Grade 6 Science: Flight Mini Unit

Education 3501 & 3504

November 3rd, 2017

Mario Boivin and Patrick Leahy

 Table of Contents
Rationale of Mini Unit ......2

Rationale of Assessment.........4

Lesson 1.......7

Lesson 2........12

Lesson 3........18

Summative Activity..........24

Bibliography.........28

Appendices.............29

1
 Rationale of Mini Unit

We chose to structure our mini-unit around grade six science. As we examined the various
programs of studies, the course content from grade six science stood out to us as material that
we would enjoy working with and teaching, while still being quite challenging. We focused in on
one main topic, Flight, and three specific SLOs:
1. 6-6.3: Conduct tests of glider designs and modify designs so that glider will go further,
stay in flight longer, or fly in a desired way (loop or turn right)
2. 6-6.4: Recognize the importance of stability and control to aircraft flight; design,
construct, and test control surfaces
3. 6-6.5: Apply appropriate vocabulary in referring to control surfaces and major
components of an aircraft. This vocabulary should include: wing, fuselage, aileron,
horizontal and vertical stabilizer, rudder, elevators
With those SLOs in mind, we structured our mini-unit around our eventual summative task, a
class wide glider derby. We feel that the glider derby activity gives our students the best
opportunity to demonstrate their knowledge from all three of our lessons inclusively. Our
lessons are structured to build off of information taught in the previous science unit, Air and
Aerodynamics. We briefly review that material to make sure that students are prepared to
work with the concepts of flight, and then gradually scaffold by introducing concepts and
expanding on them slowly in the following lessons. Throughout the lessons, students work
directly with completed exemplar projects and aircraft. This is strategically designed to give
them an idea of the level of quality that a top of the line glider possesses. The process of the
students building and testing their gliders is also a gradual one, we designed it so students
would incorporate new material into their designs as it was taught to them. We placed a great
deal of emphasis on the scientific method of trial and error. Students are encouraged to
experiment with designs and strategies and use the knowledge gained from their trials to
improve their work.
The glider activity is a hands-on project that is designed to stimulate student excitement in the
project and in learning. It functions as both a project based activity and as an inquiry based
activity. The inquiry based component is the section that involves students being presented
with the data from the trials and being asked to use that data to improve their design. This
involves significant amounts of problem solving and will be beneficial in getting students to
adopt a scientific mindset. We think that the novelty surrounding students building and
designing their own gliders will result in them coming to class everyday prepared and primed
for learning. They will also be motivated to take ownership over their own learning. At the end
of our mini-unit, students will be able to demonstrate the knowledge of our SLOs through the
outcomes we included in our lessons. Additionally, students will have the psychological benefit
that comes along with the production of a functioning model like a glider. Completing a project
like a glider is no small task, and upon completion, students will gain a sense of self-efficacy and
fulfillment for seeing their hard work pay off.
In addition to the previously discussed psychological benefits and covering of curriculum
objectives., this mini unit is relevant to students in many ways. Many students at the grade 6
level are deeply curious about the mechanical workings of planes. Our mini unit provides them

2
with information that they can use to add to or modify their existing schemas about aircraft and
flying. They then have the opportunity to apply this information and for some students this
might even spark lifelong fascination with flight and a potential career in any aviation related
field. Aviation is relevant to students in both rural and urban environments and for some
communities aviation lifeblood that allows them to exist (remote first nations communities in
Ontario and Nunavut).

3
 Rationale of Assessment

Upon completion of our mini-unit, students will demonstrate their knowledge of three specific
flight related SLOs in a class-wide glider derby. In addition to this demonstration of knowledge,
students will gain the self-efficacy and self-esteem boosts that come along with creating a
tangible working model like a glider.
In lesson one, we incorporated two different types of formative assessment. We started
our mini-unit with an assessment designed to check the pre-requisite knowledge that students
possessed coming into to our mini-unit. Assessment for learning is used to collect information
that will inform the teachers next steps and the students next learning steps (Davies, 2). By
performing this initial assessment for learning, we are orienting ourselves with the familiarity
of the students with our material, a critical step that guides our next actions. Lists of standards
or learning outcomes seem to assume that all students start in the same place, at the same
time, and proceed to learn in the same way. This has never been true. (Davies, 26) This
formative assessment takes two forms: one, it gives us as the teacher an idea of the academic
level that our students are functioning at (assessment for learning), and two, it gives our
students an opportunity to perform a self-inventory of knowledge and examine the knowledge
that they may or may not know (assessment as learning). When students and teachers self-
assess, they confirm, consolidate, and integrate new knowledge (Davies, 8). Our second
formative assessment from the first lesson is directly related to the knowledge we taught
during that lesson. We are using an exemplar aircraft as a means for students to provide
answers to teacher guided questions, and we will be doing it in front of the class as a larger
group. Students who know they will be providing proof of learning often assume more
responsibility for collecting, reflecting on, and organizing the evidence (Davies, 61). The use of
the exemplar aircraft will help give the students a visual that can assist in consolidating
knowledge. The exemplar aircraft will also assist with our eventual assessment of learning
component at the apex of the mini unit. Using samples to represent the levels of quality
involved in meeting standards can serve not only to help students understand the expectations,
but also to improve the professional judgement of teachers. (Davies, 34)
We feel that these initial two formative assessments are both valid and fair. We are
covering information that has been explicitly taught to students in class, previously that day in
the case of the second assessment, and we are being straight forward and clear with our
questioning procedure. No attempt is being made to mislead students, and all the information
needed to accurately answer has been provided. There is the possibility for a problem to
emerge within the accuracy of the assessment. Some students struggle with public speaking
and answering questions in large group formats, and that could cause them to freeze. They may
still have the knowledge, but they may not be able to accurately express it in this medium. To
compensate for this, we have introduced a worksheet in the second lesson that covers the
same material.
Lesson two contains the highest amount of formative assessment out of the three
lessons. We focused on incorporating all three types of evidence collection in an effort to
increase the reliability and validity of our assessment. When evidence is collected from three
different sources over time, trends and patterns become apparent, and reliability and validity of
our classroom assessment is increased. (Davies, 46) We included two periods of primarily

4
observation based assessment where the teacher circulates around the room and checks on
student work, asking questions about the students decision-making methods. By utilizing this
observation based method, we get to observe the students implementing course material and
the decision-making process of the students at the same time. Observation based evidence
collection means that the onus is on the teacher to make sure that they are getting a
representative sample of their class. By incorporating two observation periods, the teacher will
be able to observe and assist a larger portion of the class, increasing the reliability and validity.
Without enough observational evidence, our evaluations at report card time risk being
invalid. (Davies, 47) The worksheet component is to be formatively assessed. It is designed to
be a review of the material from the previous lesson. That material will have been assessed
multiple times at this point, but having students fill out and submit a worksheet gives the
teacher a hard-copy piece of evidence to refer to for each student. The teacher can evaluate
the work to make sure everyone is on the right track, and if someone needs assistance, the
worksheet will reveal that quickly. Teachers collect various kinds of evidence to show what
students can do. These include projects, assignments, notebooks, and tests. (Davies, 49)
Collecting hard copy information brings us to two different types of evidence collection, further
enhancing reliability and validity. The body of our lesson contains three very similar formative
assessment periods. The idea is to bring up one student in front of the class and examine that
students understanding using model aircraft. This will allow us to assess one student directly,
but it also provides all students in the class an opportunity to ask questions and see another
demonstration of knowledge. This will stimulate conversation as a class about the concepts,
and the questions students ask will assist us with gauging levels of understanding. As they
(students) think and explain, we can gather evidence about what they know and understand.
(Davies, 50) As a whole, our second lesson involves six different formative assessment periods
that utilize three different evidence collection methods.
The third lesson is built around the trial testing for the derby. These trials represent
both assessment for learning and assessment as learning. As the trials run, the teacher will be
able to directly assess each students glider project. This will make it clear which students
require intervention and which are on track to succeed. Collecting the trial data allows us to
give students a chance to self-assess themselves and look for areas of improvement,
assessment as learning. When students self-assess, they gain insights that help them monitor
their learning, as well as practice in giving themselves descriptive feedback. When student self-
assessments are shared with teachers, teachers gain a better understanding of where students
are in relation to where they need to be. (Davies, 8) The other assessment component
employs the same discussion and observation principles as lesson three, students will interact
with a model in front of the class to give the teacher a chance to observe knowledge. Students
will be directly encouraged to ask questions during this period, and the value of questioning will
be explained by the teacher.
The summative final assessment criteria are clearly laid out upon the rubric that
accompanies the assignment sheet. We carefully designed the glider derby assignment to make
sure that it covered only information that we had talked about in class. Three of the testing
categories are designed around the performance of the glider, and the other two are focused
on effort and evidence of refinement after the initial trial. The trial is very important in giving
our summative assessment reliability and validity. By giving the students a chance to see how

5
the summative assessment will be structured and administered, it is designed to reduce stress
and uncertainty and boost student achievement. Students know exactly how the testing will be
conducted, exactly the manner in which it will proceed, and exactly how their results will be
recorded. It eliminates as much gray area as possible, and results in a much more valid and
reliable assessment. The role of the educator is to equip others with the necessary skills to
assess their own learning, and also to model how it can be done. (Davies, 112)

6
 Lesson 1
Subject: Science Grade: 6 Date: October 18, 2017
Lesson: Aerodynamic Glider Part Identification Time: 45 Minutes
GLO: 6-6: Construct devices that move through air, and identify adaptations for controlling
flight
SLOs: From the Program of Studies

6-6.3: Conduct tests of glider designs and modify designs so that glider will go further,
stay in flight longer, or fly in a desired way (loop or turn right)
6-6.4: Recognize the importance of stability and control to aircraft flight; design,
construct, and test control surfaces
6-6.5: Apply appropriate vocabulary in referring to control surfaces and major
components of an aircraft. This vocabulary should include: wing, fuselage, aileron,
horizontal and vertical stabilizers, rudder, and elevators

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson
procedure, but an indication of what students will know or be able to do by the end of the
lesson).
Knowledge:
Students will...
1. Identify aircraft parts with proper scientific terminology, and demonstrate knowledge
regarding the role of the part in controlled flight.

Skill:
Students will...
1. Begin to design a functional model glider using provided classroom materials and
academic knowledge.

Key Questions:
What is the focus question for this lesson? What are some related questions?
-What roles do lift, thrust, gravity and drag play on controlled flight?
-What are the critical control parts of an aircraft? What does each part do in relation to flight
control?
-How can we create working models of these flight control components using the materials
provided here in class? Which materials will be the most effective in achieving controlled flight?

Materials:
1. Two Pre-fabricated paper airplanes, one designed to be obviously better than other

7
 2. Four Forces Affecting Flight worksheet
3. Smartboard or projector screen of some sort
4. Parts of Modern Aircraft diagram sheet
5. How to Fly an Airplane: Roll Movement in an Airplane-Video
6. How to Fly an Airplane: Pitch Movement in an Airplane-Video
7. How to Fly an Airplane: Yaw Movement in an Airplane Video
8. Exemplar of previous project to demonstrate parts in 3D

Preparation: Videos cued up on smartboard/projector ready to go. Lesson Plan reviewed and
printed. Resource sheets printed, photocopied and stapled.

Time
Lesson Procedure:

Introduction/Hook

2 Min
Hook+ 1. I have here two pre-made paper airplanes. Were going to have a vote! Who thinks
Intro Plane A will fly further? And who thinks Plane B will fly further (Throw planes)
2. Excellent! Winning group, why did you pick plane A/B? (Formative Assessment:
before beginning review, establish baseline level of information regarding previous
Aerodynamics Unit)
3. Very good! Were going to talk about and work with many more planes over the
Review next couple of days. Were even going to construct some gliders of our own and test
10 Min them as a class at the end of the unit! But before we do, were going to do a brief
review of our last aerodynamics unit. Without that information, we wont be able to
properly build our gliders.
a. There are four main forces that affect flying objects: Gravity, Lift, Thrust,
and Drag. Gravity is the invisible force that pulls objects together. Very large
objects exert a greater force than smaller objects. For the purpose of our
discussion, flying objects, the very large object we are discussing is the earth!
The earth exerts a large gravitational force that pulls the aircraft (the smaller
object) down towards the ground (and the center of the earth).
b. Lift is the force that fights against gravity and keeps planes in the air! If the
lift force is greater than the gravity force, the object will stay in the air. The
shape of the aircrafts wing is key in generating lift. It utilizes the Bernoulli
principle to create areas of high pressure below the wing and low pressure
above the wing, generating lift and moving the aircraft vertically.
c. Thrust is the force that moves planes forwards through space. In planes,
thrust results from the combustion of aircraft fuel in the engines that
generates a forward force.

8
Time d. Drag is the force that slows you down and works against thrust! For example,
when drag racers deploy parachutes after a race, they are using drag to
counteract the tremendous thrust (speed) that their engines have produced.
3 Min 4. Pull up four forces affecting flight worksheet: Bernoulli Principle, Thrust, Drag, Lift,
Gravity
1 Min 5. Transition into discussion about how planes are controlled: specifically, parts of the
aircraft.
a. Its important to think about planes as objects that move through 3
dimensions. They move up and down, they roll to the left and right,
sometimes while going up and down, and sometimes they move left and
right without changing height at all!
Lesson Body

7 Min 6. Talk about the rudder first- hold up exemplar aircraft and have a student try to point
out the rudder. Show the rudder video and talk about yaw.
a. Every single aircraft has a rudder piece. Without exception. If the plane flies,
it has a rudder! That goes for this model aircraft as well. Does anyone here
think they know what part of the plane the rudder actually is? Can you come
up to the front and point it out? Excellent. Now that weve identified where
the rudder is located, lets talk about what it does. The rudder has a very
important flight control function: it is responsible for a movement called
Yaw. In airplanes, Yaw refers to a movement to the left or right that
doesnt change the altitude of the plane. Pilots control the rudder by
adjusting a control stick in the cockpit. Lets watch a quick video that talks
about how the rudder plays a key role with yaw in aircraft. (80 second video)
7 Min 7. Talk about the pitch of the aircraft- exemplar aircraft part demonstration: Elevators
and Vertical stabilizer: Show pitch video and talk about pitch
a. Every single airplane has a vertical and horizontal component. Without
exception. If the plane flies, it has to have a elevator! That goes for this
model aircraft as well. Does anyone here think they know which part of the
plane the elevators and stabilizer actually are? Can you come up to the front
and point it out? Excellent. Now that weve identified where they are
located, lets talk about what they do. They have a very important flight
control function: they are responsible for a movement called pitch. In
airplanes, pitch refers to movements up and down! Pitch is the force that is
directly responsible for making sure that airplanes dont crash into the
ground. Pilots control the pitch by adjusting their control stick in the cockpit.
Lets watch a quick video that talks about how the elevators play a key role
with pitch in aircraft. (80 second video)

7 Min 8. Talk about Aileron and roll: exemplar aircraft part demonstration: Show roll video
a. Every single aircraft has an aileron. Without exception. If the plane can be
controlled and flies, it has ailerons! That goes for this model aircraft as well.

9
 Does anyone here think they know which parts of the plane the ailerons
actually are? Can you come up to the front and point it out? Excellent. Now
that weve identified where they are located, lets talk about what they do.
Ailerons have a very important flight control function: they are responsible
for a movement called Roll. In airplanes, Roll refers to a movement to the
left or right that simultaneously changes the altitude of the plane. Pilots
control the roll of the aircraft by adjusting a control stick in the cockpit. Lets
watch a quick video that talks about how the rudder plays a key role with
yaw in aircraft. (80 second video)
Conclusion/Activity
8 Min 9. Formative Assessment: Call upon individual students and have them visually identify
aircraft parts according to name and control function. Call upon students, give them
the control function, and ask them to verbally and physically point out the part on
the aircraft.

Assessment:

Formative assessment for learning, formative assessment as learning: Establishing a baseline

of knowledge from the previous pre-requisite assignment. This will be done by asking students
to explain their rationale for why they chose the aircraft they did. Hopefully, they will
incorporate elements of aerodynamics (lift, gravity, wing design, Bernoulli) in their
explanations. The more detailed the responses, the higher the baseline level of understanding.
Assessment for Learning/Assessment as Learning: This piece of assessment functions as both
types of formative assignment. The assessment for learning is clear, we are asking the students
pointed questions about their choices in order to see what information about flight they
incorporate. The assessment as learning component comes into play because by asking these
questions and drawing on prior knowledge, students are forced to do a self-inventory about the
topic information. They make themselves aware of what they know via a guided questioning
process.

Formative assessment for learning: Call out individual students and verbally name a control
part. Have them point out component on model and show the action it controls with model.
Name and demonstrate flight action, have students verbally name part that controls action and
point it out on aircraft. Assessment for learning: This assessment component is to ensure that
students are encoding and retaining information from todays lesson. By utilizing a model
aircraft, students interact with the concepts in a real-world situation that provides them with an
opportunity to synthesize knowledge.

10
Lesson Reflection:

This is a space for notes after youve taught the lesson.

11
 Lesson 2
Subject: Science Grade: 6 Date: October 18, 2017
Lesson: Manipulating Aircraft Control Surfaces to Adjust Flight Time: 45 Minutes
GLO: 6-6: Construct devices that move through air, and identify adaptations for controlling
flight
SLOs: From the Program of Studies
6-6.3: Conduct tests of glider designs and modify designs so that glider will go further,
stay in flight longer, or fly in a desired way (loop or turn right)
6-6.4: Recognize the importance of stability and control to aircraft flight; design,
construct, and test control surfaces
6-6.5: Apply appropriate vocabulary in referring to control surfaces and major
components of an aircraft. This vocabulary should include: wing, fuselage, aileron,
horizontal and vertical stabilizers, rudder, and elevators

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson
procedure, but an indication of what students will know or be able to do by the end of the
lesson).
Knowledge:
Students will...
1. Predict changes in aircraft flight patterns as a reaction to changes in flight control
surface positions.

Skill:
Students will...
1. Change positions of flight control surfaces to elicit predictable and desired changes in
aircraft position.

Key Questions:
What is the focus question for this lesson? What are some related questions?
What classroom materials are best for constructing a functioning glider with a rudder,
elevators, and ailerons?
How does flight change when the rudder is positioned to the left or right?
How does flight change when the elevators change positions?
How does flight change when the ailerons change positions?

Materials:
Large Manilla Folder on each students desk at the beginning of the lesson
Table surface at front/back of room loaded with potential glider construction materials
Cardboard, Manilla Paper, Construction paper, glue sticks, glue bottles, scotch tape, masking
tape, duct tape, elastic bands, push tacks, thumb tacks

12
 Exemplar Aircraft from Previous lesson
Thrill of Flight Worksheet, Parts of Aircraft Review
Derby Assignment Package

Preparation:
Manilla Folder on each students desk at beginning of lesson
Various materials clearly labelled and organized at locations around the room
Worksheets printed off and photocopied, ready for handout during review period
Test runs with aircraft exemplar to make sure in proper working condition

Time Lesson Procedure:

Introduction Component

1. Novel activity/hook: The hope is that the students will recognize the materials that are
10 Min laid out on table at front of room as glider building materials, and that will generate
some excitement and novelty.
a. Each student will have a large folder with their name on it on their assigned
desk, as well as the derby assignment package including instructions and
directions. While students come into the room, they will be funneled away from
the building materials and towards their desks to prevent a traffic jam/potential
conflict from developing at the front of the room.
b. Last class, we talked about how we were eventually going to take our
knowledge of aircraft control and apply it to building some model aircraft. Today
we are going to start building our gliders! On your desks now you have the
assignment package for our glider derby! It describes in detail exactly what will
be happening during our derby, as well as what your glider needs to be able to
do during the testing. There are several sheets within the package that are going
to be very important over the next couple of days, so make sure you put your
name on the sheet and keep it safe. The materials you see at the front of the
room are the materials you have to work with. Dont just pick materials that you
think will look cool: make sure you pick items that will help your glider to fly!
Today I want you to focus on the body (fuselage) of the glider. Try to develop a
sturdy frame that will be able to have wings and a tail attached to it. I would
recommend taking something like cardboard or thick construction paper.
c. Row by Row, we are going to come up to the front/back of the room to select
some materials. Be a good classmate! Take only the materials that you think you
need. Try not to waste anything. Dont worry if your row isnt the first to come
up right away, there are lots of materials for everyone and no one will be left
out.
d. (Process of students coming to front of the room and starting construction.
Explanation would take 3 minutes maximum, remaining 7 minutes is dedicated
to material selection and construction)

13
Time e. Formative Assessment- Walk around the room and examine the materials that
students chose. For more curious/dubious selections, ask students how they
envisioned using the materials and why they thought they were the best choice.
Examine the work of students who are starting to construct and make sure they
are on the right track. Redirect students who may be off course, struggling.
f. Quick clean up, materials at front of room can be slid off to the side, and
students will put unused materials into their folders, set projects on top of folder
5 Min off to side of the room
2. Review material from previous lesson (Formative Assessment)
a. Fill in the Blanks Parts Worksheets- Worksheet has names of parts removed,
action they are responsible for is on sheet. Students are to fill in part name.
Worksheet is not long, so after 3 minutes we will collect the sheets and go over
the questions on the smartboard. Briefly review flight components (ailerons,
rudder, elevators/stabilizers) and corresponding movements. Worksheets will be
formatively assessed after class time for comprehension and understanding
1 Min 3. Transition to main lesson material
a. Yesterday, we talked all about the three main control parts and the specific
movements they control. Today, we are going to be talking about those same
parts, ailerons, rudder, elevator/stabilizer, but we are going to go into more
depth. Instead of just talking about what movement they create, we are going to
learn about specific actions and reactions. For example, when we move the
rudder to the right, what direction of yaw is created?
Body Component

6 Min 4. What changes to the overall flight of the aircraft when we move rudder in specific ways?
How exactly does it affect flight?
a. We know now that the rudder is responsible for controlling yaw. Yaw results
from forces acting on the rudder that cause the nose of the aircraft to move to
the left or right without changing the altitude of the plane. Up on the board, I
have put up a handy visual to help illustrate the concept. As you can see here,
when the rudder moves to the left, the nose of the plane also rotates to the left.
When the rudder moves to the right, the nose of the plane rotates to the right!
Rudder movements are essentially temporary actions that change the
aerodynamic profile of the plane. When the rudder moves, it affects the way
that air flows along the fuselage. When the rudder moves to any position other
than neutral (straight), it results in tremendous air pressure pushing on the now
exposed surface, essentially pushing the tail around and rotating the plane!
b. Formative Assessment Component: Bring student to the front of the room, adjust
rudder position on model aircraft, have student attempt to replicate the correct
corresponding action. Pick a student who may be representative of the academic
middle ground in the class, not the strongest, not the weakest. Repeat at least
one more time.
5 Min

14
6 Min 5. What changes to the overall flight of the aircraft when we move the Ailerons in specific
ways? How exactly does it affect flight?
a. We know that the ailerons are responsible for controlling the roll of the aircraft
from left to right. But what position do the ailerons need to be in in order to
induce the desired roll direction? Up on the board youll see another gif, very
similar to the one that we used for the rudder. The ailerons are different from
the rudder because there are two ailerons that work together to achieve the
desired movement, one on each wing. Ailerons create roll by altering the
aerodynamic principles of the wings. When the left aileron moves down, it
creates a greater amount of lift as a result of the Bernoulli principle. At the same
time, the right aileron moves up, reducing the lift of the right wing. This causes
the right wing to drop and the left wing to rise, rolling the plane to the right!
b. Formative Assessment Component: Bring a student up to the front of the room,
repeating the same process from the rudder component. Adjust ailerons in
corresponding directions, have students predict the corresponding movement of
the aircraft. If students are struggling, walk through the principle using the model
aircraft.
6 Min 6. What changes to the movement of the aircraft when we adjust the elevators in specific
ways? How exactly does it affect flight?
a. We know the elevators are responsible for changes in the pitch and altitude of
the aircraft. But how do we adjust the elevators in order to affect pitch? Similar
to the ailerons, airplanes have two elevators that work together in order to
adjust pitch. Unlike ailerons, elevators usually move in the same direction to
produce their desired result. The elevators work by altering the aerodynamic
principles of the tail of the aircraft. Just like most elevators, they can move either
up or down from their neutral position. When they move up, they decrease the
lift at the rear of the plane and correspondingly, the nose of the aircraft rises,
creating an upward pitch. When they move down, they increase the lift at the
rear of the plane and lower the nose, creating a downward pitch. Once again, I
have included a video on the board to give you a more visual illustration of this
concept.
b. Formative Assessment Component: Repeat same process from rudders and
ailerons, have students demonstrate the corresponding movement of the aircraft
when elevators move. Mix in changes to rudders and ailerons to incorporate
earlier material and ensuring students are retaining material. If students are
struggling, review the concepts with the model aircraft and show video
components again as necessary.

Conclusion (Activity Component)

10 Min
7. Activity (Formative Assessment)
a. The rest of the class, about 10 minutes, is for you to use working on your glider
designs. At the end of this mini-unit, we are going to test your glider designs in

15
 three different flying tests in our class glider derby! The tests are as follows: one,
longest distance flown/time in the air. Two, ability to successfully roll to the right
and left. And three, ability to demonstrate successful changes in pitch. You need
to build the ability to perform in those tests into your glider using the
information that weve learned over the last two lessons! It is very important
that your glider has a rudder, elevators, and ailerons. If any of those pieces are
missing, you wont be able to perform in the derby. With that in mind, you may
want to change your designs from earlier. Thats totally okay! Sometimes, we
learn the most through trial and error, making mistakes, learning from those
mistakes, and applying that knowledge to refine our understanding. That is basis
of what science is!
b. Formative Assessment Component: Walk around the room and check on student
designs. Check and see that student designs are capable of including the three
component parts. Make sure that students are making intelligent material
choices. Check in with students who you suspect may be struggling and make
sure they are on track. Provide guidance and advice where requested or
warranted. Continually check for understanding regarding elevators, rudder, and
ailerons.

Assessment:

1. Formative assessment for learning: Walk around the room and examine the materials
that students chose. For more curious/dubious selections, ask students how they
envisioned using the materials and why they thought they were the best choice.
Examine the work of students who are starting to construct and make sure they are on
the right track. Redirect students who may be off course, struggling.
2. Formative assessment for learning: Fill in the Blanks Parts Worksheets- Worksheet has
names of parts removed, action they are responsible for is on sheet. Students are to fill
in part name. Worksheet is not long, so after 3 minutes we will collect the sheets and go
over the questions on the smartboard. Briefly review flight components (ailerons,
rudder, elevators/stabilizers) and corresponding movements. Worksheets will be
formatively assessed after class time for comprehension and understanding
3. Formative assessment for learning: Bring student to the front of the room, adjust
rudder position on model aircraft, have student attempt to replicate the correct
corresponding action. Pick a student who may be representative of the academic middle
ground in the class, not the strongest, not the weakest. Repeat at least one more time
4. Formative assessment for learning: Bring a student up to the front of the room,
repeating the same process from the rudder component. Adjust ailerons in
corresponding directions, have students predict the corresponding movement of the
aircraft. If students are struggling, walk through the principle using the model aircraft.
5. Formative assessment for learning: Repeat same process from rudders and ailerons,
have students demonstrate the corresponding movement of the aircraft when elevators
move. Mix in changes to rudders and ailerons to incorporate earlier material and

16
 ensuring students are retaining material. If students are struggling, review the concepts
with the model aircraft and show video components again as necessary.
6. Formative assessment for learning: Walk around the room and check on student
designs. Check and see that student designs are capable of including the three
component parts. Make sure that students are making intelligent material choices.
Check in with students who you suspect may be struggling and make sure they are on
track. Provide guidance and advice where requested or warranted. Continually check for
understanding regarding elevators, rudder, and ailerons.

Lesson Reflection:

This is a space for notes after youve taught the lesson.

17
 Lesson 3
Subject: Science Grade: Six Date: October 23, 2017
Lesson: Testing and Refining Glider Designs to Meet Derby Criteria Time: 50 Minutes
GLO: 6-6: Construct devices that move through air, and identify adaptations for controlling
flight
SLOs: From the Program of Studies
6-6.3: Conduct tests of glider designs and modify designs so that glider will go further,
stay in flight longer, or fly in a desired way (loop or turn right)
6-6.4: Recognize the importance of stability and control to aircraft flight; design,
construct, and test control surfaces
6-6.5: Apply appropriate vocabulary in referring to control surfaces and major
components of an aircraft. This vocabulary should include: wing, fuselage, aileron

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson
procedure, but an indication of what students will know or be able to do by the end of the
lesson).
Knowledge:
Students will...
1. Identify potential strengths and weaknesses in their glider designs based off of testing
results.

Skill:
Students will...
1. Modify glider design and construction to account for potential flaws and weaknesses.

Key Questions:
- In what ways can we make our gliders more aerodynamic? What types of materials could help
us to accomplish this?
-How can we construct our glider to make sure they meet derby requirements?
-How can we adjust our gliders to maximize flight distance and hangtime?
-How can we adjust the construction of our glider to allow it to perform rolls?
-How can we adjust the construction of our glider to give us control over flight pitch?

Materials:
-Student material folder on individual student desks to begin lesson
-Table surface at front/back of room loaded with potential glider construction materials
Cardboard, Manilla Paper, Construction paper, glue sticks, glue bottles, scotch tape, masking
tape, duct tape, elastic bands, push tacks, thumb tacks
-Exemplar Aircraft from Previous lesson

18
 -Measuring Tape
-Derby Assignment Package including trial testing sheet
Preparation:
Book gymnasium for glider testing, if gym is not available find another large, obstruction free
space. If necessary, utilize hallway space. Notify teachers in the area of what will be happening.
Remind students of policies regarding quiet work in hallways and respect for others. Before
lesson, use measuring tape and tape to mark out distances in the gym. This will save us
tremendous amounts of time in measuring and recording distances. The numbers wont be
exact, but they will provide a solid guideline for trial achievement.

Time Lesson Procedure:

Introduction/Review
2 Min
1. Introduction/Hook
a. Today is going to be a very important day! Today will be the first time that you
get to test out your gliders in class and see what they can do. I know everyone
here has been working very hard to get ready for the derby and Im excited to see
the results of all of that work. The results of todays testing are going to be critical
when it comes to refining your gliders and getting them ready for the actual
derby. We are going to be going through all of the same tests, and youll get a
chance to see how your glider performs. Before we head down to the gym to
start testing, lets review some of the flight controls that we talked about last
time.
8 Min
2. Review
a. For the last two classes, weve focused on three main parts of airplanes and the
movements that they control. I would like for one person from the class to raise
their hand and name one component for me, as well as the movement that it
controlsexcellent. Formative Assessment: Now, Id like someone else to raise
their hand and come to the front of the room and point out where on the aircraft
(X) part is. Great! And one last question about X part. When I move (X) part in this
direction (demonstrate on model aircraft), what will happen to the planes flight
pattern? Very good! Are there any questions about (X) part before we move on to
the next component? Is everyone confident with their knowledge about (X) part?
b. There are still two more control parts of the aircraft to discuss. Someone who
hasnt answered yet, please raise your hand and give me one of them and the
movement it controls please! ...excellent! And just like last time, Id like a
volunteer to come to the front of the room and point out where on the model that
part is. perfect! And the final question, when I move (Y) part like this, what
happens to the flight pattern of the planevery good! Are there any questions
about (Y) part before we move on? Anyone unsure about how it moves, what it
does, the movement it controls?

19
 c. And now there is only one more part left to discuss. Who knows the name of that
part and the name of the movement it controls, hands up please! Very good. And
where on this glider is the part located? Great job! And finally, when I move (Z)
part like this, what will happen to the flight pattern of the plane? Great job
everyone, it seems like we have a good handle on this material. Before we move
on, are there any questions regarding any of the material we have been talking
bring them up, dont be afraid to ask questions. The most important thing is that
you understand the material, and sometimes questions are the best way to help
us to understand.
3 Min 3. Transition to lesson body
a. When I say go, and only when I say go, this is what is going to happen: the row
closet to the door is going to go over to the side of the room and grab your glider
and materials and bring them back to your desk. Then we will move one row over
(stand in front of row) and this row will go. You will not get up and go until I
explicitly tell your row to move.
Lesson Body
3 Min 4. Transition to the gym/testing environment
a. I am going to assign everyone a color group. Make sure you remember your
color group. When we get to the gym, I am going to call people up to complete
the tests according to color group. Only the group that I call is to come up. Is that
clear? Any questions? You have two responsibilities when your group is testing:
one, physically putting your glider through the trials, and two, recording the
results on your trial testing sheet. After you are done recording all of your test
results, there is a short section at the bottom for you to reflect on the results and
what you saw. Okay, when I say go, pick up your glider and your criteria sheet and
line up single file at the door. We are going to move in a smooth, single file
through the hallways to the gym. Other classes are working in their rooms, so its
important we move very quietly. Give the person in front of you lots of space
please, I dont want anyones glider to accidentally get squished or stepped on
after all the hard-work youve put in. When we get to the gym, everyone will line
up in a row on the wall directly across from the door. Go.
5. Run through testing/trials
26 Min a. Okay, the first test we are going to go through is the distance test. When I call
your color group, you will come up and spread out across the center line of the
gym, facing the far wall. Make sure there is at least two arm lengths worth of
space between you and the person next to you. Formative Assessment: When I
say go, the person furthest to the left (indicate person) will throw their airplane. I
will measure the distance, the thrower will record the distance on their criteria
sheet, the thrower will collect their plane, and we will move down the line in that
order. Is that clear? After all of the first color group has gone, I will call up the next
color group, and the first color group will take their place. RUN THROUGH
TESTING

20
 b. The second test is the roll test. We will follow the same procedure as we did for
the distance tests. The first color group will come up again, but this time they will
adjust their ailerons to get the glider to roll to the left or right. I will determine if
the plane rolled or not, and the thrower will record that on their criteria sheet. We
will continue down the line until everyone has thrown, and then we will switch
color groups, just like last time. RUN THROUGH TESTING
c. The final test is the pitch test. Your glider needs to be able to climb and dive.
Again, we will follow the exact same procedure. The only change is that now you
will throw twice, one immediately following the other. On the first throw, you will
Time adjust your elevators so your glider climbs. I will tell you whether or not the climb
is successful and you will record the information on your chart. Then you will
adjust your elevators so the plane will pitch down and rethrow. Again, I will tell
you if the dive was successful or not, you will record the information in your chart,
and return to your place in line. RUN THROUGH TESTING

3 Min 6. Transition back to classroom

a. Everyone collect all your gliders and paper work and line up in a single file line at
the door. We arent going to go to the room until everyone is standing quietly in
line.

Conclusion

7. Okay, everyone, lets talk quickly about some important things. Next class will be our
5 Min
actual glider derby! We are going to test our gliders, just like we did today, and record
the results. This time, you will be graded on the results of the testing! Use your trial
results and observations from today to guide any final changes you might want to make
to your design at home. If you saw something you didnt like today, it will be up to you to
make changes and alterations to your design at home tonight/over the weekend. As you
probably have noticed, part of the final derby assignment is the submission of a
paragraph talking about the changes you made to your design after the trials. Show me
that you looked at your data, thought about what it meant, and incorporated it into
making your design better. Remember to check the assignment sheet! It is very
important that you look at your rubric and check to make sure that your glider includes
all the key things that you will be graded on. That includes elevators, rudder, and
ailerons. This will be your chance to show all that youve learned over the last couple of
lessons, and Im very excited about seeing all of your hard work pay off.

21
Assessment:

1. Formative assessment for learning: Now, Id like someone else to raise their hand and
come to the front of the room and point out where on the aircraft (X) part is. Great! And
one last question about X part. When I move (X) part in this direction (demonstrate on
model aircraft), what will happen to the planes flight pattern? Very good! Are there any
questions about (X) part before we move on to the next component? Is everyone
confident with their knowledge about (X) part?
2. Formative assessment for learning: There are still two more control parts of the
aircraft to discuss. Someone who hasnt answered yet, please raise your hand and give
me one of them and the movement it controls please! ...excellent! And just like last
time, Id like a volunteer to come to the front of the room and point out where on the
model that part is. perfect! And the final question, when I move (Y) part like this, what
happens to the flight pattern of the planevery good! Are there any questions about (Y)
part before we move on? Anyone unsure about how it moves, what it does, the
movement it controls?
3. Formative assessment for learning: And now there is only one more part left to
discuss. Who knows the name of that part and the name of the movement it controls,
hands up please! Very good. And where on this glider is the part located? Great job! And
finally, when I move (Z) part like this, what will happen to the flight pattern of the
plane? Great job everyone, it seems like we have a good handle on this material.
Before we move on, are there any questions regarding any of the material we have been
talking about? I really want to encourage everyone to bring them up, dont be afraid to
ask? The most important thing is that you understand the material, and sometimes
questions are the best way to help us to understand.
4. Formative assessment for learning, Formative assessment as learning (the information
gathered will be used to facilitate student self-assessment): When I say go, the person
furthest to the left (indicate person) will throw their airplane. I will measure the
distance, the thrower will record the distance on their criteria sheet, the thrower will
collect their plane, and we will move down the line in that order. Is that clear? After all
of the first color group has gone, I will call up the next color group, and the first color
group will take their place. RUN THROUGH TESTING.
The second test is the roll test. We will follow the same procedure as we did for the
distance tests. The first color group will come up again, but this time they will adjust
their ailerons to get the glider to roll to the left or right. I will determine if the plane
rolled or not, and the thrower will record that on their criteria sheet. We will continue
down the line until everyone has thrown, and then we will switch color groups, just like
last time. RUN THROUGH TESTING.
The final test is the pitch test. Your glider needs to be able to climb and dive. Again, we
will follow the exact same procedure. The only change is that now you will throw twice,
one immediately following the other. On the first throw, you will adjust your elevators
so your glider climbs. I will tell you whether or not the climb is successful and you will

22
 record the information on your chart. Then you will adjust your elevators so the plane
will pitch down and re-throw. Again, I will tell you if the dive was successful or not, you
will record the information in your chart, and return to your place in line. RUN
THROUGH TESTING

Lesson Reflection:

This is a space for notes after youve taught the lesson.

23
 Summative Activity

Name:
Glider Derby
We have discussed a number of flight control components on aircraft that control how
they move through the air. Based on the information we are talking about in class, and
the exemplars that are present throughout the room, your challenge is to design and
construct a fully functioning glider! You will use materials provided in class in order to
complete this challenge. Those materials include: cardboard, construction paper, manila
paper, loose leaf paper, glue sticks, glue, staples, elastic bands, tacks, duct tape, scotch
tape, and scissors. You will not use all of these materials constructing your glider: it is up
to you to decide what materials will best allow your glider to fly!

Your glider will be tested alongside all of the other gliders in our class Glider Derby!
During the Glider Derby, I will check to make sure your glider is capable of performing
three main tasks:

1. Fly a long distance before touching the ground

2. The ability to roll left or right
3. The ability to change pitch

In order to properly perform those three movements, your glider will need to have a
rudder, elevators, and ailerons. Those three components are required of every single
glider, and you will be graded upon whether or not they are present and in working
condition.

A trial derby (Part A) will be conducted in-class. The teacher will measure the distance
the aircraft flew and identify if the aircraft was successful in rolling or changing pitch.
You will refine your glider after the trial derby (Part A) to make changes corresponding to
how your glider performed. Use your results from the trial chart to guide your decision
making and modifications. Then, using the goal chart provided, identify three goals you
have for the upcoming final derby.

After you have refined the design and set your goals, you will retest (Part B) your glider
to see how your changes affected its performance. This will be the final Glider Derby,
and it will be graded. Your grade will be determined by the performance of your glider in
the three tests, the presence of the required flight control components, flight control
components being adjusted to proper position during testing, proof of refinement, and
evidence of effort. For specific grading criteria, please examine the attached rubric. It is
the exact rubric from which your grade will be calculated.

Part A: Derby Trial Run

24
 Collect and Record Data

Trial Controls Adjusted

Distance (meters)

Left Aileron:
Roll (Left or Right)
Right Aileron
Elevators:
Pitch (Up or
Down)

Based on your aircraft performance, as well as your peers, name 3 goals you would like
to achieve for the upcoming Derby? What can you do to achieve them? i.e. I would like
my aircraft to fly distance X. It will be achieved through trial and error by manipulating
ailerons.

Goal 1:

Goal 2:

Goal 3:

Part B: Derby

25
 Collect and Record Data

Trial 1 (Part A) Trial 2 (Part B) Controls Adjusted

Distance
(meters)
Left Aileron:
Roll (Left or
Right) Right Aileron

Elevators:
Pitch (Up or
Down)

Did you meet your goals in Part A? Why or why not?

What design changes did you make to your aircraft after Part A?.

In a group of 4, discuss what were the best changes in design in order to construct an
aircraft that performed better in Part B. Were these changes to: materials used and/or
size of aircraft components?
.

Name: ______________________________________ /25

Glider Derby Assessment Rubric

26
 5 4 3 2 1
Changes in Glider Correct Correct One control No control
responds to control control change is changes are
Pitch correct changes are changes are correct, correct, glider
control made, glider made, glider glider unsuccessful
changes and changes is unsuccessful in changing
pitches up pitch unsuccessful in changing pitch
and down successfully in changing pitch
in one pitch
direction
Roll Left Correct Correct Correct One correct No control
control control control control changes are
and Right changes are changes changes change is correct, glider
made, glider made, glider made, glider made, glider is
rolls to left rolls is is unsuccessful
and right successfully unsuccessful unsuccessful in rolling
in one in rolling in rolling either
direction either either direction
direction direction
Long Glider flies Glider flies Glider flies Glider flies Glider flies
for distance for distance for distance for distance for less than
Distance greater than greater than greater than greater than 5 meters
Flight or equal to or equal to or equal to 7 or equal to 5
15 meters 10 meters meters meters
Evidence Refinements Refinements Refinements Refinements No
made off of made from made from made from refinements
of trial results trial info are trial info are trial info, but were made
Refinement are clear, clear and relevant to not described and no
well relevant to flight, but in any form attempt to
described, flight, but not clear or and describe
and relevant not well well irrelevant to possible
to flight described described flight changes
Evidence Glider is Glider is Glider has Glider is No glider was
clearly well solidly built, several key borderline finished
of Effort developed room for components incomplete,
and built some minor missing, but key
fixes is still flyable components
missing

Bibliography

Davies, A. (2017). Making Classroom Assessment Work (Third ed.). Courtenay, BC: Hignall Book
Printing

27
Dolinski, S. C. (2017). Grade 6 Science Flight. Retrieved on October 13, 2017. Retrieved from
https://scdolinski.weebly.com

Learn Alberta. (2017). The Thrill of Flight: A Teachers Guide. Retrieved from
http://www.learnalberta.ca/content/setf/HTML/Teachers%20Guide/TeachersGuide.pdf

Learn Alberta. (2017). Grade 6 Science: General and Specific Learning Outcomes. Retrieved from
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=379983#

Paper Airplane Examples. Retrieved on October 13, 2017. Retrieved from

http://www.funpaperairplanes.com/index.html

Appendices

28
Worksheet 1. Forces Affecting Flight

29
Worksheet 2. Aircraft Control Parts

30
Worksheet 3. Lesson 2 - Fill in the blank worksheet

31
32