CBHC Grade Seven Aviation Program
INTRODUCTION
At the Canadian Bushplane Heritage Centre we are passionate about our Northern Ontario heritage.
We are also very excited about educating the public on our many historical aircraft exhibits as well
as forests and forest firefighting exhibits. Our Education Program will allow you to engage your
students and give them a personalized, relevant and exciting new take on the curriculum.
Our program is developed with teachers in mind and will allow you to build on curriculum
expectations before and after the tour that all tie into the materials presented in the tour. We would
love to partner with you to allow your students to discover and learn about their Northern Ontario
heritage and the exciting life as a bushplane pilot or forest fire fighter. Our tour guides are retired
educators, MNR workers and/or pilots who love working with kids and students. Our experts make
the experience one you and your students will never forget!
Our Grade Seven Program focuses on the understanding the structures and mechanisms of form
and function in bushplanes. Students will have a chance to climb inside, play, touch and even “fly”
with their classmates in an old Saunders passenger aircraft. Students will also discover how
bushplanes help fight forest fires and will get a chance to climb a fire tower to put out a forest fire
on their own. We will ignite your student’s imaginations and interest. Your class will learn quickly
that adventure takes off at the Canadian Bushplane Heritage Centre!
For more information and preparation lessons please visit us at:
www.bushplane.com/education/lessons/gradeseven
You may also speak to someone for more information or to book your school tour at
Toll Free: 1-877-287-4752
Local: 705-945-6242
Developed and copyright by The Canadian Bushplane Heritage Centre 2011
Grade Seven Package
Copyright 2011 Canadian Bushplane Heritage Centre 2
OVERVIEW OF CURRICULUM EXPECTATIONS
The following is a list of expectations from the grade seven curriculum that will be met by following
the Canadian Bushplane Heritage Centre Grade Seven Program.
Big Idea:
Structures have a purpose.
Overall Expectation:
Analyse
personal,
social,
economic
and
environmental factors that need to be considered in
designing and building structures and devices.
Specific Expectation:
Evaluate the importance for individuals, society, the
economy and the environment of factors that should
be considered in designing and building structures
and devices to meet specific needs.
How:
Our experts will guide the students through a
memorable experience of the Canadian Bushplane
Heritage Centre. The students will discover the
forces that allow an aircraft to fly as well as how the
bushplane has evolved and adapted to meet the
needs of the environment, the pilots and the
passengers. The tour will also describe some of the
advantages and disadvantages of bushplanes.
Big Idea:
The form of a structure is dependent on its
function.
Overall Expectation:
Design and construct a variety of structures and
investigate the relationship between the design and
function of these structures and the forces that act
on them.
How:
The tour guide will explain and enforce the rules of
the Canadian Bushplane Heritage Centre to all
students before they enter the centre.
Specific Expectation:
Follow established safety procedures for using tools
and materials and operating flying devices.
Big Idea:
The form of a structure is dependent on its
function.
The interaction between structures and forces is
predictable.
Overall Expectation:
Demonstrate an understanding of the relationship
between structural forms and the forces that act on
and within them.
Specific Expectation:
Classify structures as solid structures, frame
structures or shell structures.
Big Idea:
The form of a structure is dependent on its
Grade Seven Package
How:
During the tour students will be able to view the
salvaged frames of the Noorduyn Norseman CFAYO and the Buhl CA-6 Air Sedan. These aircraft
frames will give the students the opportunity to see
the frame structure giving them a better idea of how
they were built.
How:
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function.
The interaction between structures and forces is
predictable.
A mini lesson on flight principles will be given before
the students observe the bushplanes. It will touch
on how the centre of gravity of a bushplane plays a
large role in its ability to fly.
Overall Expectation:
Demonstrate an understanding of the relationship
between structural forms and the forces that act on
and within them.
Specific Expectation:
Describe ways in which the centre of gravity of a
structure affects the structure’s stability.
Big Idea:
The form of a structure is dependent on its
function.
The interaction between structures and forces is
predictable.
Overall Expectation:
Demonstrate an understanding of the relationship
between structural forms and the forces that act on
and within them.
Specific Expectation:
Identify the magnitude, direction, point of application
and plane of application of the forces applied to a
structure.
How:
A mini lesson on flight will be given before the
students observe the bushplanes. It will touch on
thrust vs. drag and lift vs. gravity, the nature of air,
wings, stabilizers, fin, aileron, elevator, rudder,
wingspan, range and ceiling.
Students will have fun while learning in our
Children's Flight Centre. This area includes flight
simulators, arcade-style gaming consoles, displays
on the properties of air and flight. Students can also
sit in a real aircraft cockpit.
Big Idea:
The form of a structure is dependent on its
function.
The interaction between structures and forces is
predictable.
Overall Expectation:
Demonstrate an understanding of the relationship
between structural forms and the forces that act on
and within them.
How:
A mini lesson on flight principles will be given before
the students observe the bushplanes. It will touch
on how the symmetry of a bushplane plays a large
role in its ability to fly.
Specific Expectation:
Describe the role of symmetry in structures.
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Big Idea:
The form of a structure is dependent on its
function.
The interaction between structures and forces is
predictable.
Overall Expectation:
Demonstrate an understanding of the relationship
between structural forms and the forces that act on
and within them.
How:
Students will learn through trial and error in building
their own paper plane what will allow an aircraft to
fly and what will cause it to fail.
Specific Expectation:
Identify and describe factors that can cause a
structure to fail altered.
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GRADE SEVEN LESSONS
Associated lessons are encouraged before and the field trip. Many students may not have been to a
museum and it is helpful to establish the rules of a museum as well as get them excited to come
and experience all the fun adventures they are about to have. The following activities are all
optional; our tours are developed to be stand-alone and pre or post lessons are not required to
experience a field trip at the Canadian Bushplane Heritage Centre.
You can use one lesson or a combination of lessons to aid your students in their experience. All
the resources for the activities are supplied and most of the suggested books may be lent out
through our own library for up to one week. Some books are also noted to be in the Public Library
for teachers to take out for longer periods of time.
For more information and preparation lessons please visit us at:
www.bushplane.com/education/lessons/gradeseven
You may also speak to someone for more information or to book your school tour at
Toll Free: 1-877-287-4752
Local: 705-945-6242
Developed and copyright by The Canadian Bushplane Heritage Centre 2011
Grade Seven Package
Copyright 2011 Canadian Bushplane Heritage Centre 6
Lesson 1
Students Will Discover:
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What factors affect how well an aircraft will fly.
Materials:
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Internet sites or books for folding instructions for paper planes (see suggested reading).
8 x 11 standard paper
Tape
Paperclips
Lesson Plan:
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Tell the students that they will each be making a paper plane. (This could also be done in groups.)
Have students’ research different ways for folding paper planes keeping in mind what they have
learned about planes and their design and what design strategies make a plane able to fly for a
greater distance.
Once they have chosen a design they will each get 1 piece of standard 8 x 11 paper, 1 piece of
10cm long tape one penny and one paper clip to make their paper plane. They must use all of
their material but they can choose how they use it. Remind them that their choice will affect how
their paper plane flies.
Give students time to fold their paper into their desired design. (Extension: Let students decorate
their paper plane)
Ask students to not test their paper plane in the classroom as this could be dangerous and chaotic.
Students will then compete to see who has built the paper plane that will fly the furthest. The best
place to do this is in the gymnasium or outside if the weather permits.
Choose one person or you as the teacher to mark where the paper plane has landed. One at a
time students will step up and test their paper plane. All students will start at the same mark and
throw their paper plane. The person you have chosen as the marker will then mark that spot either
with tape or stand in place using their body as a marker. As each student takes their turn you will
only need to mark the spot if the paper plane has gone further than the spot marked.
Once everyone has gone have students look at the paper plane that went the furthest. Either have
a class discussion or a writing assignment when the students will answer the following questions:
o Why do you think this paper plane went the furthest?
o Using what you have learned about plane design, what aspects has the creator used in their
design?
o What aspects of your own paper plane may have caused it to not go as far?
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Lesson 2
Students Will Discover:
In this lesson, students will learn about basic machines and how they make completing work easier. They
will identify two basic machines, the inclined plane and the lever and the functions of these simple
machines. This is a good place to begin the study of simple machines, giving students background
information that aids in determining the construction of everyday "machines" they see and use.
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Identify a machine as something that helps you use your energy more effectively
Identify two basic simple machines—the inclined plane and the lever
Identify other simple machines as variations of the inclined plane and lever
Materials:
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Pictures of simple machines or activity sheets
Activity Sheets A
Activity Sheets B
Activity Sheets C
Activity Sheets D
Activity Sheets E
Activity Sheets F
Activity Sheets G
Activity Sheets H
Activity Sheets I
Activity Sheets J
Lesson Plan:
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Step 1 Brainstorming. Explain to students that you want them to list as many machines as they
can think of in one minute. Have them write their list in their notebooks or journals. At the end of
one minute, discuss their lists. Ask: "Who was able to list 5, 10, 15, 20, etc.?"
Step 2 Now ask them about simple machines. "Can anyone name the six machines that are
commonly referred to as simple machines?" (inclined plane, lever, pulley, screw, wheel and axle
and wedge) Use the pictures you have collected of simple machines or the Activity Sheets
supplied to assist students in recognizing them.
Step 3 Tell students that even though we usually hear about six simple machines, there are
actually only two basic simple machines. All other simple machines are variations of these two (the
inclined plane and the lever).
Step 4 Have students look at the list that they made in step one. Have students list at least one
simple machine that their complex machines that they listed utilize.
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Activity Sheet A
Axe
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Activity Sheet B
Garden
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Hose
&
Hose
Coil
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Activity Sheet C
Scissors
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Activity Sheet D
Stairs
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Activity Sheet E
Slide
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Activity Sheet F
Ramp
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Activity Sheet G
Hammer & Nail
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Activity Sheet H
Spiral Staircase
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Activity Sheet I
Door Wedge
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Activity Sheet J
Clothes Line
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Answers:
Activity Sheet
Answer
Activity Sheet A – Axe
Wedge
Activity Sheet B – Garden Hose and Hose Coil
Wheel & Axel
Activity Sheet C – Scissors
Wedge
Activity Sheet D – Stairs
Inclined Plane
Activity Sheet E – Slide
Inclined Plane
Activity Sheet F – Ramp
Inclined Plane
Activity Sheet G – Hammer
Lever
Activity Sheet H – Spiral Staircase
Screw
Activity Sheet I – Door Wedge
Wedge
Activity Sheet J – Clothes Line
Pulley
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Grade Seven Package
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Suggested Reading:
The Way Things Work,
David Macaulay, Houghton Mifflin, 1988.
 Children will be absorbed for hours as they learn about levers and hydraulics, winches
and friction, inertia and pneumatics. An introduction to the way things work.
Experiments with Simple Machines,
Salvatore Tocci, Children's Press, 2003.
 Simple Machines begins with an outlandish Rube Goldberg device, which "uses simple machines
to make a simple task much more complicated." From this engaging introduction, Tocci moves on
to a series of discussions of simple machines in the home and activities using readily available
materials to demonstrate the effectiveness and power of these devices.
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