Why Does It Fly? Topic 1: Flight Key language

Transcription

1 Why Does It Fly? Topic 1: Flight Key language lift up pull down push forward hold back lift gravity thrust drag the opposite glider momentum thermal current of air First ideas See Introduction for suggestions on how to introduce the Factbook for the first time. Mixed ability teaching See Introduction for suggestions on how to use the activities identified by the and icons. Before reading Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Use your inflated balloon on a string to demonstrate lift up, pull down, push forward and hold back. For example, you could hold the balloon by the string with one hand and bat it forward with the other. Ask the children Which hand is holding the balloon back this one or this one? And which one is pushing it forward? Then pass it (and any other balloons you have prepared) round the class, giving the instructions Lift it up, pull it down, push it forward, hold it back. Now demonstrate how these forces work on a plane, using your model or picture. Reading Worksheet: Flight Give out the worksheets, folded at the fold line, and ask the children to read pages 4 and 5 of the Factbook and do the first activity. They could then compare answers with a partner. Do this first reading with the children, pausing to explain the concepts with your balloons and model plane. The children then complete Activity 1 in pairs. Read the pages to the whole class, pausing to discuss and explain the concepts, for example, by using your model plane and the balloons. Alternatively, play the CD (track 26) instead of reading, pausing where necessary. Then go over the answers to Activity 1 on the worksheet. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class. What you need At least one inflated balloon on a string. A model plane and/or picture of one. A copy of the worksheet Flight for every child. Answers: Activity 1 2. d 3. e 4. c 5. f 6. a 47

2 After reading Ask the children to close their Factbooks and look at the second activity on the worksheet. Get the children to work in pairs and to check their answers in the Factbook before you go over them. Write the first letters of each word on the worksheets before photocopying. Additional activities Simplified questions and answers (page 57): See Introduction for suggestions on how to use these. Answers: Activity 2 1. drag 2. gravity 3. lift 4. thrust 5. a thermal 48

3 Name Worksheet: Flight 1 Read pages 4 and 5 of the Factbook and match the words with their meanings. 1. lift a) a movement of air in one direction 2. gravity b) the force that lifts a plane up 3. thrust c) the force that holds a plane back 4. drag d) the attraction of one object towards another it keeps us on the ground 5. a thermal e) the force that pushes a plane forward 6. a current of air f) a warm patch of air that rises Fold 2 Can you remember the words from Activity 1? Use five of them to label the pictures. 1. the force that holds something back 2. the force that keeps us on the ground 3. the force which lifts an aircraft up 4. the force that pushes something forward 5. a patch of warm rising air Cambridge University Press 2010 PHOTOCOPIABLE 49

4 Topic 2: More about aircraft Key language low/high pressure propeller jet engine rotation blade fan fuel spark First ideas See Introduction for suggestions on how to introduce the Factbook for the first time. Mixed ability teaching See Introduction for suggestions on how to use the activities identified by the and icons. Before reading Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Show the children your model or picture of an aircraft with a propeller and, pointing to the propeller, ask Do you know what this is called? Mime with your hand how the blades rotate. Show the children your model of an aircraft with jet engines. Blow up your balloon and release it to simulate how the burning gases produced by a jet engine push the aircraft forward. (See page 7 of the Factbook.) Optional: Show the children your paper plane, uninflated balloon and sticky tape and see if they come up with the idea of attaching the balloon to the plane to provide thrust as the air is expelled from it. Demonstrate! Reading Worksheet: Can you believe it? What you need A model aircraft with a propeller. A model aircraft with a jet engine. An uninflated balloon. A copy of the worksheet Can you believe it? for every child. Paper. Stop watch. Optional: a paper plane and some sticky tape. See Useful links for what you need to make a paper plane. Note: There are two reading activities described below. 1. Read pages 6 and 7 of the Factbook, pausing to discuss and explain the concepts, for example, by releasing your inflated balloon again. Alternatively, play the CD (track 26) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class. 2. Write these two gist questions on the board: Which section is about an aircraft with no passengers? (Answer: Paper plane.) Which section is about an aircraft that flew a long time ago? (Answer: Heliflight.) Ask the children to read pages 12 and 13 of the Factbook and find the answers. Tell them not to worry about any strange words. Now give out the worksheets and tell the children they are going to practise guessing what new words mean. Ask them to find double-deck on the worksheet. Now ask them to find it in the text about the Superjumbo. Read that part of the text to them. Show them how a line has been drawn from the words double-deck 50

5 to the meaning b) on the worksheet. Ask a volunteer or volunteers to come out and draw a double-deck, wide-body, four-engine airliner on the board. Now ask the children to find broke the record in the texts. When they have found it, read the sentence to the class. Then ask the children to match it with its meaning on the worksheet and compare their answer with a partner. Ask a pair for their answer and get the rest of the class to say if they agree. When everyone has agreed on the correct answer, go on to the next example. The children work in pairs. You then go over the answers with them. Answers: 2f, 3c, 4d, 5e, 6a After reading Paper plane-making: Give the children step-by-step instructions for making a paper plane. For further information on how to make paper planes go to one of the many sites on the internet (see Useful links below). Alternatively or in addition, get children to show everybody paper plane designs they already know. The children could then experiment in pairs, making changes to the designs of their planes and trying different angles for throwing them. You could then hold a competition to see which pair can achieve the longest duration of flight. Additional activities Simplified questions and answers (page 57): See Introduction for suggestions on how to use these. Useful links

6 Name Worksheet: Can you believe it? 1. Match the phrases 1 6 from pages 12 and 13 of the Factbook with their meanings a i. 1. double-deck a) the wheels that come down when an aircraft lands 2. broke the record b) with two sections for the passengers one on top of the other like a London bus 3. take off and land vertically c) to go straight up from the ground and straight back down to the ground 4. fly horizontally d) fly in a line like a jet plane 5. air ambulance e) aircraft that takes injured or ill people to hospital 6. landing gear f) did better than anyone else before Cambridge University Press 2010 PHOTOCOPIABLE 52

7 Topic 3: Who found out? Key language set/break a record inventor tank submarine parachute propeller pilot solo flight Kevlar aviation safety helmet First ideas See Introduction for suggestions on how to introduce the Factbook for the first time. What you need A copy of the worksheet Vocabulary for every child. A copy of the worksheet Fact files for every group of four children. A copy of the worksheet Crossword for every child. Mixed ability teaching See Introduction for suggestions on how to use the activities identified by the and icons. Before reading Worksheet: Vocabulary Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Talk to the children about people who have set and broken records. Maybe these could be sportsmen and women whom they know about. Put the children into pairs and give out the worksheet. When you go over the answers, make sure the children understand the concept of a solo flight and introduce the phrase to fly solo. Reading Put the children into groups of four and ask them to decide who is Partner A, Partner B, Partner C and Partner D. Then put all the As, Bs, Cs and Ds together and give each child a copy of their fact file. The children then work in small groups, reading about their person and completing their fact file. Check the answers with each group, help with any difficult vocabulary and tell them to practise talking about their person with a partner. They then go back to their original groups and take it in turns to tell the group about their person. The children then read about the other three people. Ask one or two questions to check they understand, and help with any vocabulary problems. After reading Put the children into pairs and give out the crossword puzzle. Encourage them to look at pages of the Factbook for extra clues. Set a time limit or make it a race. 53 Answers: 2a, 3e, 4b, 5f, 6d, 7h, 8g Suggested answers: Partner A (Leonardo da Vinci) 1452 Italy (near Florence) a tank, a submarine, a parachute, a flying machine / many machines Partner B (The Wright brothers) 1867 and 1871 propellers and engines 3 m 39 Partner C (Amy Johnson) 1903 England Australia (from England) she was flying over the River Thames (on a cold and foggy day in January 1941) Partner D (Stephanie Kwolek) 1923 Kevlar It is light but very strong. Parts of planes, safety helmets and parachutes Answers: Across 1. parachute 2. and 3. solo flight 5. pilot 7. broke Down 1. propellers 4. helmets 6. wings

8 Name Worksheet: Vocabulary Match the words with the pictures. 1. a tank a. 2. a submarine b. 3. a parachute c. 4. a propeller d. 5. a pilot on a solo flight e. 6. a safety helmet f. 7. an artist g. 8. an inventor h. Cambridge University Press 2010 PHOTOCOPIABLE 54

9 Worksheet: Fact files Partner A: Read about Leonardo da Vinci and complete the fact file. Partner C: Read about Amy Johnson and complete the fact file. Fact file Leonardo da Vinci Artist and inventor Born in (year) in Things he designed: (place) Fact file Amy Johnson First woman to fly solo from England to Australia Born in (year) in (country) Broke the record for solo flight to Disappeared mysteriously when Partner B: Read about the Wright brothers and complete the fact file. Partner D: Read about Stephanie Kwolek and complete the fact file. Fact file The Wright brothers Possibly the first people to make a machine a person could fly in Born in and (years) Experimented with: Fact file Stephanie Kwolek Scientist and inventor Born in (year) Inventor of Reasons Kevlar is so useful: Height above ground of first flight: How long the first flight was: minutes Things Kevlar is used for: Cambridge University Press 2010 PHOTOCOPIABLE 55

10 Name Worksheet: Crossword Can you solve the crossword? Look at pages of the Factbook for extra clues Across 1. They are often made of Kevlar. Leonardo da Vinci designed one. 2. and 3. Amy Johnson was the first woman to make a from England to Australia. 5. Orville was the of the Wright Flyer on 17 December Amy Johnson the record for solo flight to Cape Town, South Africa in Down 1. You can see them on the front of some aircraft. They were one of the things the Wright brothers experimented with. 4. Safety are sometimes made of Kevlar because Kevlar is light and strong. 6. Birds, bees and planes have them. Cambridge University Press 2010 PHOTOCOPIABLE 56

11 Simplified questions and answers Q: Why does a plane fly? A: Four forces make it possible for a plane to fly. They are thrust, lift, drag and gravity. Q: How do gliders stay up in the air? Q: How do aircraft wings work? Q: How does a jet engine work? A: Gliders have long thin wings that give them good lift, but they need thermals to keep them in the air. A: The shape of the wings makes the air on top of the wings move faster than the air below them, which makes an area of lower pressure above the wing. The air below the wing has a higher pressure, so it pushes the wing up from below. A: It pulls air in at the front and mixes the air with fuel. An electric spark lights the mixture and the burning gases blast out of the back of the engine. Q: Who flew the first aircraft? A: The Wright brothers flew the first aircraft in Q: How does a bumblebee fly? A: A bumblebee rotates its wings very fast to get lift. It flies forward by turning its wings down at the front. Q: How do kites fly? A: Lift takes the kite up. The tail gives it stability. Q: How does the space shuttle fly into space? A: Rocket boosters help it take off vertically. Then the rocket boosters separate from the shuttle and the shuttle goes into orbit around Earth. Q: How do rockets work? A: Rockets burn fuel to make hot gases that come out of the back of the rocket very fast. This gives the rocket thrust. Cambridge University Press 2010 PHOTOCOPIABLE 57

12 It s quiz time! ideas and answers You will find a quiz on pages of the Factbook. Here are some ways you could use the quiz: Take each activity in turn, with the children working in pairs or threes, checking the answers as a class before going on to the next activity either immediately or in a future lesson. The children work in small mixed ability teams to complete as many of the answers in the entire quiz as they can before checking the answers as a class and seeing which team has won keeping this as light-hearted as possible, of course! The children work in pairs or threes to complete as many of the answers in the entire quiz as they can before checking the answers as a class. The children work individually on the entire quiz and then compare their answers in pairs or threes before checking them as a class. Exploit the quiz as extension activities for your fast finishers. Answer key Activity 1 2. da Vinci 3. Kwolek 4. Wright Activity 2 2. d) 3. b) 4. a) Activity Gliders 3. rocket 4. The Harrier jump jet, vertically, helicopter Activity 4 1. aircraft, bicycle tyres 2. light, strong (or strong, light) 3. wings, currents 4. Rockets, gravity, space Activity ,840 58