lesson+plans

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Department of Teacher Education Lesson Plan Template Subject/Course: Science- Flight Lesson Topic: Forces and Laws of Flight Teacher Candidate: Drew Pierce Lesson Duration: 50 min Overall:
 * ** 1. Curriculum Expectations ** ||

Specific: drag that are required for flight **//(e.g., lift must be greater than weight for a plane to take off;//** Integrated (if applicable):  Knowledge and Understanding: Students will know what the 4 forces of flight are and the 3 Laws of flight are  Thinking: students will think about the relationship between the 4 forces of flight and make conclusions about those relationships pertaining to flight. Students will think about laws of flight during experiments.  Communication: Students will communicate force relationships orally during discussion and in writing on their handout.  Application: Students will apply their learning during the 3 experiments to determine which forces and laws help explain their observations.  a) Indicator(s) of Lesson Learning Goals: Students will be able to communicate their understanding of force relationships orally and in writing and will be able to identify which laws of flight explain their experiment observations. Students will record this information on the handout prepared for them. b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?) Students’ handouts will be collected and assessed formatively as a way to gage the degree of learning taking place. This will help me decide how to proceed, depending if students need further investigation of the same concept or if they are ready to layer their understanding of flight with other core learning activities and opportunities to investigate.  Some students will be given a copy of the definitions and written observations to help them when necessary. They are not required to re-write the definitions but should highlight the important words as other students write them out. The written observations should act as a guide but students need to attempt to answer the experiment questions to the best of their ability. || Extension:  How do flying machines manipulate the forces of flight (change the forces in order to maneuver the plane)? ||
 * 2. ** investigate ways in which flying devices make use of properties of air;
 * 3. ** explain ways in which properties of air can be applied to the principles of flight and flying devices.
 * 2.5 ** use appropriate science and technology vocabulary, including **//aerodynamics//**, **//compress//**, **//flight//**, **//glide, propel//**, **//drag//**, **//thrust//**, and **//lift//**, in oral and written communication
 * 3.3 ** identify and describe the four forces of flight – lift, weight, drag, and thrust
 * 3.4 ** describe, in qualitative terms, the relationships between the forces of lift, weight, thrust, and
 * // thrust must be greater than drag for a plane to take off; lift must be less than weight for a plane to land; thrust must be less than drag for a plane to land) //**
 * ** 2. Lesson Learning Goal(s) **** Key Question: What do I want students to know and be able to do? ** ||
 * ** 3. Assessment **** Key Question: How will I know each student has learned the concept(s)? ** ||
 * ** 4. Differentiated Instruction **** Key Question: What will I do to assist individual learners or provide enrichment for others? ** ||
 * Accommodation and/or modification:

Department of Teacher Education Lesson Plan Template (p. 2) Subject/Course: Science and Technology- Flight Topic: Forces and Laws of Flight Date: Wednesday, Dec. 1, 2010 - 25 double sided handouts - Balloons, rulers, string, straws - Strips of paper (25) - Scooter, medicine ball, masking tape
 * Required teacher preparation/materials needed: **

Instructional Plan
5 min 25 min 30 min 5 min 5 min 5 min || ** Setting the Stage: **
 * Time

Today we are going to be learning about the forces of flight and the laws of flight (constant rules that always exist which make flight possible)

Who can tell me what the definition of a force is? - A push or a pull We will be learning about the things that push and pull flying objects in different directions and the relationships that exist between forces.
 * Core Learning Activity: **

Take a look at the figure I put on your handout to help you learn the 4 forces of flight. -what do you think the definition of thrust is? --- Thrust is a force that moves a flying object forward. It is usually produced by some sort or engine. Thrust must be greater than drag for a flying object to fly anywhere. What is the definition of drag? -Drag: is a force that slows a flying object down and makes it hard to fly in the direction you are traveling. When the drag force is greater than the thrust force a flying object will stop moving forward. What is the definition of lift? Lift: is an upward force. When lift is greater than a weight force a flying object will stay in the air. What is the definition of weight? Weight (Gravity): is a downward force that pulls objects towards the ground. This force works against things trying to fly. Flying objects cannot fly when the weight force is greater than the lift force. There are also 3 Laws of Flight force in the opposite direction. Now, We are going to perform 3 experiments and your job is to record the observations and write which of the laws is responsible for happens. Experiment 1: suspend 2 balloons from a ruler and blow air through a straw between them. The air will create low pressure and make the balloons come together because objects always move from high to low pressure. Experiment 2: place a slip of paper on your bottom lip and blow out your moth over the paper. The paper will lift up as long as you blow over it. Blowing air fast creates low pressure and this lifts the paper. Weight is the opposite force of lift so when the blowing stops the paper falls down. Experiment 3: sit on a scooter and throw a medicine ball forward. The force of throwing will make the scooter move backward in the opposite direction, demonstrating Newton’s Third Law.
 * Law of Flight: ** Objects always go from high pressure to low pressure.
 * Bernoulli’s Law of Pressure ** : the faster air flows, the less pressure it has.
 * Newton’s Third Law ** : If there is a force in one direction, there is an equal


 * Lesson Consolidation/Debriefing with Students: **

Last class we learned that there are specific properties of air that always remain the same and today we learned that there are laws of flight that are always true as well. We also learned about 4 forces of flight and how they are related to one another. Thrust and drag are related because they make a flying object more forward or slow down Lift and Weight are related forces because they keep a flying object in the air or pull it to the ground. || Differentiated Instruction Some students have been given handouts of the notes being taken because they learn best when they can copy it from directly in front of them rather than from the board. Cue students to think back to last class –properties of air = always move from high to low pressure. As I am doing the experiments model some of the thinking that students should be performing by cueing them to think about the questions Prompt with reminders of what the laws are and definitions of forces are. || Assessment Opportunities Diagnostic- what do students know about forces? What do they know or what can they infer from the figure? What do they know or what can they infer from the figure? Are students making connections between the forces? Assess students’ ability to apply the concepts of forces and flight laws to the experiments being conducted. Collect students’ sheets to assess grasp of concepts to determine how to proceed next class. || ||
 * Apply new learning: In class / At home

Department of Teacher Education Lesson Plan Template Subject/Course: Science and Technology- Flight Lesson Topic: Examining forces of flight

Teacher Candidate: Drew Pierce Lesson Duration: 50 min Date: Thursday, Dec. 2, 2010

Overall:
 * ** 1. Curriculum Expectations ** ||
 * 2. ** investigate ways in which flying devices make use of properties of air;
 * 3. ** explain ways in which properties of air can be applied to the principles of flight and flying devices.

Specific: drag that are required for flight **//(e.g., lift must be greater than weight for a plane to take off;//**
 * 2.5 ** use appropriate science and technology vocabulary, including **//aerodynamics//**, **//compress//**, **//flight//**, **//glide, propel//**, **//drag//**, **//thrust//**, and **//lift//**, in oral and written communication
 * 3.3 ** identify and describe the four forces of flight – lift, weight, drag, and thrust
 * 3.4 ** describe, in qualitative terms, the relationships between the forces of lift, weight, thrust, and
 * // thrust must be greater than drag for a plane to take off; lift must be less than weight for a plane to land; thrust must be less than drag for a plane to land) //**

Integrated (if applicable):
 * ** 2. Lesson Learning Goal(s) **** Key Question: What do I want students to know and be able to do? ** ||

Knowledge and Understanding: Students will know what the 4 forces of flight are, relationships among forces, and how the forces affect flight.

Thinking: students will think about the relationship between the 4 forces of flight and make conclusions about those relationships pertaining to flight.

Communication: Students will communicate force relationships orally during discussion and in writing on their handout.

Application: Students will apply their understanding of the 4 forces of flight during experiments to make conclusions about forces.

a) Indicator(s) of Lesson Learning Goals:
 * ** 3. Assessment **** Key Question: How will I know each student has learned the concept(s)? ** ||

Students will be able to communicate their understanding of force relationships orally and in writing. Students will record their experiment observations to help define each force on the handout prepared for them.

b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?)

Students’ handouts will be collected and assessed formatively as a way to gage the degree of learning taking place. This will help me decide how to proceed, depending if students need further investigation of the same concept or if they are ready to layer their understanding of flight with other core learning activities and opportunities to investigate.


 * ** 4. Differentiated Instruction **** Key Question: What will I do to assist individual learners or provide enrichment for others? ** ||
 * Accommodation and/or modification:

Robert, Colin, Terrance, and Sonia will be given a copy of the observations to help them record the information on their sheet. The written observations should act as a guide but students need to attempt to answer the experiment questions to the best of their ability. || Extension:

How could we make improvements to these flying devices to change each force (make it stronger or weaker)? ||

Department of Teacher Education Lesson Plan Template (p. 2) Subject/Course: science and technology- flight Topic: Investigating the 4 Forces of Flight

Date: Thursday, December 2, 2010

- Metal cord. –straws - 4 paper towels - 2 chairs. - Duct tape, masking tape -scissors - Styrofoam (wings) -ruler
 * Required teacher preparation/materials needed: **

Instructional Plan

 * Time || ** Setting the Stage: **

Yesterday we began talking about the 4 forces of flight. Today we are going to learn about those 4 forces by conducting different experiments

We also learned that force is a push or a pull Today we will be learning about things that push and pull flying objects in different directions and the relationships that exist between forces.

Ask students to predict what will happen when they release the balloon? Ask why they think this will happen?
 * Core Learning Activity: **
 * Experiment #1: ** connect a balloon to a paper towel roll attached to a straw . string the straw through the metal cord and attach it to two chairs with tape.

Do the experiment. Observe what happened and have students explain what they observed.

Ask them if they know what this force is called? Consolidate by talking about Thrust. (a force that moves flying objects forward and is usually produced by some form of engine or energy)

Ask students what they think will happen when the balloon is released in comparison to the last experiment? Why do they think this?
 * Experiment #2: ** attach a plastic bag to the back of the paper towel roll and repeat the experiment by inflating the balloon again.

Perform the experiment. Have students explain their observations.

Ask if anyone knows what this force is called? Discuss drag by consolidating that drag is a force that slows a flying object down and makes it hard to fly in the direction it is travelling by creating resistance. When drag force is greater than the thrust force a flying object will stop moving forward. Ask students when you want this situation? (stopping the plane)


 * Experiment #3: ** attach Styrofoam wings to the paper towel roll and remove the plastic bag. Ask students to predict how the roll will move forward in comparison to the first experiment. Then repeat the thrust.

Have students explain their observations. And ask them if they know what this force is called?

Discuss what lift is (an upward force. Adding lift makes the plane more streamline)

Have students explain their observations and inquire about what this force is called.
 * Experiment #4: ** attach a weight to the paper towel roll and repeat the trial with the wings attached. Ask students to predict how it will move forward compared to the last experiment.

Discuss weight (gravity) as being a downward force that pulls objects toward the ground. This force works against things trying to fly. Flying objects cannot fly when the weight force is greater than the lift and thrust forces.

Ask students what other combinations of forces they would like to test and ask them to predict what will happen. Examples: lift and weight Weight and drag Lift and drag Drag and weight

Have students record their observations for at least 3 of their own trials.


 * Lesson Consolidation/Debriefing with Students: **

Ask students what we can conclude about the relationships between the 4 forces of flight that were explored today by making a large ven- diagram on the board

Helpful flight forces = lift and thrust Inhibiting flight forces = drag and weight || Differentiated Instruction

Some students have been given handouts of the notes being taken so they can focus on the learning experience instead of the language literacy component

Prompt students on the observations they should be making during the first demonstration in the form of think aloud to model for students the type of responses you are looking for throughout the lesson.

Prompt students to think about the laws of flight and properties of air that are observable in the experiments or help what is going on. || Assessment Opportunities

What do they know or can infer from the figure?

Are students making connections between the forces? || ||
 * = Apply new learning: In class / At home =