AERO-Learning-Scenario

Title of your LS

HOW MATH BLOWS US

AFDS Series and Chapter

  1. Science of Flight
  2. Aviation Education: How things fly
  3. 10.000 Airplanes up in the Sky
  4. Finding your Way through the Clouds

Author(s)                                                                                                                             

Nurcan Büyükbayram

Abstract                                                                                                                               

This lesson plan takes into consideration the 4Cs of Learning and Innovation Skills (critical thinking, communication, collaboration, creativity).

Students watch a teacher-led show. It creates ideas of how warm air rises and how planes move in the air. Students will then watch the Airbus Foundation Discovery Space video to understand how the planes fly. They will then create models of their own aircraft and helicopters using 3D Tinkercad designs or recycled materials.

Keywords   

Add here 5 keywords that you think best describe your learning scenario.

Other teachers will find your learning scenario based on these keywords, so please try to be as accurate as possible.

Planes, Helicopters Thermals, Flight, Instructables, STEAM

Table of summary                  
SubjectMaths,  Science, INFORMATION AND TECHNOLOGY COURSE, STEAM
Topic
flying things in nature, Maths – 2D -3D shapes and measuring length ,Science – heat transfer, flight
Age range of students10-15 years old
Preparation timeCA. 30 minutes – print airplane and helicopter PDFs – Print the “Keywords” worksheet – make some spare planes and helicopters (Extra time may need to be considered if you need to go to the art and hobby shop to order online to buy cardboard and necessary materials)  
Teaching time60 mins (two  lesson)
Online teaching materialhttps://youtu.be/BogHqD0-7I4 https://www.tinkercad.com/things/7ak19dkeYfq https://www.tinkercad.com/things/1mEkXYSX0s9-brave-fulffy-jarv/edit?sharecode=tHDpzzsZj8FBdVSXjpz8vAMOL83BujfUKYeolYKnLsY https://youtu.be/JwCzEcjqf1I  https://youtu.be/FB2g_q0n8mI https://youtu.be/ZBYlfIu-VIw https://youtu.be/-uMxhDbTg2I https://youtu.be/g0WX41_84E4 https://youtu.be/0bl-pfdYaEk https://www.nasa.gov/aeroresearch/stem/AAM https://www.jpl.nasa.gov/edu/teach/activity/make-a-paper-mars-helicopter/  
Offline teaching materialRecycling cardboard and pet bottles, straws, old toy engines, plastic materials, glue, scissors, rubber.  
Airbus Foundation Discovery Space resources usedBalloons: why do they float? https://www.airbus.com/virtual.html?uuid=3fd8923c-1cab-4e6e-b98d-5914dd4748c1&title=Balloons:-why-do-they-float?-          2.Why birds are made for flying  https://www.airbus.com/virtual.html?uuid=61b3a798-58f6-4a10-b97b-18055691b130&title=Why-birds-are-made-for-flying- How do airplanes fly?      https://www.airbus.com/virtual.html?uuid=114faf5d-0629-4e20-9752-dd3056207b87&title=How-do-airplanes-fly? How do helicopters fly?    https://www.airbus.com/virtual.html?uuid=107f806d-1da6-4ed2-b83a-5bdffeba5151&title=How-do-helicopters-fly?-

Licenses     

Please indicate below which license you attribute your work with by picking one of the options below. Note that the Scientix repository publishes under Attribution CC BY. If you include images in the learning scenario, please make sure to add the source and licenses under the pictures themselves.

  • Attribution CC BY. This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.
  • Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This is the license used by Wikipedia and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects.

Integration into the curriculum

 MATHEMATICS (5th/6th Class)

Geometric Solids

• 1. Understands that the number of unit cubes placed in the rectangular prism without any gaps is the volume of that object, calculates the volume of the given object by counting unit cubes.

• 2. Different rectangular prisms with a given volume measure form unit cubes, explaining that the volume is the product of the floor area and the height.

• 3. Recognizes standard volume measurement units and converts between cm³, dm³, m³ units.

• 4. Creates the volume relation of the rectangular prism and solves the related problems.

5. Estimates the volume of the rectangular prism.

learning outcomes:

Science (5th/6th Class)

learning outcomes:

  • F.5.4. Matter and Change / Matter and Its Nature
  • F.5.4.1. Change of State of Matter
  • F.5.4.1.1. He makes inferences based on the data he has obtained from his experiments that the substances can change their state with the effect of heat.
  • F.6.4. Matter and Heat / Matter and Its Nature
  • F.6.4.1. Particulate Structure of Matter
  • F.6.4.1.1. Of substances; expresses that it is granular, hollow and mobile.
  • F.6.4.1.2.

Ensuring the space and mobility between matter particles

change of state.

  • General learning outcomes.
INFORMATION AND TECHNOLOGY COURSE(5th/6th Class)

 Communication, Research and Collaboration

USING 2-DIMENSIONAL AND 3D DRAWING AND DESIGN TOOLS

Basic purpose of INFORMATICS COURSE; to examine the research process (problem determination, data collection, data analysis and interpretation of results), to review the main scientific research methods (experimental method, description method, historical method, etc.) and to find the necessary literature to conduct research on a specific topic, collecting data is to explain and research techniques of data evaluation and report writing.

Aim of the lesson / Learning Objectives

In this lesson, I would like to have achieved the following with my students:

– Speaking about some events and stories about the flight and evaluating the process.

– conducting an experiment to show that planes and helicopters are rising

Results of the lesson

Students will be able to:

Develop an appreciation for the technological and scientific achievements of people from the past,

– Discover the effect of the temperature difference between the action of flying and the air layers and the rise of the air,

– Explain how molecules move differently in hot / cold air,

– They will research and experiment on how planes and helicopters can fly.

  • This lesson plan considers 3 of the 4Cs under the umbrella term Learning and Innovation Skills (critical thinking, communication and collaboration). Creativity is also required in this lesson, but more in the context of critical thinking as opposed to creatively constructing something concrete, so I pointed out that 3 out of 4Cs are taken into account.
  • Students are first watched by fictional images and become familiar with specific myths and legends. Once they are enabled to recognize past assumptions about how flight was explained, students are then given a realistic timeline that highlights some of the key achievements in aviation. Students will be asked to identify some of the skills needed by these early engineers. They will be asked to criticize some of the past aviation models.
  • The concept of rising hot/cold weather science, how planes fly, how birds fly; introduced through the Airbus Foundation Discovery Space video. Students are encouraged to reach their own conclusions about the importance of such scientific developments by examining scientific researches in the informatics course.
  • Subsequently, students are encouraged to experiment to test the flights of Airplanes and helicopters and to use scientific terminology when analyzing their experiments.

Upon completion of the experiment, students will be asked to relate the experiment to the Airbus Foundation Discovery Space video. This will be done through discussion / teacher-student conversations. The purpose of this is to check whether the experiment helps make the concepts in the video more relatable and understandable to them.

Trends        

21st century skills and Creativity / Design Thinking / Inquiry-Based Science Education

Learning Skills: Critical Thinking, Creativity, Communication

Literacy Skills: Information, Media

  • Discuss myths in relation to flight and flying objects with the aim of identifying positive/negative aspects of how people in the past explained concepts of flight –

(positives: they thought creatively which led to new inventions, negatives: they did not understand the science underpinning flight) – and consider what effects such assumptions/lack of knowledge might have had on the people at that time. Also consider the phenomenon of UFOs as a discussion point.

Learning Skills: Critical Thinking, Communication

Literacy Skills: Information, Media, Technology

  • Watch Airbus Foundation Discovery Space video to develop science specific vocabulary to allow students to have the ability to infer information about a topic/situation. Inferring allows the students to draw conclusions about something and they will use the science specific vocabulary to do this at various stages in this lesson and subsequent ones.

Learning Skills: Critical Thinking, Creativity, Collaboration, Communication

Literacy Skills: Information

Life Skills: Flexibility, Leadership, Initiative, Productivity, Social

  • Observe an experiment being carried out before working in small groups to test the experiment themselves. Communication and problem solving are key skills here, as are the skills of being social and flexible to work together as a team to troubleshoot any issues that arise and successfully carry out the experiment.

Activities

Describe here in detail all the activities during the lesson and the time they require. Remember, that your learning scenario needs to include an Airbus Foundation Discovery Space resource. If you are using any external documents, please scroll to the end of the document and add them to the Annex. Add more rows to the table if needed.

Name of activityProcedureTime
      Introduction  Since we were doing distance education, I first asked my students to share their prior knowledge by asking the mentees about “How planes fly”. Your students posted their notes on the board to enable discussion.  10 minute
      Introduction -discuss images on presentationOpen lesson with a discussion on various stories(Around the world in 80 days)  and legends about traveling the world. The purpose of this is to arouse students’ curiosity and also to give them an idea of ​​how important it was to understand science as it explains concepts and gives explanations to what people in past times could only explain through myths / legends.  10 minute
Timeline: Historyof Aviation – Read timeline aloudDiscuss the “Timeline of Aviation”. Teachers may access extra online videos of, for instance, the Wright brothers first flight or the Airbus A380 landing at Ireland West Airport to add another dimension to the discussion of the “Timeline of the History of Aviation provided in Annex 2”.10 minute
    Video: “How fly plane and helicoptersWalking debate Watch video“How Things Fly” looks at how nature designed birds to be perfect flying machines and begins by explaining how planes and helicopters will take to the sky. Afterwards, watch the Airbus Foundation Discovery Space video on How do airplanes fly?      https://www.airbus.com/virtual.html?uuid=114faf5d-0629-4e20-9752-dd3056207b87&title=How-do-airplanes-fly? How do helicopters fly?    https://www.airbus.com/virtual.html?uuid=107f806d-1da6-4ed2-b83a-5bdffeba5151&title=How-do-helicopters-fly?-  15 minute


      Flight Trials   Watch videoUsing Tincercad or drawing programs  
1-First of all, videos showing the various aircraft and helicopter construction stages are watched with our students.2-They are asked to draw their designs using Tinkercad or drawing programs3-They make designs using the recycled materials they bring from their homes and / or the materials they buy from the hobby shop.4-By creating aircraft or helicopter designs, the trial phase is started.5-If the trial results do not result in the way they want, they complete their designs by reviewing their designs and repeating the previous steps.  https://youtu.be/BogHqD0-7I4 https://www.tinkercad.com/things/7ak19dkeYfq https://www.tinkercad.com/things/1mEkXYSX0s9-brave-fulffy-jarv/edit?sharecode=tHDpzzsZj8FBdVSXjpz8vAMOL83BujfUKYeolYKnLsYCardboard airplane construction: https://youtu.be/H_iuzABuk08?t=145 minute
   

Assessment

I can use the Answergarden  program to evaluate my students.My students took photos and videos of their work and sent them.

Student feedback

https://answergarden.ch/1832354

Teacher’s remarks

The application of LS enabled students to conduct a comprehensive interdisciplinary study on the subject. Students had the opportunity to study at https://www.airbus.com/company/sustainability/airbus-foundation/discovery-space/kids/science-of-flight.html, explore, reflect on new solutions and learn with the STEAM method. The students’ last activity gave them creative motivation by applying their imagination while maintaining their science position. Students working in groups benefited from the development of social skills. The follow-up evaluation helped them analyze and understand the multiple levels of LS.

About the Aerospace in Class Project

Funded by the Airbus Foundation and coordinated by European Schoolnet (EUN – the network of 34 European Ministries of Education), the Aerospace in Class Project is about piloting STEM resources from the Airbus Foundation Discovery Space, a digital portal for aerospace exploration, connecting students, parents and educators across the globe with professionals in the field, bringing today’s research and technology to life. The MOOC has also supported the STEM Alliance (an initiative that brings together industries, Ministries of Education, and education stakeholders to promote STEM education and careers to young Europeans) and by Scientix, funded from the European Union’s H2020 research and innovation programme – project Scientix 4 (Grant agreement N. 101000063), coordinated by EUN. The content of the document is the sole responsibility of the organizer and does not represent the opinion of the European Commission (EC), nor is the EC responsible for any use that might be made of the information contained.

Annex

Annex 1:

Annex 2: Timeline of the History of Aviation Handout

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