Web Based Inquiry (Integrated Unit).docx



Zach and Rebecca Teachers Guide: Make certain to include all of the specific sections outlined below. a) Introduction and Overview to the unit Introduction to the Unit: In this unit you will focus on mechanical flight as well as how mechanical flight relates to flight in nature. The students will be doing research on specific topics related to mechanical flight and flight relating to nature as outlined through the activity portion of the unit. These activities can range from field trips and reflections to research and building of mechanical flight objects. Through this web-based inquiry, your students should gain an understanding of how mechanical flight works, and how humans have gained knowledge of flight through nature. Your end goal will be to have students gain enough knowledge to create their own 3-D model of their mechanical flight object and present it during the culminating event at the end of the semester.b)Standards: Common Core and/or Illinois Standards (depending on subject – be sure to include all content areas):Science Standards:K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.K-2-ETS1-3. Analyze data from tests of two object designed to solve te same problem to compare the strengths and weaknesses of how each performs.3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, cost.3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.3-L S4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.Language Arts:RI.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including a collaboration with peers.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.RI5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.W.5.7 Conduct short research products that use several sources to build knowledge through investigation of different aspects of a topic.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Use language that pertains to time, sequence, and cause/effect.Social Studies:Standard 1: Chronological Thinking A: Distiguish between past, present, and future time.Interpret data presented in time lines and create time lines.Standard 2: Historical ComprehensionReconstruct the literal meaning of a historical passage.Standard 3: Historical Analysis and InterpretationAnalyze cause-and-effect relationships and multiple causations, including the importance of the individual influence of ideas.Hypothesize the influence of the past.Standard 4: Historical Research CapabilitiesA. Formulate historical questions.B. Obtain historical data from a variety of sources. F. Support interpretations with historical evidence. Standard 5: Historical Issues-Analysis and Decision-MakingIdentify issues and problems in the past. Identify relevant historical antecedents.Evaluate the implementation of a decision. c) Teacher background information—any general information that you think a teacher might need, include references that might be useful. I would include an overview paragraph(s) describing the unit (in general terms). Here, tell the type of unit structure (problem, project, learning cycle) and provide an overview of what students do—think of this as selling the unit—two full paragraphsIn this unit, your students will be focusing on mechanical flight and how mechanical flight relates to flight in nature. As the teacher, you will have a general knowledge on what mechanical flight is, and how flight is used in nature.(Birds) The unit is full of activities that will build off of your previous knowledge as a teacher relating to these subjects. The students will use your prior knowledge combined with the new knowledge they gain to successfully complete the unit. This unit is structured as a project based unit. The students will do multiple activities throughout the semester that allows them to gain knowledge of the essential questions and allows them to be able to represent their form of mechanical flight at the culminating event. Students will be actively engaged in everything from field trips, to group projects and research, to meeting with guest speakers and reflecting on their knowledge. This unit is based heavily on the students being engaged in active research and hands on activities making it a fun and effective way for the students to learn through your knowledge, and the information you have provided them with through activities that they will complete. d)Assessment for the unit: Please include an assessment (rubric) for the culminating activity of the unit and then a description of how you will assess student learning (formative and summative) across all of the activities. Provide specific examples of each. You will want to include your reasoning for why you have the assessment activities as you do. This part will be no less than 4 full paragraphs-- ~2 pages double spaced.Assessment GuideUnsatisfactory (0-5)Getting Better (5-10)Almost There (10-15)Perfect Job! (15-20)Timeline Presentation Points:Student does not have a timeline or has very little to no information on their timeline. Student has created a timeline, but the timeline does not include required information or media such as articles, pictures, and website links at all. Important dates are left off.Student has created a timeline to present and has included most required information. Timeline may lack some important details and forms of media, but it didn’t effect presentation.Student has created a timeline that is very detailed and is full of important dates. The timeline presentation has different forms of media present. Very few details and or dates not on the timeline.Triple Venn-Diagram Points:Student does not make a diagram at all. Student makes diagram but does not fill it out.Student makes diagram, but the diagram lacks significant details and or does not compare the correct data.Student has made a diagram and it has medium details in all categories. Student has accurate data with few errors.Student has made a diagram that is very detailed and compares and contrasts all three topic areas. All topic areas are accurate and all data is accurate.Participation Points:Student shows little to no motivation and rarely participates in activities.Student is involved in activities, but shows little effort and rarely participates with class.Student is participating in class and shows effort in completing and working on activities.Student is engaged and efficient in participation. Student shows strong effort in completing work and participating in the classroom.3-D Mechanical Flight Model Points:Student does not make a 3-D model, or does not complete it.Student starts a model but does not fully complete it. Student model is not accurate in detail.Student model is complete but may be lacking important details, or it has slight inaccuracies in its design.Students model is complete, accurate, has all important details with little to no inaccuracies in its design.Field Trip Guide Points:Student does not go on any field trips and student logs little to any detail in their journal about the fieldtrip(s).Student goes on a fieldtrip(s), but does not show any reflection in their journal about the fieldtrip(s) that accurately depicts what they have learned.Student goes on a fieldtrip(s) and writes detailed accounts in their journal that accurately depicts what they have learned from the field trip. The journal may be lacking important details about the fieldtrip(s) that shows they were engaged and know how to strongly reflect.Student goes on a fieldtrip(s) and writes very detailed and accurate accounts of what they learned on the fieldtrip(s). The journal has most if not all important details of the fieldtrip(s) and the student shows a strong reflection of engagement through their journal.Final Presentation Points:Student has no presentation prepared or has very minimal amount of materials to present.Student has materials to present, but the materials are limited and not very detailed.Student has adequate materials to present, but may be lacking some details that are important to the presentation.Student has all materials that have been completed and presents them well with detail. May have minor details missing.Total Points: Students will be heavily assessed on the three main assessments according to the UBD model. These three main assessments are the creation of their timeline, the creation of a triple Venn-diagram that compares insects, birds, and flying machines, and the culminating event. Those are the three formative assessments that will be present within the unit. The culminating event/final activity will be the summative assessment as it will provide you as the teacher with all of the information you need to check for understanding throughout the entire unit. These three activities as assessments are strongly influenced by how they fit into the unit. Each of these assessments will provide you with valuable information as to where each student is at in the unit in terms of understanding and pace. The smaller activities in-between the formal assessments will be informal assessments that help guide the students to their end goal. The first assessment is a timeline that students will create based on scientific and historic information they find about their specific flying machine that they have chosen to research. This assessment is preceded by learning about timelines and their importance, as well as lessons on research and analyzation of data to accurately gather information to present in their timeline. They will also learn how to work with smart board technology so they are able to present this effectively. The second assessment is a measure of how students are understanding the relationship between nature and mechanical flight. This formal assessment will allow the students to pick a flying insect, a bird, and a mechanical flight object and compare them in a Venn Diagram. Activities that will allow the students to be informally assessed and to gather data to accurately complete this second assessment will be done with ample time for the students to collect and analyze and understand all of the information necessary to complete this assessment. This will show you how students are understanding one of the enduring questions within the unit that addresses the relationship between flight in nature and mechanical flight by humans.The third and final assessment is both formal and summative. The culminating eventtakes all of the activities from the unit and puts them into one presentation. The student will be formally assessed on how well they have interpreted data, their understanding of flight, their ability to create and explain replicas of their chosen flying machines, as well as their ability to recognize the impact of mechanical flight on nature and the world. The students should be able to connect all essential questions during this assessment and should be highly motivated to complete this with ease if they have been keeping pace with the activities within the classroom and the assessments that they should have previously accomplished.Rockets will be used as a way to show the difference in types and styles of flying machines. They will also be used to show the students how difficult it is to actually make a mechanical object fly. This will be done with minimal supervision as the students will be given a simple guide of what the rocket has to have as a minimum, but they are responsible for putting the parts on and putting them on correctly. They will not be assessed on how their rocket flies per say, but you will assess the students more on if they are able to create a flying machine that has the minimum requirements that you have laid out and if they are able to tell you why their rocket flew correctly or why it didn’t fly correctly. The discussion and reflection on the rockets will be the key in assessing student understanding of a different type of mechanical flight outside of airplanes. e) Advance prep: any materials needed for your activities or special arrangements.2-liter bottlesTin foilComputers with internet accessTexts relating to flight (birds and mechanical flight machines)Cardboard boxesCardboard rolls (toilet paper, paper towel, poster holders)Bike Tire PumpTapeMiscellaneous household boxes and bottles Adequate travel accommodations to field trip locationsScissors Card StockPaperPencilsMarkersFabricBase for launch of rocketsMiscellaneous recycled material GlueWaterManilla FoldersPennies9” Foam PlatesTape MeasureRulersCut out for FPG-9 f) Detailed outline of the unit lessons. You should have thought through these lessons so that you can describe specific learning objectives and describe activities that would allow students to meet the learning objectives in 2 paragraphs. You need to include both science and language learning objectives should be included. Additionally you will need to include the critical questions that you might ask or have as part of the unit, description of how you might assess the students meeting the specific learning goals of the activity). Team activities (activities that students do in small or large groups):Required Activities:Venn Diagram - Birds and InsectsLearning Objectives:Students will be able to use prior knowledge as well as informational texts from the classroom to fill out a Venn diagram, in pairs, with information about birds and insects. Assessments:After the time allotted for the activity, student pairs will share some of what they put on their Venn diagram with the class. Also, the Venn diagrams itself will be a way to assess the students understanding of birds and insects as well as the activity.Teacher Description of the Activity: The students will start as a whole group with the teacher. The teacher will introduce the idea of a Venn diagram by asking students questions such as what it is, looks like, and what it can be used for. After students have grasped the concept the teacher will introduce the idea of using a Venn diagram to compare and contrast birds and insects. As a whole group, the teacher will demonstrate how to fill in the Venn diagram using a bird and insect and ideas from the students in the class. After getting a few ideas put onto the Venn diagram, students will be put into pairs to complete their own Venn diagram. For the activity, students can either do birds and insects as entire groups or pick one specific bird and one specific insect (but if they do pick a specific bird they must pick a specific insect). Students should use prior knowledge they may have about birds and insects as well as the informational texts in the classroom to fill the Venn diagram with information (each section of the diagram should have at least five characteristics or ideas). After students have filled out the Venn diagrams with the necessary requirements, they may draw a pictures of what they compared and contrasted.Student Description of the Activity: As a whole class, you will go over the idea of a Venn diagram and how to fill one in using birds and insects as the topics. After going over an example Venn diagram as a class, you will be put into pairs to complete and fill out your own Venn diagram. In your pairs, decided whether or not you want to compare and contrast birds and insects as whole groups or pick one specific bird and one specific insect. Use prior knowledge as well as informational texts in the classroom to complete the activity. Have at least five characteristics or ideas in each portion of the Venn diagram. Once you have found and included all of the characteristics and ideas you may draw pictures of what you are comparing.Anita Purves Nature Center/Busey Woods - field tripLearning Objectives: Students will be able to make written and drawn observations and study different birds in nature and then discuss as well as write a reflection paper about what they saw and how they think birds and nature has impacted human flight and flying machines. Assessments: The discussion that students will have during or after the field trip about birds and nature and how they may have or have impacted human flight and flying machines can serve as an informal assessment. A more formal assessment would be the written reflection with drawn pictures that each student will do following the class discussion. Teacher Description of the Activity: Before going on the field trip have the students discuss as a class different things or animals (especially birds) that they might see in nature. Have students begin their thinking by reflecting on different things they have seen in nature (outside their home, in a park, etc.). After students have brainstormed a few ideas, ask them what they have seen in nature that reminds them of or makes them think of flying machines and human flight. Ask questions and lead the discussion towards the idea of birds and flight and how birds may have influenced human flight and flying machines. Explain to students that the point of this field trip is to observe different birds in nature and really think about how they could have (or do) influence human flight and flying machines. While on the field trip, students should have a sketchpad to take written and drawn observations on for future reference. Throughout the field trip direct students’ attention towards birds and different aspects of birds that may have influence human flight in some way (such as the wings or beak, and so on). Do not give students all the answers but rather ask critical thinking questions that allow them to reach decisions and observations on their own. After the field trip, either while still at the Nature Center or back in the classroom, have a whole group discussion where the students reflect on and share what they saw and the observations they made. Back in the classroom, have students write a short reflection with drawn pictures about what they learned and observed and how they think birds and nature has influenced human flight and flying machines in general. Student Description of the Activity: You and your class will be going on a field trip to the Nature Center to see and observe nature and animals within nature!! But, before you go you and your classmates will discuss the different things you may see on your field trip. After you and your classmates have discussed different things and animals you may see in nature, you will talk about what in nature reminds you of flying machines that you have talked about or seen in class. The point of this field trip is to observe different aspects of nature that may have influenced human flight! While on the field trip you will observe different aspects of nature, taking notes and drawing pictures of what you see and ideas that you have of how what you are seeing could have or may have influenced human flight and flying machines. After the field trip you and your classmates will have another discussion about what you observed in nature and how it relates to human flight. This is an opportunity for you to share your thoughts and ideas with your classmates! For the final part of this activity, you will write a reflection about what you saw on the field trip including observations you made as well as ideas you have about how nature has influenced human flight and flying machines. You can also draw pictures with your reflection of different things you saw and how they relate to human flight and flying machines.Flightstar at University of Illinois-Willard Airport - field tripLearning Objectives: Students will be able to make written and drawn observations about various aircrafts that they will see and learn about at the airport and have a discussion about what they saw and learned. Assessments: The written and drawn observations made by the students throughout the field trip can be used as a way to assess what the students saw and learned. A class discussion held after the field trip is an informal way to assess what students say and learned at the airport. Teacher Description of the Activity: Before going on the field trip have a whole class discussion about what the students will see and learn about while at the airport. Ask students if they have ever been to an airport, what they saw, heard, and noticed about the aircrafts at the airport. Ask students if they think that they will see similar or different types of aircrafts compared to the ones that they have been on or seen before. Throughout the field trip, keep students focused on whoever is speaking and giving them information about what they are seeing. Encourage students to ask questions and if they do not have any, have some prepared to ask so that students do not lose interest. Also make sure that students are taking notes and making observations about what they are seeing and learning throughout the field trip. After the field trip, back in the classroom, have students discuss what they saw and what they learned while on the field trip. Students can share any information they found interesting or really stuck with them about flying machines and mechanical flight or the airport. Student Description of the Activity: You and your classmates will be going on a field trip to the airport to look at and learn about airplanes! But, before you go you and your classmates will discuss what you might see and learn about. First think, have you ever been to an airport before? Have you ever been on an airplane before? What did you see or notice? Discuss these questions with your classmates then talk about what you might see at this airport. During the field trip you will be making observational notes and drawings about what you are seeing and taking some brief notes on what you are learning about flying machines, aircrafts, and airports in general. Just remember, while you are at the airport stay with your group, keep your voices off, and your hands to yourself. If you have a question or want to say something, raise your hand and wait to be called on. But remember to have fun! After the field trip is over and you are back in the classroom, you will have another discussion with your classmates about what you saw and learned while at the airport. You can refer back to your observational notes and drawings if you wish. Jeese Guest Speaker (Physics of Flight)Learning Objectives: Students will be able to actively participate in hands-on activities and discussions about the physics of flight. They will be able to discuss how flight is possible with physics terminology and reasoning. Assessments: Students will be actively engaged in discussions with the guest speaker as well as each other to talk about their previous knowledge and what they are learning. The students will have a whole class discussion about what they learned and how it pertains to airplanes and mechanical flight after the Physics of Flight talk. Teacher Description of the Activity: For this activity you will need the help of a Physicist! Invite a guest speaker into the classroom to teach your students about the physics of flight, but before make sure you discuss with your students who is coming into the classroom and what they will be learning about. Before the guest speaker comes into the classroom, have a whole class discussion about what they think helps or makes an airplane or any mechanical flight object fly. Take down what students are saying for future reference (when the guest speaker is there). Also have students think of questions that they would like to ask the guest speaker or different things that they are curious about when it comes to the physics of flight. Have each student write down at least one question (but it could always be more) that they will ask the guest speaker and put them in a folder that will be brought out when the guest speaker arrives. When the guest speaker actually comes to the classroom, actively participate along with the students when asked or required by the guest speaker. At the end of the guest speaker’s talk, hand out the students’ question cards so that they can ask the guest speaker. If a student’s question was answered during the talk, they do not have to ask their written question but can ask a different one instead. After the guest speaker has left, have a whole class discussion about what they learned about the physics of flight. Student Description of the Activity: A guest speaker is going to visit the classroom to talk to you and your classmates about the physics of flight!! Before the guest comes, you and your classmates will talk about what you think helps or make and airplane or any mechanical flight object fly. What do you think helps an airplane get up into the air, stay there, and move around in the air? Any idea or thought you have is a good idea so share it with your classmates! After your class has some ideas down, think of questions you want to ask the guest speaker and learn the answers to. You will write at least one question down on a notecard, if you have more questions feel free to write more down. When the guest speaker is in the classroom your teacher will give you your notecard back so that you can ask your question. Throughout the time that the guest speaker is in the classroom, listen and actively participate so that you can learn the most about the physics of flight. Feel free to ask questions if you have any during the talk and take in all the information about how planes get up in the air! When the guest speaker is finished you will have the opportunity to ask the questions that you wrote down on your notecard so that you can learn the answers. After the guest speaker’s presentation is over, you and your classmates will discuss what you learned about the physics of flight.Choose from the following options below, you must complete at least two of the activities:Venn Diagram - Birds, Insects, and Flying MachinesLearning Objectives: Students will be able to use prior knowledge as well as informational texts from the classroom to fill out a Venn diagram, in pairs, with information about birds, insects, and flying machines. Assessments: After the time allotted for the activity, student pairs will share some of the information put on their Venn diagrams with the class which will serve as a sort of informal assessment. The Venn diagram itself will be used as a more formal assessment to determine the students’ understanding of birds, insects, and flying machines as well as how the three are similar and different. Teacher Description of the Activity: The students will begin the activity as a whole group with the teacher. The teacher will review the idea of a Venn diagram (or introduce it if it has not been previously introduced) with the students asking students what they remember (or know) about Venn diagrams, what they can be used for, or how they as a class have used them before. After having a small discussion about Venn diagrams, students will be introduced to the idea of a triple Venn diagrams. The teacher will model how to make and fill out a triple Venn diagram with the help of the students using a bird, insect, and flying machine examples and ideas from the class. After a few ideas are put on the Venn diagram. Students will be put into pairs to complete their own Venn diagrams. For this activity, students should choose a specific bird, a specific insect, and a specific flying machine rather than using the broader topics. Students should use prior knowledge that they may have as well as various informational texts that are in the classroom to fill out their Venn diagrams with information. Each section of the diagram should have at least four or five characteristics or ideas. After students have filled out the Venn diagrams with the desired amount of information, they may draw pictures representing the bird, insect, and flying machine that they chose. At the end of the lesson, student pairs will share their Venn diagrams with the class by stating what they chose to compare and contrast as well as a few characteristics or ideas they wrote down. Student Description of the Activity: As a whole class, your teacher will review (or introduce) the idea of a Venn diagram, what they are used for, and how you have used them before. Your teacher will then introduce the idea of a triple Venn diagram and model how to fill one out using a bird, an insect, and a flying machine. After going over an example, you will be put into pairs so that you can complete and fill out your own triple Venn diagram. In your pairs, you will choose a specific bird, a specific insect, and a specific flying machine to use for your Venn diagram. Using prior knowledge as well as informational texts in the classroom, fill out your Venn diagram with at least four or five ideas or characteristics in each portion of the Venn diagram. Once you and your partner have filled out you Venn diagram with the necessary amount of information, you may draw pictures of what you are comparing. After everyone has completed their Venn diagrams, pairs will take turns sharing what they chose as their bird, insect, and flying machine as well as a few characteristics or ideas that they came up with.Willard Airport control tower (field trip)Learning Objectives: Students will be able to discuss the different jobs and roles that take place within a control tower as well as describe what the purpose and function of a control tower is. Assessments: Students will be assessed by creating charts in small groups describing the different jobs that take place within a control tower. Each group will then present their chart to the class. Teacher Description of the Activity: Before going on this field trip the teacher will have a brief discussion with students about what a control tower is and what its function is. Students may not know what a control tower is exactly, so have a few pictures of control towers to show them so that they can get a better idea of where they are going and what they might see. The purpose of this activity and field trip is to learn more about flight and how airplanes work and get from point a to point b as well as the different roles people play within the control tower; the teacher will explain this to the students and let them know that observational notes and drawings should pertain to these main ideas. Throughout the field trip, the teacher will keep the student focus on whoever is talking or whatever they are looking at and learning about. The teacher will encourage students to ask questions but if they do not have any the teacher may, and should ask some of their own to continue the flow of information and learning. After the field trip is over and everyone is back in the classroom, the teacher will break up the students into groups. Each group will create a chart with the different jobs that were presented at the control tower and a short description of what each job was and does. After students have written a brief description or a few main points, they may draw a picture to show each job as well. If students are having a difficult time thinking of jobs they saw or what they did, the teacher will ask leading questions to help them. After all the groups have finished their charts, they will take turns sharing what jobs they saw and a little bit about each job. Student Description of the Activity: You and your classmates will be going on a field trip to an airport control tower to learn about different jobs within it as well as the main functions of a control tower. Before you go on the field trip, you and your classmates will talk about what a control tower is and what it does. It is okay if you do not know because you will learn all about it! This discussion before the field trip is simply a time where you can share your thoughts and ideas with your classmates about what you might see or what you think a control tower does and who works within them. During the field trip you will be taking observational notes and drawing about what you are seeing and learning but focus more on the different jobs within the control tower, what they are and brief descriptions or main points, because you will be using this information in a later activity after the field trip. Also take note of how a control tower works and what its main function is, such as helping planes land and take off. While on the field trip remember to stay with your group, keep your voices off, and keep your hands to yourself. If you have a question or there is something you want to say, raise your hand and wait to be called on. But most importantly, have fun! After the field trip is over and you are back in the classroom, your teacher will break you and your classmates up into groups to create a chart about the different jobs you saw at the control tower. Use your observational notes and drawings to fill your group’s chart with information about each job, what it is, what it does, and the purpose for it. Once you have enough information, you and your group may draw a picture showing each job at the control tower. FPG9 flight building and testingLearning Objectives: Students will be able to build their own FPG9 using the provided materials and then test their FPG9’s in groups by seeing how far they fly and then creating a chart and graph with their group data. Assessments: Students will be assessed not on how well their FPG9 flies but rather on the completeness of the activity. All students must build an FPG9 and then test fly it in groups at least three times and measure the distance it flew each time and use the group data to create a chart and graph. Teacher Description of the Activity: Students will be given a 9 inch foam plate, scissors, tape, a penny, and the FPG9 template to create their own FPG9. Each student will make their own using the given materials and the template. Students may decorate their FPG9 however they choose after putting it together. After students have made their own FPG9, they will work in groups of three to test fly their FPG9’s with three trials each, measuring how far they fly. Students will measure the distance from where they threw the FPG9 to where it landed. Groups will keep track of each of the trials and then use that data to create a group chart and a graph comparing the FOG9’s of the group. The teacher will collect the completed charts and graphs to use as an assessment for the activity. After all students have completed the activity, volunteers may share their FPG9’s and the chart and graph they made from their trials. Student Description of the Activity: For this activity you will be making your own FPG9! Your teacher will give you a 9 inch foam plate, scissors, tape, a penny, and a FPG9 template to use. With these materials you will create your very own FPG9!! After you have finished making your FPG9 you can decorate it with markers or crayons however you want! After you have finished decorating, you will work in a group of three to test fly each of your FPG9’s in three trials measuring how far the FPG9 flies each time. Keep track of the distance for each trial by measuring the distance from where the FPG9 was thrown to where it lands because your group will use this data later. After completing all three of the trials for each of your group members’ FPG9’s, your group will create a chart and graph that displays the data you collected comparing the different trials of each of your FPG9s nicely and neatly. You may ask your teacher if you need help. After completing the chart and graph turn it into the teacher. If you and your group wish, after everyone has completed making and testing their FPG9, you can share your FPG9s that you made as well as your chart and graph with the rest of the class.Planetarium/Flight Adventure (field trip)Learning Objectives: Students will be able to discuss different space crafts as well as the history of mechanical flight and the important people who contributed to the world of mechanical flight. Assessments: Students will have a whole class discussion after the field trip about what they learned about space crafts as well as the history of mechanical flight and the people who are part of mechanical flight history. Teacher Description of the Activity: Before going on the field trip, have a whole class discussion about what a planetarium is and what the students will learn while on the field trip. Some students might not know exactly what a planetarium is and may need some clarification. Have students brainstorm questions they might ask or things they want to learn while at the planetarium that is relevant to what they will be learning. Also mention that students will also be learning about mechanical flight history and the people who made and make mechanical flight possible. Students may also what to prepare questions about mechanical flight history or things that they would like to know more about. After the field trip when students are back in the classroom, have a whole class discussion about what the students learned or found interesting while on the field trip. Student Description of the Activity: You and your classmates will be going on a field trip to the Planetarium! While on the field trip you will learn all about space and space crafts as well as learn about the history of mechanical flight and people who are important in the world of mechanical flight. Before you go on the field trip, think of some questions you might want to ask or things you would like to know more about that pertain to space, space crafts, or the history of mechanical flight because you will be able to ask them while on the field trip. After the field trip is over, you and your classmates will discuss what you learned about or found interesting about space or the history of mechanical flight. Birds and Flight Graphic OrganizerLearning Objectives: Students will be able to work in groups to create a graphic organizer that explains how birds and nature have influenced mechanical flight (i.e. how mechanical flight is similar to bird flight). Assessments: The groups will be assessed from their graphic organizers about bird and mechanical flight. Teacher Description of the Activity: Students will work in groups to create a graphic organizer about how they think or know that birds and nature have influenced mechanical flight. If students are having trouble coming up with ideas, have them look at pictures of birds or videos of birds in flight, this may help them see some similarities between birds and mechanical flight. They can organize their information in any way that they choose as long as it is readable and makes sense. Students can use informational texts from the classroom or resources online to complete their graphic organizer. Student Description of the Activity: You will work in a group with some of your classmates to create a graphic organizer that contains information about how you think or know that birds and nature have influenced mechanical flight. Think about the shapes of different birds and how that could be reflected in different mechanical flight objects. You could also think about how birds fly, could that have influenced mechanical flight? Your group can organize the information however you choose as long as it makes sense. Use different books or texts from around the classroom or information resources online to fill out your graphic organizer. Experiment – Air pressure on paperLearning Objectives: Students will be able to explain and describe how air pressure works and plays a role in flight using Bernoulli’s principle. Assessments: Students will complete the activity and answer written questions in groups about air pressure and Bernoulli’s principle as it relates to the activity. Teacher Description of the Activity: For this activity all you will need is a strip of paper and some air flow (air pressure). Each student will have a strip of paper in front of them. Before doing anything, hold up a strip of paper in front of the class and ask them how they could get the paper to rise or go up. Have students discuss in groups different ideas. After the groups have had sufficient time to discuss, listen to a few answers, then have students hold the strip of paper against their chins, just below their mouths and blow over the top of the strip (model this for the students). The paper will rise. Ask students why they think the paper rises when we blow on top of it. Explain to students that this is because of Bernoulli’s principle which states that an increase in the velocity of any fluid is always accompanied by a decrease in pressure. In simpler terms, with air as the fluid (because it is a fluid) by blowing on top of the paper you are producing faster moving air and less air pressure which then in turn results in slower moving air on the bottom of the paper and more air pressure which pushes the strip of paper up and causes it to rise. It may help the students to draw a pictorial representation of what is happening. After students have grasped the concept have them work in their groups to answer the following questions in their own words: (1) what is Bernoulli’s principle; (2) how does Bernoulli’s principle explain air pressure and why the strip of paper rises; (3) draw a picture explaining what is happening to the paper; and how could you use Bernoulli’s principle when discussing air planes and flight (hint: think about their wings). Teacher reference: Bernoulli’s principle works with an airplane wing. In motion, air hits the leading edge (front edge) of the wing. Some of the air moves under the wing, and some of it goes over the top. The air moving over the top of the curved wing must travel farther to reach the back of the wing; consequently it must travel faster than the air moving under the wing, to reach the trailing edge (back edge) at the same time. Therefore the air pressure on top of the wing is less than that on the bottom of the wing. Student Description of the Activity: This activity will help you understand air pressure and air flow and how it pertains to Bernoulli’s principle. You will have a strip of paper and with it you will learn all about air pressure and how it works! Before you pick up the strip of paper, think about ways that you can make the paper rise or go up, and share those ideas with your group. Now hold the strip of paper against your chin right below your mouth and blow. Notice how the paper rises? Why do you think that is? Think about some ideas and talk about it with your group. After you and your group has had the chance to discuss, you will be introduced to Bernoulli’s principle! Bernoulli’s principle explains why the paper rises when you blow on the top of it, it is because of air pressure. After your teacher explains how Bernoulli’s principle and air pressure work you and your group will answer various questions that learned about through the activity. The questions are:1. What is Bernoulli’s principle;2. How does Bernoulli’s principle explain air pressure and why the strip of paper rises;3. Draw a picture explaining what is happening to the paper; and4. How could you use Bernoulli’s principle when discussing airplanes and flight (hint: think about their wings). Work with your group to answer these questions thoroughly and in your own words. You can use pictures or drawings to better explain your answers if you feel the need to.Chanute Air Force Base Museum (field trip)Learning Objectives: Students will be able to learn about and discuss different types of aircrafts, what they are, what time period they are from, and what purpose they serve. Students will also be able to research about one specific aircraft, talk about it in depth, and create a visual which presents the information they found about their specific aircraft. Assessments: Students will have a discussion about the field trip and what they learned which will serve as an informal assessment. The visuals created by student groups will serve as more of a formal assessment for the activity. Teacher Description of the Activity: Before going on the field trip, have a whole class discussion about what the Chanute Air Force Base Museum is and what they will be seeing and learning about. The purpose of this activity and field trip is to learn more about airplanes and different types of aircrafts. Students will be taking observational notes and drawings throughout the field trip which they can use in the later portion of this activity. While on the field trip, students will be grouped together and each group will pick a specific aircraft that is at the museum to learn all about. Each group must choose a different aircraft. While at the museum, the student groups should learn all they can about the aircraft that they chose, taking notes and drawing pictures. After the field trip is over and the students are back in the classroom, they will rejoin their groups and create a visual that presents the information they found about their chosen aircraft. Groups should also include the drawings that they did of the aircraft so their classmates are aware of which aircraft they are talking about. Each group will present their findings and the visual to the rest of the class. Student Description of the Activity: You and your classmates will be going on a field trip to the Chanute Air Force Base Museum! On this field trip you will learn all about different airplanes and aircrafts. While on the field trip you will take observational notes and drawings of the different aircrafts you see. For this field trip you will be put into groups by your teacher. You and your group will choose a specific aircraft that is at the museum to learn more about, each group must choose a different aircraft meaning that no two groups will be learning more about the same aircraft. After the field trip you and your group will gather and put all your observational notes and drawings together to create a visual to present to the rest of the class. Individual activities:Required Activities:Research specific Flying MachineLearning Objectives: Students will be able to learn about a specific flying machine that interests them. They will be able to read and learn about what the flying machine is, when it was invented and by whom, what purpose it serves, and how it has affected and impacted the world. Students will be able to then use this information to fill out a worksheet to use for future reference. Assessments: Students will use the information they find to complete and fill out a worksheet for use at a later time. Teacher Description of the Activity: Each student will pick a specific flying machine to research and learn all about. They will use informational texts as well as online resources to learn all about their chosen flying machine. Each student will fill out a worksheet about their chosen flying machine with what the flying machine is, who invented it and when, what purpose does it serve or why was it invented, and how it had impacted or affected the world. Students can use complete sentences or bullet points when completing the worksheet but all of the information must be present because it will be used in the future for the culminating event. Student Description of the Activity: For this activity you will chose a flying machine to research and learn all about by using informational texts and online resources. Your teacher will give you a worksheet with different areas that you need to find out and learn about. For your specific, chosen flying machine you will learn about what it is, when it was invented and by whom, what purpose it serves or served (meaning why it was invented), and how it impacted or affects the world. When filling out the worksheet with this information you may use either complete sentences or bullet points as long as you include all the information because you will need it for future activities.Sketch/drawing of chosen Flying MachineLearning Objectives: Students will be able to draw/sketch their chosen flying machine and from that drawing think of different materials they would want to use in creating a 3-D representation of their flying machine. Assessments: Each student will make their own sketch/drawing of their chosen flying machine which will be useful when they are creating the 3-D representations of their chosen flying machines. Teacher Description of the Activity: For this activity each student will draw/sketch their chosen flying machine. They may use any picture they would like as long as in the picture their flying machine is completely present and easily seen. Students will draw, not trace, their flying machine in pencil and then color it in how they choose. After completing the drawing, students will think of different materials they would like to use in creating a 3-D representation of their chosen flying machine. The students should think about each part in their drawing and what different materials they could use. Student Description of the Activity: After you have researched and learned all about the flying machine that you chose, now you will sketch/draw it. Using a picture of your choice, draw (not trace) your flying machine in pencil and then color it in with color pencils, markers, or crayon. After you have finished drawing, look at your picture and think about what different materials you could use to create a 3-D representation of you flying machine. Write down some of your ideas on the back of your drawing saying specifically what materials you would use for which parts of the flying machine. Building of 3-D representation of chosen flying machineLearning Objectives: Students will be able to create and build a 3-D representation of their chosen flying machine that they have previously researched and drawn. Assessments: Each student will create and build their own 3-D representation of their chosen flying machine which will be used for the culminating event. Teacher Description of the Activity: They have done the research and drawn a sketch, now students will build their own flying machine. Students will use different materials (cardboard, foam, boxes, aluminum foil, plastic, etc.) to create a 3-D representation of their chosen flying machine. The 3-D representation can be however big or small as the student chooses. The representation does not have to be functional because it is simply a model but it does have to look like and represent the flying machine that they chose. This activity should be done by the students completely but they may need help with cutting specific materials. Student Description of the Activity: You have done the research. You have drawn a sketch. Now you will build. For this activity you will build a 3-D representation of the flying machine that you chose. You can use a variety of materials to make a 3-D model, however big or small, of your flying machine. The representation does not have to be functional but it should look like the flying machine that you chose. Try your best to make a great 3-D representation because it will be displayed for the culminating event!Timeline of mechanical flightLearning Objectives: Students will be able to use informational texts (such as books as well as the internet) to create a timeline of at least 10 events, people, or inventions in mechanical flight history that they feel are important. Assessments: The timeline will serve as an assessment in and of itself as a way to see how much the students learned about mechanical flight events, people, inventions, or history. Teacher Description of the Activity: Students will use informational texts and online resources to learn about mechanical flight and its history. Each student will create their own timeline filled with at least 10 different events in mechanical flight history. These events can be inventions, important people, or events that are important to mechanical flight in some way. For each event the students must say what it is, when it occurred, what or who happened, and then why this event is important to mechanical flight history. After students have completed their timelines with the 10 necessary events (although they can and should be encouraged to do more) they can draw pictorial representations of events on their timelines. Student Description of the Activity: In this activity you will be learning all about mechanical flight and its history. There are so many events, inventions, and people who have played and continue to play an important role in mechanical flight. You will use informational texts and online resources to create your own timeline about mechanical flight. For this timeline you will need at least 10 (although you can include more) different events, people, or inventions that are important in mechanical flight. For each of your 10 different events, you will write what the even it, when it occurred, what or who happened, and then also include why you think this event is important to mechanical flight history. After you have completed your timeline you may draw pictorial representations of the events on your timeline.Choose from the following options below, you must complete at least two of the activities:Research a specific person in mechanical flight historyLearning Objectives: Students will be able to research and learn about a specific person in mechanical flight history. Students will be able to learn about who that person is, what they did and when, and how they impacted the world of mechanical flight as well as the world in general. Assessments: Students will write all of the information that they found down for possible use in another, future activity. Teacher Description of the Activity: Each student will pick a specific person in mechanical flight history. They will research and learn all about this person, who they are, when they lived, what they did, and how they contributed to the world of mechanical flight. Students may use informational texts or online resources to find their information. Although students may write in complete sentences or brief notes, they should have enough information to present to the class because they may be using this information in a future activity. Student Description of the Activity: You are going to research and learn about a person in mechanical flight history of your choice. Choose any person that has made a contribution to the world of mechanical flight to read and learn about. For this activity you can read informational texts or online resources to learn all about the person of your choice. You will need to write down information such as who the person is, when they lived, what they did that was a contribution to the world of mechanical flight, and how their contributions affected the world in general. Make sure you take detailed enough notes because you may be using them in a future activity!Presentation/Skit about the person from mechanical flight historyLearning Objectives: Students will be able to use information they found from a previous activity to write and create a presentation of skit about the person from mechanical flight history that they chose. Assessments: The presentation/skit will be performed for the entire class and can serve as a form of assessment. Teacher Description of the Activity: Each student will take the information that they found from the research that they did on their chosen person from mechanical flight history to compose and put together a presentation or skit. If more than one student chose the same person, they may work in groups to create a skit or presentation. Students may use props or poster board with facts written on it for their skit or presentation. Before students present, the teacher will go over what each student is doing with them individually to give them feedback or ideas that the students can use before presenting in front of the whole class. Each student or group will present their information to the class and afterwards answer any questions the class may have either about their presentation or about the person they chose. Student Description of the Activity: Lights, camera, action!!! You will be writing and performing a skit or presentation about the person from mechanical flight that you chose and researched. Using the information that you found and props or a poster board of facts (if you choose), you will write an informational skit or presentation to perform for the rest of the class. If someone else in the class researched the same person as you, you may work with them in creating and performing this skit or presentation but you can choose to work alone as well. As you are working on your skits or presentations, the teacher will be walking around the room to give you feedback or ideas if needed. After you have had time to write, prepare, and practice each student or group will perform their skit or presentation to the class. After each presentation or skit, the floor will open up to the audience for questions and clarification either about the person from mechanical flight history or about the skit itself.Environmental impact of mechanical flight on the world Learning Objectives: Students will be able to read about and research how mechanical flight has impacted the environment and display their information using an online graphic organizer or PowerPoint of some type. Assessments: The online graphic organizer or PowerPoint that the students create with their information will serve as an assessment for the activity. Teacher Description of the Activity: Students will use online resources to learn about the environmental impact that mechanical flight has had and continues to have on the earth. Students may either focus on one specific flying machine or on mechanical flight as a whole. Students will then take the information that they found and put it into and online graphic organizer or PowerPoint. After they have finished compiling their information into an online graphic organizer or PowerPoint, students will be broken up into small groups and present to the classmates in those small groups. After each presentation, there will be a short question and answer session. Student Description of the Activity: Although mechanical flight has done a lot of good for the world it has also had some negative effects on the environment. You are going to use online resources to learn about the effects of either a specific flying machine or mechanical flight as a whole has on the earth’s environment. After you have gathered enough information, you will then compile all of it using an online graphic organizer or PowerPoint. Include pictures, statistics, and facts in your presentation and make sure to cite the sources you got your information from. After you have finished making your online graphic organizer or PowerPoint, your teacher will break you and your classmates up into small groups where you will present your findings and partake in a short question and answer session. How have birds, insects, and nature have influenced mechanical flight and visually represent findings.Learning Objectives: Students will be able to read and learn about how birds, insects, and nature have influenced mechanical flight and visually represent their findings. Assessments: After students research how birds, insects, and nature have influenced mechanical flight, the visual representation that they create in order to present their information will serve as an assessment. Teacher Description of the Activity: Each student will individually research how birds, insects, and nature have influenced mechanical flight and a specific flying machine of their choice. They can use online resources to find their information and learn about the influence nature has had on mechanical flight. After students have found enough information, they will take their findings and create a visual representation of their choice; they can use a graphic organizer (online or not), PowerPoint, or poster board. Student Description of the Activity: Did you know that some flying machines and mechanical flight inventions were influenced by nature? In this activity you will be learning all about how birds, insects, and nature have influences mechanical flight. Using online resources, you will find information on how nature has influenced mechanical flight as a whole and how one specific flying machine of your choice was influenced by nature. After you have found enough information, you will take your findings and create a visual representation. This representation could be a graphic organizer (online or not), a PowerPoint, or a poster board. Flight simulatorLearning Objectives: Using an online flight simulator, students will be able to learn about how different aircrafts work and function as well as how to control a variety of aircrafts. Assessments: Each student will use the flight simulator at least once with two different aircrafts. Teacher Description of the Activity: Each student will participate in using the online flight simulator located at the following web address, . This is a free online flight simulator that allows students to choose their aircraft, location, weather conditions, and more. This simulation allows students to see what goes into making an aircraft fly and stay in the air. The different gauges are shown on the screen so that students can see their altitude and such. Students can also choose a runway as a starting point so that they can get the aircraft that they chose in the air and keep it in the air. Before beginning the simulation, make sure that the controls are on keyboard and not mouse and that students are aware of what keys controls what. Student Description of the Activity: Using the online flight simulator at you will fly an aircraft of your choice! Through this online simulation you will be able to choose the aircraft and location to practice flying. Using the keyboard, you will fly an aircraft and keep it in the air so make sure you check what keys do what. After some practice, you can also choose a runway as a starting location and get your aircraft up in the air and fly around. Water bottle rockets (STEM)Learning Objectives: Students will be able to build their own water bottle rockets as well as learn about how and why they work. Assessments: Each student will create and build their own water bottle rocket which will then be launched off at the end of the unit. Teacher Description of the Activity: Students will learn about rockets, what they are, how they work, and what is necessary for them to work. They will then translate that information into what they need to make their own water bottle rocket work (body, fins, nose cone, fuel, etc.). If students wish, they may draw a sketch of how they want their water bottle rocket to look and what materials they want to use. Each student will have a 2-liter bottle, cardboard, a manila folder, and tape which they will use to create and build their own water bottle rocket. Students may build their water bottle rocket however they like as long as it has three to four fins and a nose cone on top. After all the students have completed making their water bottle rockets, they will be launched one at a time and the teacher will keep track of the trajectory of the rocket (straight up, to the side, etc.). Student Description of the Activity: For this activity you will be creating and building your very own water bottle rocket! Have you ever seen a rocket on television or in person? What do you think or know a rocket needs to work and function. Think of ideas with your class about what the parts of a rocket are then take those ideas and think about how you would make those parts for your water bottle rocket. You can make a sketch of what you want your rocket to look like and include the materials that you would use for each part. You will be given a 2-liter bottle, cardboard, a manila folder, and tape to use to create your water bottle rocket. You can make it however you like but the rocket must have three or four fins and a nose cone on top. When you are finished constructing your water bottle rocket, you may decorate it however you like. Once everyone in the class is finished building their water bottle rockets, they will be launched!!g)Presenting Team Findings: This last required activity is the culminating activity of the unit. Here students present and make meaning out of the previous activities and data collected. Students will address the main challenge of the unit through building and presenting their findings and 3-D representations of the flying machine in which they choose, to you as the teacher and to the students and guests that attend the event. This will also include student timelines and historical data related to their specific flying machine. h)Section describing your SIOP instruction practices used throughout the unit. You will want to include a discussion of the WIDA learning objectives here. This will be ~4 full paragraphs.The SIOP practices will be important during this unit as it is full of many different activities that could become difficult to certain students in your classroom. You will implement all 8 sections of the SIOP model and will also use WIDA as a tool to help identify needs of different students as well. Lesson preparation and building background knowledge are two of the most important parts of the SIOP model. During these two phases you will hook the students in on new topics, and help them expand their background knowledge through research and creation. Background knowledge will be used to help students build models of their flying machines and will help you plan future lessons within the unit based off of prior knowledge. Comprehensible input, strategies, and interaction all fit together in this unit. The topic of flight can be very overwhelming for third graders so you will want to choose input for the students that they can understand. Do not use words that are well out of their reach in terms of understanding. The strategies you will use are hard for most teachers to do. You will be more of a guiding individual than a teacher a lot of times. This unit is based a lot on the students being creative and finishing their projects on their own with their own ideas. It will be very interactive and will require a lot of flexibility from you as the teacher. Interaction fits nicely here as you will be highly interactive with your students. You will not be interactive in the sense that you will be creating their projects for them and helping them finish them, but you will be interactive in terms of always being around to guide the students in the right direction, and providing them with the necessary resources to complete the unit.Practice and application is used heavily in this unit as the students will be building various models and will also use the smart board to practice the application of different components of the lessons within this unit. Building their model 2-3 times before the final model is made is an example of this. Lesson delivery does not play a huge part in this unit for you as a teacher. Most of the activities are rather self-guiding and the students are going to be working with your aide instead of your teaching as this is project-based learning that supports inquiry by the students. You see this in allowing them to choose their own forms of presentation and what to present. Review and assessment is the key component of this unit. The culminating event will be the largest assessment for the students and will require them to review all objectives and lessons before the present their finding at this event. Students can be assessed visually and through their work by you as the teacher on how they are achieving according to the WIDA model. Your students will range from “entering”-or stage 1 to “reaching”-or stage 6. Make sure that you understand what tier your students fit in (Tier A, B, or C) so that you are able to address the learning standards and objectives of the unit through intervention and guidance from WIDA models that will help you with your instruction towards individual students. Even though a lot of activities are independent, this still needs to be an important part of your teaching during this unit. i) Section focused on Differentiation: how will you provide the supports for all of your students? This might be through the selection of the different activities and/or through your own classroom instruction. This will be ~4 full paragraphs. Through your classroom instruction and analysis of students work throughout the semester you should differentiate to certain levels the depth of the activities in which certain students are able to participate in and successfully complete. Classroom aides will be provided to those students who show a need for this type of individual assistance. As the head teacher, you will meet with your aides and you will have an open discussion on where students are in the process of completing the unit. You will need informal and formal assessment information as well as dialogue from your aides in order to make the appropriate decisions regarding student differentiation. In the instance that an individual student shows the need for such assistance, special accommodations will be made through the department of special education within the school to help give the individual an aide or the necessary instructional tools for them to complete this unit without hardship. For students who are ELL, provide the instructions in both English and their native language (accessible through google translate) so that they are able to better understand what is expected of them throughout the unit. Provide copies of texts in their native language (if possible) as well so the research they are able to do can be done with relative ease. Invite the parents of students to come into your classroom and share their cultures experiences (if able) with flying machines and flying in nature to give ELL students more ease and comfortability in doing this unit. Google translate is a powerful tool that can utilized in many ways. Make sure that you are constantly checking for understanding from ELL students who may show signs of struggling by using Google translate or a native speaker to communicate effectively with them. Your literacy instruction should go hand in hand with the scientific practices that will be accomplished during this inquiry. A large portion of this activity will be focused on students doing research and having to write, read, and discuss their findings through presentations. Because of this, you will see a lot of interdisciplinary instruction with literacy and science. The scientific aspect of research and data collection will align with standards in the English Language Arts as students will have activities that build on their abilities to speak during presentations as well as writing their findings in the form of timelines, and Venn Diagrams. The presentation portion of this inquiry is very important as well. The presentations will allow the students to demonstrate their ability to effectively speak and present accurate and meaningful findings to a group of people. This is an important part of their development and these presentations will aide in this area. j) Section describing your literacy instructional practices and linking them to the scientific practices found throughout the unit. You should also include possible modifications for special needs students. This will be ~4 full paragraphs.Literacy will be an important part of this unit. It will integrate well with both science and social studies lessons within this unit. Almost every single lesson has some form of literacy practice within it. It varies widely depending on the topic being covered, but almost all topics within literacy are addressed within the unit.Students will keep journals related to their scientific inquiries and field trips that will not only help them build stronger writing skills, but it will also help them develop strong analytical and formatting skills. Students will also be writing their findings from different activities on worksheets that they will keep as a reference of data on how to make changes to their models. Presentations will be given during this unit as well. There will be multiple presentations that require your students to research and present findings about flying machines and how they work from a scientific standpoint. They will also be presenting timelines on their chosen flying machine that will help students build stronger reading, research, writing, and presenting skills. Students with special needs will be given all accommodations possible to make them comfortable and to make them successful in this unit. Make sure you address all IEP situations and that you differentiate your instruction and level of participation and completion of activities to meet the varied needs of students. This could be anything from requiring students to do more typing if they struggle with building objects, to having the student build objects and discuss them more so than writing about them. Make sure you give all aide detailed information on what is expected of students so that they are able to help those students with special needs to the best of their and your abilities. Resources: ................
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