SKY STORIES

Outside is where real life connections to science happen organically!  Here are tips to assist you teaching a lesson(s) for the units below.  If you would like a full lesson plan please email me and we will design one together. 

 

​Science outcomes mirror and lead into the next grade level so this is convenient for those teaching combined classes.  If you participate in learning buddies these lessons could be taught with older grade students leading younger grade students. Please adapt these unit plans to your students grade level and knowledge.  Plans are based on Nova Scotia science outcomes.  

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Grade 6 flight and space

I write my unit plans in Parts.  You will know the timing of your lesson and your students’ knowledge.  Sometimes you will only teach Part I and Part II will wait for the next time this subject is taught etc.  This unit is not complete, it is to give you an idea of lessons you could do outside with your students.  As always with Education: Outdoors the same lesson could be taught inside, but by taking the lesson outside the students (and you!) benefit by an increase in physical, social, mental, and academic health. 

 

Students will be expected to

• demonstrate methods for altering drag in flying devices and describe and show improvements in design

• demonstrate methods for altering drag in flying devices and describe and show improvements in design

• identify characteristics and adaptations from living things that have led to flight designs

• plan and perform a fair test demonstrating the characteristics that influence lift on objects in flight

• identify characteristics and adaptations from living things that have led to flight designs

 

As always begin your lesson with an Indigenous opening

 

Part I Forces of Flight

Discuss the four forces of flying objects.  Have these forces on chart paper.  You can hang the paper on a tree or on rope between two trees by clothes pins. 

1. Drag: slows the device (think shape, texture, weight) Discuss Olympic bathing suit compared to lounging around bathing suite.  What about helmets for particular cyclists.  Test: have two students in a standing position, at the same time have one drop a rock and another drop a piece of paper.  Did the shape and weight of the objects effect which first fell to the ground? 

2. Gravity: pulls the device down, discuss the test down at the end of drag

3. Thrust: propels the device

4. Lift: carries the device up

Thrust and lift will be discussed in further lessons. 

 

End with nature connection to nature: Why do some birds fly and some do not? A keel is one answer! 

A keel is a part of a bird’s breastbone, attached to their wings. Birds need it for flight.  Think of the keel of a boat!  Without a keel, birds like the cassowary, ostrich, kiwi, and rhea cannot fly. However a penguin does have a keel.  Think about what we discussed in drag and try to explain why a penguin can’t fly.  It’s shape, short wings, and weight. 

 

More information click here from Earth Rangers (Earth Rangers offers resources and Professional Development) 

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Part II Go Fly a Kite

Best to do this lesson on a windy day. 

Have the forces of flying objects on chart paper as in Part I

1. Opening: show pin wheels, discuss why or why not is the wheel moving. 

2. Have students in small groups attempt to fly a kite.  I buy kites from an inexpensive store.  Before flying the kites, have students look at their kite.  Discuss is there anything on the kite that might cause drag or gravity.  Is there anything the helps the kite thrust forward and be lifted? 

 

If you have more time with your class you can attempt to make kites with your students.

 

Part III Design and Test

Throw a flat piece of paper.  Have students observe, discussion will be latter.  Make a flying paper device or a paper airplane.  One per student or group dependent on your supplies.  Instructions to a box flying device are here. I googled flying paper devices and a variety came up.  I like the linked one because it only needs a piece of paper and glue. 

Have student throw their device in a variety of ways

What worked?  What didn’t work?  Compare it to the flat piece of paper thrown in a previous lesson.  Encourage the language of drag, thrust, propel, and gravity.  

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Part IV Flight-Space

When you are branching your lessons from flight to space have students recreate a space station; NASA’s space station which launched the first space ship to the moon or a station they make up use cardboard and art supplies. 

 

If you have hammocks explain Astronauts on the Apollo 11 slept in hammocks to be away from the cold floor of the space ship.  Hang hammocks as a back drop to the launch.  After the launch students could try out the hammocks. 

Extra: Have students write a script for the launch.  Several groups could create their own skit.  When it is created have students act out a launch. 

 

Part V

This part connects LA outcomes to this unit. 

Read The Wind by James Reeves.  After the reading and brief discussion of the poem have students sit alone at their sit spot to reflect on the unit of flight and how it might relate to nature.  Have students write a poem with the theme of nature and perhaps if they can flight. 

 

The Wind

James Reeves

I can get through a doorway without any key,
And strip the leaves from the great oak tree.
I can drive storm-clouds and shake tall towers,
Or steal through a garden and not wake the flowers.

Seas I can move and ships I can sink;
I can carry a house-top or the scent of a pink.

When I am angry I can rave and riot;
And when I am spent, I lie quiet as quiet.