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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Flight Science

    • Grade 5
    • Science
    St. Peter's Consolidated School
    St. Peter's, PE, C0A 2A0
    Telephone: 961-7275
    Fax: 961-7277
    Website:

    Teachers:
    Eileen Higginbotham, Teacher-Librarian, St. Peter's (higginbe@stpeters.edu.pe.ca)
    Laureen Steadman, Grade 5/6 teacher, St. Peter's (steadmal@stpeters.edu.pe.ca)
    Louise Deagle, Grade 5 teacher, Rollo Bay (deaglel@rollobay.edu.pe.ca)


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Center 1
  • Center 2
  • Center 3
  • Center 4
  • Center 6
  • Center 7
  • Center 8
  • Center 9
  • Center 10

    Introduction
    (Curriculum Context - Background Information)

    This activity involves students in grade five working in small groups in the library to complete the flight- related stations. These stations connect to the Collections theme Weather Wings and Kite Strings but also completes objectives from the grade five science text Innovations in Science, chapter two called Flight.

    Students come to the library area to use resources set out for the day's stations. The stations are prepared and facilitated by both the teacher - librarian and the classroom teacher. Library monitors are also used as teacher helpers when available.


    General Goals
    (Why are we doing this?)

    To have students work cooperatively in small groups to familiarize them with the history of flight and other flight topics.

    To develop critical literacy in a resource based learning environment.

    To conduct experiments of flight and to learn about the mechanics of flight.

    To learn and respond across a variety of genres (technology, composition, print, discussion, art, models, and poetry).


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)

  • GRADE LEVEL: 5
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to and respond constructively in conversation, small-group and whole-group discussion (1)
  • give and follow precise instructions and respond to questions and directions (3)

  • GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, independently, texts appropriate to their interests and learning needs (1)

  • GRADE LEVEL: 5
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research (1)

  • GRADE LEVEL: 5
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use a range of strategies in writing and other ways of representing to
    -- frame questions and answers to those questions
    -- generate topics of personal interest and importance
    -- record, develop, and reflect on ideas, attitudes, and opinions
    -- compare their own thoughts and beliefs to those of others
    -- describe feelings, reactions, values, and attitudes
    -- record and reflect on experiences and their response to them
    -- formulate and monitor goals for learning
    -- practice and extend strategies for monitoring learning (1)

  • GRADE LEVEL: 5
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • address the demands of a variety of purposes and audiences
    -- make choices of form, style, and content for specific audiences and purposes (2)
  • Gathering Information Stage

    GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, independently, texts appropriate to their interests and learning needs (1)
  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)

  • GRADE LEVEL: 5
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (1)

  • GRADE LEVEL: 5
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)
  • respond critically to texts by
    -- applying strategies to analyse a text
    -- demonstrate growing awareness that all texts reflect a purpose and a point of view
    -- identify instances where language is being used to manipulate, persuade, or control them
    -- identify instances of opinion, prejudice, bias, and stereotyping (3)
  • Interacting With Information Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • explain and support personal ideas and opinions (3)
  • listen critically to others' ideas or opinions and points of view (4)

  • GRADE LEVEL: 5
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to and respond constructively in conversation, small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners (1)
  • give and follow precise instructions and respond to questions and directions (3)

  • GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, independently, texts appropriate to their interests and learning needs (1)
  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)

  • GRADE LEVEL: 5
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (1)

  • GRADE LEVEL: 5
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • describe, share, and discuss their personal reactions to a range of texts across genres, topic, and subjects (1)
  • support their opinions about texts and features of types of texts (2)

  • GRADE LEVEL: 5
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)
  • respond critically to texts by
    -- applying strategies to analyse a text
    -- demonstrate growing awareness that all texts reflect a purpose and a point of view
    -- identify instances where language is being used to manipulate, persuade, or control them
    -- identify instances of opinion, prejudice, bias, and stereotyping (3)

  • GRADE LEVEL: 5
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use a range of strategies in writing and other ways of representing to
    -- frame questions and answers to those questions
    -- generate topics of personal interest and importance
    -- record, develop, and reflect on ideas, attitudes, and opinions
    -- compare their own thoughts and beliefs to those of others
    -- describe feelings, reactions, values, and attitudes
    -- record and reflect on experiences and their response to them
    -- formulate and monitor goals for learning
    -- practice and extend strategies for monitoring learning (1)
  • expand appropriate note-making strategies from a growing repertoire (e.g., outlines, charts, diagrams) (2)
  • Organizing Information Stage

    GRADE LEVEL: 5
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)
  • Creating New Information Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • explain and support personal ideas and opinions (3)

  • GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)

  • GRADE LEVEL: 5
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing (3)

  • GRADE LEVEL: 5
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic), and in an increasing variety of forms
    -- use specific features, structures, and patterns of various text forms to create written and media texts (1)

  • GRADE LEVEL: 5
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • demonstrate an increasing understanding of the conventions of written language in final products
    -- use basic spelling rules and show an understanding of irregularities
    -- use appropriate syntax in final products
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) (2)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • explain and support personal ideas and opinions (3)
  • listen critically to others' ideas or opinions and points of view (4)

  • GRADE LEVEL: 5
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to and respond constructively in conversation, small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners (1)
  • use word choice and expression appropriate to the speaking occasion (2)
  • give and follow precise instructions and respond to questions and directions (3)
  • engage in, respond to, and evaluate oral presentations (4)

  • GRADE LEVEL: 5
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing (3)

  • GRADE LEVEL: 5
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 5
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • listen critically to others' ideas or opinions and points of view (4)

  • GRADE LEVEL: 5
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to and respond constructively in conversation, small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners (1)
  • give and follow precise instructions and respond to questions and directions (3)

  • GRADE LEVEL: 5
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • describe and discuss their own processes and strategies in reading and viewing (5)

  • GRADE LEVEL: 5
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books About Flight Science

    • Collections: Weather, Wings, and Kite Strings, Lynn Bryan and Kim Newlove, Prentice Hall Ginn Canada
    • Innovatins In Science, Rod Peturson and Neil McAllister, Holt, Rinehart, and Winston of Canada Ltd.

    Electronic - Websites

    Electronic - CD-ROM

    • The 1998 Canadian & World Encyclopedia, (McClelland & Stewart Inc., The Canadian Publishers)

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