Grade 6 Science


How Parachutes Work

How Balloons Fly (or Float, Really)

Birthday Candle Hot Air Balloon

Parts of a Balloon

The Four Forces of Flight

The four forces of flight explained in a fly-along video.  7:13 long.

Click Play, then the YouTube icon at the bottom to view full screen.

Or, click here.

Three Basic Movements of an Airplane: Pitch, Yaw, and Roll

Airplane Control Surfaces: Ailerons (Roll), Rudder (Yaw), and Elevator (Pitch)

Fold Your Own Paper Glider

Fold your own glider, cut slits (or make folds) to make elevators/ailerons, as well as rudders.  See if your glider will fly straight.  If not, adjust the control surfaces until it does.

Need more?  Try to make it do a loop-de-loop.  How about a barrel roll (difficult to do with this glider, but it may flip over and fly upside down)?  Can you make it yaw left or right?

How Helicopters Work

How Rockets Work

Space Shuttle Launches

Space Shuttle Discovery - 3:52

Space Shuttle Atlantis to the ISS - 11:32

At left:

Final Launch of the Space Shuttle Discovery - 20:35

Includes some interesting in-flight statistics such as speed, G-Force, and Mach.  I suggest starting the video at 7:05.

The Next Generation of Launches... and Landings!

Click below for an article and video of SpaceX launch and landing on Owl Connected:
SpaceX launch is great, landing is even better!

A link to the video:  Iridium-1 Hosted Webcast

Video guide:

This video is very long, but for the highlights, go to these times:

  • 18:50 Launch!
  • 21:40 Shutdown of the main engine once in orbit (listen to those cheers!)
  • 26:00 The descent and landing of the rocket

Company sends its first reusable rocket of 2017 into space and back again.

"Mr. Kerr, What Will We Be Learning in our Flight Unit?"

Understandings - Topic B: Flight

Students apply their knowledge of aerodynamics to design, build and test a variety of flying devices. In constructing models, students develop a basic design, then build it, test it, and solve the problems that inevitably arise. Through teamwork they learn that planning, communication, cooperation and flexibility are important to the overall result, even though parts of a task can be worked on individually. In the process, students learn about the parts of an aircraft, their role in controlled flight and the differences between aircraft and spacecraft.

General Learner Expectations

Students will:

6-6 Construct devices that move through air, and identify adaptations for controlling flight.  

Specific Learner Expectations

Students will:

  1. Conduct tests of a model parachute design, and identify design changes to improve the effectiveness of the design.
  2. Describe the design of a hot-air balloon and the principles by which its rising and falling are controlled. 
  3. Conduct tests of glider designs; and modify a design so that a glider will go further, stay up longer or fly in a desired way; e.g., fly in a loop, turn to the right. 
  4. Recognize the importance of stability and control to aircraft flight; and design, construct and test control surfaces. 
  5. Apply appropriate vocabulary in referring to control surfaces and major components of an aircraft. This vocabulary should include: wing, fuselage, vertical and horizontal stabilizers, elevators, ailerons, rudder. 
  6. Construct and test propellers and other devices for propelling a model aircraft.
  7. Describe differences in design between aircraft and spacecraft, and identify reasons for the design differences.

Note: Model aircraft or rockets may be constructed and used as part of this topic. It is recommended that these models be simple devices of the student's construction, not prefabricated models. Propulsion of rockets by chemical fuels is neither required nor recommended, due to safety considerations.

Flight Links