let them explore principles of flight through the
construction and testing of kites, hot air balloons, spinners, paper
darts and gliders and identify which forces are due to wind, pulls,
pushes and gravity. A field trips to weather station also interesting.
Below is example of field trip that I may do for my lesson. I grab it
from internet :
Objectives:
To see how weather information is collected and disseminated. To list 4
kinds of
weather information that are gathered.
Skills:
Observing, measuring, gathering data, expanding weather vocabulary.
Time:
Variable, depends on proximity to weather station.
Instructional Methods:
1) Discuss with students the effect of gathering good weather information
for flying.
2) Introduce vocabulary relating to the weather station.
3) Call weather station, arrange for person who gathers weather data to
explain to
students about their job.
4) Take students to weather station.
Follow
4. Creativity is an important element of Thinking and working Scientifically .What
are the creative characteristic in the process skill of identifying and controlling
variables?
Students need to be taught how to identifying and controlling
variables. We can help students make this distinction by first
prompting them to be detailed and descriptive in their identifying.
Then, by asking students questions about their variables we can
encourage the students to think about the meaning of the y do.
Student use creative thinking to identifying and control variables for
their experiment .