6F Science – FLIGHT INQUIRY – Week 1 & 2 (April 4 – April 15) –

FLIGHT INQUIRY – Week 1 & 2 (April 4 – April 14)    ***PICTURES & VIDEOS at the BOTTOM***

  • IntroductionWhy does a strip of paper go UP when we blow air down onto the top of the paper??????
  • Provocation 1 – commercial jet take off, hot air balloon take off
  • Wondering/Questioning – What do we wonder? (yellow index cards displayed permanently on wall)
  • CurriculumWhat does the curriculum say & where do our questions fit in?
  • OVERALL Guiding Question – Is there a big question that links all of our questions together? (How can heavy objects fly?)
  • Knowledge Building Question Web – arranging our wonderings/questions around the OVERALL Guiding Question (yellow index cards)
  • Background knowledge – What do we know already about our questions? (green index cards on Word Web)
  • Research – What is an aerodynamic shape? (in our Inquiry Journals, & students “crowd sourcing” URLs in a Google doc)
  • Knowledge Building Circle (April 14) – Sharing what we learned (Inquiry Journals)…..Students needed a better understanding of the difference between the STRAIGHT/FLAT & CURVED sides of an aerofoil wing

 

  • Provocation (Aerofoil wing/running activity) –  (spontaneous; April 14) – What happens if one person runs down the STRAIGHT/FLAT (bottom) side of an aerodynamic wing shape and a second person runs along the CURVED (top) side of an aerodynamic wing shape? Will they meet at the other side of the wing at the same time???? (We ran in pairs around the STRAIGHT/FLAT and CURVED sides of the aerofoil wing and tried out different speeds to see if we could have both runners arrive at the SAME TIME)
  • Knowledge Building Circle (April 14)
    • The runner on the CURVED side always seemed to take longer to get to the other side of the wing (end point)….because the CURVED side is longer
    • The runner on the CURVED side has to be faster than the straight side runner in order to both get to the end point together
  • Reflecting – on the Aerofoil wing/running activity (Inquiry Journals)
  • Experiment planningWhat do we wonder now about aerofoil wings & air? What experiment could we design to test out our new question? What materials would we need?

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Wondering/Questioning – What do we wonder? (individual yellow cards)

  • OVERALL Guiding Question – Is there a big question that links all of our questions together? (How can heavy objects fly?)
  • Knowledge Building Question Web – arranging our wonderings/questions around the OVERALL Guiding Question (yellow index cards)
  • CurriculumWhat does the curriculum say, & where do our questions fit in?

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Background knowledge – What do we know already about our questions? (adding blue-green index cards on Word Web)

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Research – What is an aerodynamic shape? (in our Inquiry Journals, & students “crowd sourcing” URLs in a Google doc)

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6F Knowledge Building Circle – FLIGHT 2015-2016
“Crowd sourcing” URLs in a class Google docFLIGHT   URLs  (paste website URLs here — no google links or Wikipedia — real science websiteshttp://quest.nasa.gov/aero/planetary/atmospheric/aerodynamiclift.htmlhttp://quest.nasa.gov/aero/planetary/atmospheric/aerodynamiclift.html
http://virtualskies.arc.nasa.gov/aeronautics/3.htmlhttp://virtualskies.arc.nasa.gov/aeronautics/3.html
http://virtualskies.arc.nasa.gov/aeronautics/3.html
https://www.grc.nasa.gov/www/k-12/airplane/right2.html
http://web.mit.edu/2.972/www/reports/airfoil/airfoil.html
Additional Links from our “Family of Schools” Inquiry Coach, Ms Heaver can be found added to our Grade 6 Links for Learning blogpage

FLIGHT knowledge building circle - aerofoil wing April15 2016

 

Provocation (Aerofoil wing/running activity) –  (spontaneous; April 15) – What happens if one person runs down the STRAIGHT/FLAT (bottom) side of an aerodynamic wing shape and a second person runs along the CURVED (top) side of an aerodynamic wing shape? Will they meet at the other side of the wing at the same time???? (We ran in pairs around the STRAIGHT/FLAT and CURVED sides of the aerofoil wing and tried out different speeds to see if we could have both runners arrive at the SAME TIME)

cross section airfoil wing

The fluid (air or water) on the curved/longer side MUST arrive at the other side of the aerofoil wing shape at the same time as the fluid (air or water) on the flat/straight/shorter side 

The fluid (air or water) on the curved/longer side MUST travel faster than the fluid (air or water) on the flat/straight/short side

Reflecting – on the Aerofoil wing/running activity (Inquiry Journals)

flight inquiry - running experiment reflection

Level 4 e.g.

Level 4 e.g.  (part of the answer)

“Even though air splits at the start of the airfoil and the bottom air particles move at a normal fast pace….the top air particles move really fast to catch up so they can join at the end of the wing”

May 26, 2014 – Dance, Science/Structures, Visual Art

DANCE

“First Position” – Ballet Documentary
by Matt R.

“I like this documentary because it’s so motivating and sends a message telling us that anyone can dance: both genders, people with any color of skin, and any age (depends). This really “got me” because it was very inspiring. It sent a message to everyone that if they try, they can accomplish anything!”

Later in the day we watched a bit more of documentary. We also continued dance with Mrs. Crocker for our day 5 regular period — continuing Tinicling!

SCIENCE/ART
In Art with Mr. Obermeyer, we began our drawing for our Bridge Culminating Task. We will have about 100 Popsicle sticks and white glue….and a bunch of cardboard V-shapes for stability of the joints. We will create our bridge “blueprint” in class individually and speak or write to Ms Fawcett about the different aspects of stability & strength for our culminating task mark for Science (Structures).

We will build the bridge at home and for fun, we will test the stability & strength of our bridges by testing them (and breaking them) on Mr. O’s “bridge buster”.

Here is a sample LEVEL 2 bridge design (Science mark). The design is not strong because it layers the flat Popsicle sticks of the deck onto flat Popsicle sticks on the substructure:

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[Note: The Art mark is level 3-, showing two views — although three views are required for a solid level 3, 3+, 4: top view, deck view, side view.]

We are architects! Check out our blueprints (on white paper 🙂 )

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FUN FAIR
Be prepared to be wowed at the Rousseau Fun Fair Art Auction this year – we have a great & colorful plan!

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May 23, 2014 – Ancaster “Dare to Tri”, Dance, Science/Structures, Media, Learning Skills Self-Assessment

Ancaster High School “Dare to Tri”  About 8 students from our class participated in the Triathalon or Duathalon today, organized by Rousseau parent and Ancaster High teacher Mr. Schurer! Well done! We are so proud of you ~~ congratulations for cycling, running and/or swimming today. You helped to represent Rousseau well.   DANCE We began learning the German Schuhplatter! Thanks to Kai for showing us what he learned — it is SO MUCH harder than it looks! Students continue to add to our class “database” of dances with video links. Fun! At various times during the day today, some students continued with their research. Students continue to confirm their inference that understanding dance is a lot like understanding people — which brings us all together! At various times of the day, some students worked on research for their contribution to our dance “database”. 20140523-124851.jpg   LITERACY/MEDIA At the end of the day, we began to watch an interesting documentary about the world of ballet — shattering lots of interesting stereotypes about dance. The documentary follows a handful of dancing youth and gives us an understanding of their culture, experiences and strong character. One student from Columbia has moved to the U.S. without his family to study ballet and make a better life for himself and his family. Another student was adopted by an American family from war-torn Sierra Leone and hopes to break reach her goals and challenge stereotypes about ballet and race. We watched as another young boy excels in ballet and his military family juggles the logistics of military life to move to a country where their son can study with the best teachers. These athletes have amazing balance and are very skilled at many other endeavours as a result, like skateboarding! 20140523-154627.jpg     SCIENCE Completing our Structures vocabulary quiz on paper & online 20140523-104627.jpg 20140523-104635.jpg 20140523-104650.jpg

 

LEARNING SKILLS – Self-Assessment

Thanks to @Dlittle7s @AncasterSrPS we were able to copy a Google Docs form he uses with his grade 7 classes for self-assessment. Some students began to work to complete a Learning Skills self-assessment. Everyone will have a turn.

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LITERACY – Advertisement Contest for Rousseau & Queens Rangers -“Touch a Truck” Fundraiser!

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FUN FAIR SEE YOU THIS THURSDAY FROM 4:00 – 5:00 P.M..  Our class  will be working this week on our contribution to the “Art Auction” — you’re going to love it!  Junior Choir will be performing at the event ~~ stay tuned for a reprise of some music from our Little Mermaid Musical and some other music! 20140523-161638.jpg

May 21, 2014 – Government (Social Studies), Junior Soccer Tournament, Science/Structures, DANCE

SOCIAL STUDIES
We went on a Government of Canada scavenger hunt with online sources and a shared whole-class Google Doc!

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JUNIOR SOCCER TOURNAMENT

We spent most of the afternoon participating in the Junior soccer tournament – thank you to Grade 6’s & Mr. G for organizing! We had fun! Play-offs tomorrow!

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SCIENCE

At the end of the day, we connected with the Grade 5 students in Mr. Obermeyer’s class for a joint lesson on bridge-building for our culminating task. Soon, we will be bringing home 100 popsicle sticks each for our individual bridges and white glue. We will be working in class on our designs and doing the building/gluing at home. Today we learned how to make our three-view drawing (combined Art/Science activity).

 

DANCE

We are currently working on research of dances! We will respond to dance performance, as per the curriculum, as well as learn to perform various dances, with help from online resources, students, parents 🙂 (?) and special guests. Currently, each student is responsible for posting information about one dance in our Google Docs “database”, including a little history and links to video resources they find on YouTube. We already have two interesting entries — Scottish Highland Dancing and the German Slap Dance. In yesterday’s class brainstorming, we discussed that being familiar with dances from all over the world helps us to feel connected to people who have a different history and story to tell. Feeling connected to each other is always a good thing! Students brainstormed all sorts of excellent reasons why dance is beneficial and enjoyable. Here’s their thoughts, again, from yesterday:

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May 14, 2014 – (re-post) DPA, Science/Structures (truss bridges)

DPA
We started out today with running laps, and then games of soccer or kick ball before the rain.

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SHOW & SHARE
Kailyn presented an interesting ammonite fossil!

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SCIENCE
Today we took a closer look at truss bridges in preparation for our culminating task for science.
Students also received their own copy of our four pages of learning for the note book. The culminating task will involve students building their own personal bridge at home using only white glue and popsicle sticks. More information will be coming soon.

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