Objectives

Teaching Strategy/Procedure

Materials and Resources Water balloon Flask Lighter Paper 2 balloons Ruler String Cardboard

Assessment

Plans for differentiation Shy students: When doing discussions will call on students who do not have hand up, or will pick students in particular order

Learn Air is a material Takes up space Has weight All around us o 5-7mins

Learn Air has force Pressure in all directions o ~10 mins.

Use water balloon (pulling it into beaker with air pressure) experiment as introduction thenThink, Pair and Share: Talk about what you saw in experiment and why Group discussion about ideas Then pair and share about ideas on air Activity 1: running with cardboard (air everywhere) Activity 2: balancing balloons (weight of air) Activity 3: feel chest while breathing (air takes up space) Group Discussion and Video Q: Can you think of an example of air exerting force ? Activity 4: blow up balloon (to show air has force) Q: what is holding the balloon like this? Q: If air is all around us and has force, why does it not crush us? Activity 5: Watch video on air pressure

Students will be able to orally list the factors that make it clear air is a material o Air is everywhere (even when we cannot see it) o Has weight o Takes up space

Video (2:02) Balloon

Students will be able to answer questions regarding air exerting force and come up with examples of air exerting force. Students will be able to make predictions about the experiment in the video, and then assess if their prediction was correct.

Multiple learning strengths: Video helps students who learn best by watching rather than just discussing

Learn Air pressure can change Pressure can change depending on hot, cold Distance from earth etc o ~12 mins.

Introduction to Bernoullis Principle Slower fluid- higher air pressure Faster fluid- lower air pressure o ~10 mins.

Group discussion Talk about water balloon activity again- air pressure changes so balloon sucked in Talk about video where temperature changed so balloon got smaller/larger Q: In what ways can you increase or decrease air pressure? Activity 6: Make paper tent, blow into middle of it Q: What happened to the tent? Q: can you think of pressure changes in nature? Q: What causes wind? Q: When air is moving does it always exert the same pressure? Activity 7: blow dryer ping pong ball Talk about shower curtain clinging to leg while in the shower- its connection to air pressure Q: What happens to the pressure of something when it moves through an object? The faster it moves, the less pressure it has and vice versa.

Piece of paper for each child Straw for each child

Blow dryer Ping pong ball

Students will be able to discuss and make predictions regarding activity 6 and questions asked. Students will be able to complete the P.O.E. sheet for trying to blow small items into pop bottle with straw (Activity at end of lesson, attached) Students will also be able to complete the P.O.E. sheet for blowing the two balloons together (Activity at the end of lesson, attached) Students will be able to state how changes in air pressure can effect movement and vice versa. Students will be able to complete the P.O.E. sheet for trying to blow ping pong ball out of funnel (Activity at the end of lesson, attached)

Blind student: If you have blind student pair that individual with a partner student for P.O.E. sheets and activities in order for them to have observations explained to them in detail, also the teacher is able to use auditory rather than visual assessment to determine if they have learned the material

ADHD students: Seat the child in close proximity to the instructor at all times, and try and keep child engaged in the activities within the lesson plan.

Explanation of activities within lesson plan: Activity 1: with running with cardboard (air everywhere) o Each student will take a precut piece of cardboard and swing it through the air or hold it upright while trying to run and witness that something is exerting force on the board. Activity 2: balancing balloons (weight of air) o The instructor will show each student a balance with one balloon blown up large and one balloon blown up smaller, and they will tell me that the larger balloon weighs more. Activity 3: feel chest while breathing (air takes up space) o Each student will put hand on chest and take a large breath and witness that their chest rises and falls with the breath Activity 4: blow up balloon (to show air has force) o Each student will blow up a balloon individually and then the instructor will ask them questions about it Activity 5: Watch video on air pressure o As a group students will watch video on air pressure found here (0:00-2:02): http://www.youtube.com/watch?v=jmQ8FWnM0fA Activity 6: Make paper tent, blow into middle of it o Each student will be given a piece of paper and a straw, told to fold the paper in half to make a tent /\ then use the straw to blow into the middle of the tent. The tent will pull down towards the table. Activity 7: Ping pong ball and blow dryer o Instructor will put ping pong ball on mouth of blow dryer and turn blow dryer on, the ball should float in place, like it is hovering.

Activities on Predict, Observe, Explain Sheet: Activity 1: Balloons on string o Each student will go to station with a partner and witness two strings of equal length hanging from the table with balloons of equal size hanging from them. They will be told that they are going to blow in between the two balloons. They will then write down their prediction, do the experiment and explain why they observed what they did. (The balloons will move towards one another, not move apart) Activity 2: Funnel and ping pong ball

o Each student will go to station with a partner and witness a ping pong ball inside a funnel. They will be told that they are going to attempt to blow the ping pong ball out of the funnel. They will then write down their prediction, do the experiment and explain why they observed what they did. (The ping pong ball should stay in the funnel and just spin around) Activity 3: Pop bottle, straw, and marshmallow o Each student will go to station with a partner and witness a large 2L pop bottler with a mini marshmallow in its mouth and a straw. They will be told that they are going to attempt to blow the marshmallow into the bottle with the straw. They will then write down their prediction, do the experiment and explain why they observed what they did. (The marshmallow should blow out of the bottle instead of into it)