George Mason University

5E Unit Plan
Air Pressure Lesson

Kyle Hunt
EDCI 553-001
Dr. Gilbert

Table of Contents
Cover Page

Table of Contents

Unit Narrative

Air Pressure Unit Lesson 1

Air Pressure Unit Lesson 2

10

Air Pressure Unit Lesson 3

13

Air Pressure Unit Lesson 4

17

Assessment Narrative

20

Appendix A Lesson 2 Worksheet

22

Appendix B Lesson 2 Worksheet with Sentence Frames

23

Appendix C Lesson 3 Worksheet

24

Appendix D Lesson 3 Google Docs Template

25

Appendix E Lesson 4 Worksheet

26

Appendix F Lesson 4 Worksheet with Sentence Frames

28

Appendix G Anecdotal Note Sheet

30

Unit Narrative
Its all about the hook! By creating an engaging hook and utilizing the 5E method
it is possible to build a unit that children will find engaging, informative, and the
knowledge they gain will be lasting. This unit on air pressure is designed to utilize the
5E method while gradually releasing the childrens thoughts from observing to explaining
the phenomena they witness.
The first lesson in the unit begins by showing children some air pressure based
experiments without any hypothesizing or evaluation, just a chance for the children to be
wowed. The next lesson will open with a brief reminder of what was experienced in the
first lesson and then the children will be asked to work in small groups to conduct some
experiments on their own. They will be asked to hypothesize and record results but they
will not be required to explain how or why certain events happened. After the second
lesson the children will have witnessed or completed 5 experiments and its at this point
that air pressure will be explained in detail during the third lesson. Once the key points
have been worked through the children will then have a chance to do some more
experiments in the fourth lesson with one key change; now they will be expected to
explain what they have seen. This explanation will also be the evaluation for this unit.
The unit starts with the first E of the 5E method, Engagement. A lesson cannot
follow the 5E method without an attention-grabbing hook. The first experience with air
pressure and its power is meant to not only wow the children but also be a discrepant
event. By starting with a discrepant event, the lesson allows the children to stop
conventional thinking and open themselves up to new ideas (Llewellyn, 2002).
Beginning the unit with a couple displays of the power of air pressure, the students can

begin to process the evidence and start the action of accommodating the new information
into their schema (Peters & Gega, 2002). The wowing experience will then be followed
by a brief explanation of the unit and what the children are expected to learn. The first
lesson will be left as a little bit of a cliff hanger so that the children will continue to think
about air pressure and develop more questions.
The second E takes the lesson to the Exploration phase. It is at this stage that
the children get to do some hands on work and begin to develop their own thoughts and
ideas on the process. This stage is also important in that it allows all children to have
experiences that they might not have otherwise while fostering collaboration as the
students work in small groups (Llewellyn, 2002). During their exploration the children
will conduct two experiments after hypothesizing what will happen. The children will
record their information and they will get to practice collecting evidence, sorting
information, and sharing their insights (Llewellyn, 2002). This stage also allows the
children to begin to flex their reasoning abilities with their hypothesis. It is this reasoning
and hypothesis that can be used to formatively assess where the learners are prior to the
Explanation phase (Michaels, Shouse, & Schweingruber, 2008).
Once the children are done exploring and they have generated thoughts and ideas
that they are unsure of, it is time to initiate the Explanation phase. It is in this stage that,
through group discussion, the children will be able to add fact and understanding to the
information that they have taken in. The children will be shown the concepts behind the
phenomena that they witnessed and created in their experiments. These explanations
will allow the children to construct their new schema based on the accommodations that
they have already made in their thinking (Llewellyn, 2002).

After the concepts behind the experiments have been discussed with the children
they will be ready to move onto the next phase of Elaboration. With some more
knowledge in hand the children are now asked to conduct a few more experiments but
with the added task of explaining what they have accomplished. The experiments will be
well structured to keep the investigation concise and the students on track due to the
limited time available in the school day for these lessons (Liu, 2010). By combining their
new knowledge with the information that comes from the experiments the children are
now able to see their understanding grow. They are also able to better comprehend what
was shared in the Explanation phase while seamlessly combining that knowledge into
their thought process (Llewellyn, 2002).
To wrap up this unit the children advance to the Evaluation stage of the 5E model.
It is at this point that their knowledge should be concrete so that they are successfully
able to not only predict, but also explain what took place in the Elaboration section of the
unit. The students will be asked to provide detail and support in their explanation
allowing the instructor to properly evaluate if they have learned what air pressure is and
how it affects their day-to-day lives. The students will need to be able to explain where
and why high pressure and low pressure exists in their assessment in order to successfully
complete the unit.
This unit was designed to allow children to build their own knowledge. Utilizing
Constructivism, each lesson is set up to encourage the children to get excited and expand
their knowledge base as they go (Peters & Gega, 2002). To know this is a successful unit
the instructor will see the children engaged, interested, and pressing to learn more about
what they are working on.

Works Cited
Keely, P. (2008). Science Formative Acceessment: 75 strategies for linking assesment,
instruction and learning. Thousand Oaks, CA: Corwin Press.
Liu, X. (2010). Essentials of Science Classroom Assessment. Washington, DC: Sage.
Llewellyn, D. (2002). Inquire Within: Implementing Inquiry Based Science Standards.
CA, USA: Corwin Press.
Martin, R., Sexton, C., & Franklin, T. (2009). Teaching Science for all children: Inquiry
Methods for Contructing Understanding. New York, New York: Pearson.
Michaels, S., Shouse, A., & Schweingruber, H. (2008). Ready, Set, Science: Putting
Research to Work in K-8 Science Classrooms. Washington, DC: National Academies
Press.
Peters, J., & Gega, P. (2002). How to Teach Elementary School Science. New York, NY:
Pearson.

Form D

George Mason University

Graduate School of Education
Mandatory

Elementary Education Program

Lesson Plan Form
Intern:

Kyle Hunt

Title: Air Pressure Unit - Engagement

I.

Grade Level: 4th (AAP)

Date: 10/24/2016

Unit Objectives:

Students will know:

What air is
Students will understand:
That air is all around us, including above
That air has weight, volume, and mass
That air pressure changes with temperature
That changes in air pressure can exert great force
Students will be able to:
Perform air pressure experiments
Observe, record, and hypothesize results from air pressure experiments
Lesson Objectives:
Students will understand, through visual representation and group discussion,
the power of air pressure.
Students will begin to understand, through group discussion, the effects air
pressure has on our daily lives.
Virginia Standards Addressed:
Science 4.1 The student will demonstrate an understanding of scientific
reasoning, logic, and the nature of science by planning and conducting
investigations in which
a) distinctions are made among observations, conclusions, inferences, and
predictions;
b) objects or events are classified and arranged according to characteristics
or properties;
e) predictions and inferences are made, and conclusions are drawn based
on data from a variety of sources;
h) hypotheses are developed as cause and effect relationships;

k) data are communicated with simple graphs, pictures, written statements,

and numbers;
English 4.1 The student will use effective oral communication skills in a
variety of settings.
b) Contribute to group discussions across content areas.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to
communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
4.2 The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.

II.

Materials for Learning Activities

List the texts, equipment, and other materials to be used by the students.
None needed
List the materials, including equipment or technology used by the teacher
in presenting the experiences.
Glass of water
1 piece of cardstock
1 small piece of Tupperware to catch water
1 blow dryer
1 ping pong ball
1 electric kettle or hot plate
1 empty soda can
1 bin of ice water
Whiteboard/Marker
Camera to record word cloud

III.

Procedures for Learning Activities

Introduction -10 minutes
Begin with a whole class instruction. Teacher will ask What is air?, working
with the students to discuss what air is and isnt while asking them to prove
how they know what it is. If the discussion does not get to it the following
points will be emphasized; 1) How do you know air is around you? 2) What
is air pressure measuring? 3) Can you show me a way to prove air is around
you? Notes from discussion will be taken on whiteboard.
Instructional Strategies - 25 minutes
While still working with whole class teacher will demonstrate air pressure in
the following ways:

- Magic Water Cup Placing cardstock over a glass full of water and
turning the glass over. Discussion will revolve around how the card stock
can keep the water in place. Key points will include; 1) Since there is
little to no air in glass there is minimal air pressure. 2) Air pressure is
about 14.7 pounds per square Inch. 3) Surface area of card stock is 9
8

square inches so there is about 130 pounds of pressure on card stock and
only the weight of the water pushing down
- Dry Paper Tape some paper to the bottom of a cup and place the cup
upside down in a bucket of water. Ask the children will the water
be wet
or not when the cup is pulled back out. Remove the cup and
discuss
points including 1) how is
the paper dry? 2) What
prevents the water
from entering the glass? 3) What would happen if
the cup were turned
sideways?
- Soda Can Crush Water will be warmed in a soda can and it will be
poured out and the can placed in ice water. The pressure difference
will
cause the can to crush. Discussion points will be 1) How does
temperature
effect pressure 2) What took the place of water vapor in the can as
it was
cooled?
As a whole class a word web will be made with a focus / discussion around
the required vocab of; Air Pressure, Barometer, High Pressure, and Low
Pressure.
Summary 5 minutes
To wrap up the activity the kids will be asked to write any questions that they
have in their science journals so that the questions can be re-examined after
each lesson to see if they have been able to be answered.
IV.

Assessment
There is no assessment at this stage of the unit plan

V.

Differentiation
Sentence frames and word lists can be provided to ELL students.

VI.

Accommodations
Children with visual impairments can be placed closer to the demonstrations.
Children with behavioral issues will be strategically placed in the class room
to best facilitate attention and improve learning potential.

VII.

Technology Integration
Technology is not required at this stage of the unit plan

VII.

Reflection
After the lesson, reflect on what went well and what didnt go well. Write
changes you might implement the next time the lesson is taught.

Form D

George Mason University

Graduate School of Education
Mandatory

Elementary Education Program

Lesson Plan Form
Intern:

Kyle Hunt

Title: Air Pressure Unit Exploration

I.

Grade Level: 4th (AAP)

Date: 10/24/2016

Unit Objectives:

Students will know:

What air is
Students will understand:
That air is all around us, including above
That air has weight, volume, and mass
That air pressure changes with temperature
That changes in air pressure can exert great force
Students will be able to:
Perform air pressure experiments
Observe, record, and hypothesize results from air pressure experiments
Lesson Objectives:
Students will first hand experience the effects and power of air pressure.
Students will begin to develop ideas and hypotheses as to how air pressure
creates these effects.
Virginia Standards Addressed:
Science 4.1 The student will demonstrate an understanding of scientific
reasoning, logic, and the nature of science by planning and conducting
investigations in which
a) distinctions are made among observations, conclusions, inferences, and
predictions;
b) objects or events are classified and arranged according to characteristics
or properties;
e) predictions and inferences are made, and conclusions are drawn based
on data from a variety of sources;
h) hypotheses are developed as cause and effect relationships;
k) data are communicated with simple graphs, pictures, written statements,
and numbers;
English 4.1 The student will use effective oral communication skills in a
variety of settings.
10

b) Contribute to group discussions across content areas.

d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to
communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
English 4.2 The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.

II.

Materials for Learning Activities

List the texts, equipment, and other materials to be used by the students
- Students will utilize worksheets that correspond with each station
List the materials, including equipment or technology used by the teacher
in presenting the experiences.
- 6 empty water bottles and small pieces of paper to ball up
- 12 plungers
- Worksheets for each station

III.

Procedures for Learning Activities

Introduction 5 minutes
The children will be reminded of the experiences that we had the previous
lesson. The web and questions will be shared on the Smart Board if
appropriate. The children will be given a moment to present any questions
that they might have developed since the previous lesson.
Instructional strategies 25 minutes
Children will be broken up into their non-AAP reading groups (6-7 kids per
group) and instructed to start at the following stations; Group England
Station 1, Group Fredericksburg Station 2, Group Godspeed Station 3, and
Group Harriet Tubman Station 4. The children will be given a worksheet
that allows them to predict and observe the two experiments that they will be
performing today.
Station 1 Million Dollar Bet See if you are able to blow a small wad of
paper into an empty plastic bottle laying on its side. Can you? Why or why
not?
Station 2 Plunger Pull Place two plungers face to face and press them
together and attempt to pull them apart. Can you? Why or why not?
Station 3 Million Dollar Bet
Station 4 Plunger Pull
Summary 10 minutes
Once the children wrap up their experiments they will be brought back to their
seats and asked to think/pair/share in order to see if they know why the
experiments worked the way they did. The lesson will culminate with a whole
class discussion on what might have caused the experiments to work the way

11

they did. The children will not be given any complete answers so that they
can build excitement towards the next lesson.
IV.

Assessment
Formative / Informal assessment will be kept through anecdotal note taking.
Instructor will be looking for active participation, constructive conversation,
effective hypothesizing, and effective note taking.
Formative / Informal preassessment will be monitored by looking at the
hypothesis the children formulate. This information will assist in guiding the
explanation phase of instruction.

V.

Differentiation
Time will be made for all students in a group to attempt experiments so that
kinesthetic learners as well as children who are nervous about participating
will have time to work the experiments.
Worksheets will be able to be completed with either pictures or words so long
as students are effectively demonstrating their knowledge and ideas

VI.

Accommodations
Note taking sheets with sentence frames will be available for low readers and
ELL students

VII.

Technology Integration
Technology will not be utilized in this section of the unit.

VIII.

Reflection
After the lesson, reflect on what went well and what didnt go well. Write
changes you might implement the next time the lesson is taught.

12

Form D

George Mason University

Graduate School of Education
Mandatory

Elementary Education Program

Lesson Plan Form
Intern:

Kyle Hunt

Title: Air Pressure Unit - Explanation

I.

Grade Level: 4th (AAP)

Date: 10/24/2016

Unit Objectives:

Students will know:

What air is
Students will understand:
That air is all around us, including above
That air has weight, volume, and mass
That air pressure changes with temperature
That changes in air pressure can exert great force
Students will be able to:
Perform air pressure experiments
Observe, record, and hypothesize results from air pressure experiments
Lesson Objectives:
Students will learn the dynamics of air pressure.
Students will develop an understanding of what air pressure is and how it
affects their day-to-day lives.
Virginia Standards Addressed:
Science 4.1 The student will demonstrate an understanding of scientific
reasoning, logic, and the nature of science by planning and conducting
investigations in which
a) distinctions are made among observations, conclusions, inferences, and
predictions;
b) objects or events are classified and arranged according to characteristics
or properties;
e) predictions and inferences are made, and conclusions are drawn based
on data from a variety of sources;
h) hypotheses are developed as cause and effect relationships;
k) data are communicated with simple graphs, pictures, written statements,
and numbers;
English 4.1 The student will use effective oral communication skills in a
variety of settings.

13

b) Contribute to group discussions across content areas.

d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to
communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
English 4.2 The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.

II.

Materials for Learning Activities

List the texts, equipment, and other materials to be used by the students.
- Worksheets from previous days experiments
- Information worksheet for science journal
List the materials, including equipment or technology used by the teacher
in presenting the experiences.
- Whiteboard
- Document camera
- Plastic bottle and small wad of paper
- Two plungers
- One computer per non-AAP reading group

III.

Procedures for Learning Activities

Introduction 5 minutes
Children will be asked to bring out their worksheets from the previous day
activities. Warm up questions will be: 1. Have we proven what air is yet? 2.
Did any of your experiments prove or disprove your thoughts? 3. What else
can we do to prove air is around us?
Instructional strategies 25 minutes
Once we have reintroduced the concepts of air the discussion will transition to
proof of air. All instruction will be in whole class group discussion. There
will be turn and talk as well during the discussion in order to make sure that
all students are engaged.
The air is everywhere part of the discussion will begin with explaining the
million-dollar bet experiment. It will be explained that since the children are
blowing air in to a bottle that is already filled with air the only place for the air
to go is back out of the bottle, blowing the paper wad out of the bottle instead
of in. Major point of discussion will be; 1) Is there air in the bottle? 2) How
can you prove it? 3) Are there other ways to prove that there is air in the bottle
(capping it and squeezing or putting it upside down in water)
Next we will discuss the air exerts force part by talking about the upsidedown glass of water. It will be explained again that air exerts force at the rate
of 14.7 PSI and since there is little to no air in the cup that the air pushing on
the bottom of the paper has more force than the weight of the water. Points of
discussion will be; 1) Air exerts force in all directions. 2) 14.7 PSI can add up
quickly to exert a lot of force.
14

We will then discuss the force air exerts can be exceptionally strong plunger
experiment. It will be explained that when the plungers are pushed together
all of the air is removed from between them with air still pushing on the
outside, creating suction. As there is no air on the inside of the plungers and
normal air on the outside of them it is difficult to pull the plungers apart.
Major points of discussion will be; 1) What suction is. 2) How the plungers
create suction. 3) How a straw works (if time permits).
Finally we will discuss some general ways in which air and air pressure
affects your day to day lives. We will highlight 5-10 specific ways in which
utilizing air pressure benefits our day to day lives such as; vacuum cleaners,
straws, weather, and air planes.
All through the discussion children will be completing their science journal
form so that they have notes on what air is and how air pressure works. There
will be a section for them to jot questions as they go.
Upon completion of the discussion about air the children will be instructed to
collaborate in their non-AAP reading groups in order to create a Google doc
with all of the pertinent information discussed about air as well as to work to
formulate any questions that they might have. There will be a template in
Google Docs for them to work off of.
Summary 10 minutes
Allowing for a question and answer period will close the lesson. Finally the
correct answers will be highlighted on the worksheet.

IV.

Assessment
Formative / Informal assessment will be kept through anecdotal note taking.
Instructor will be looking for active participation, constructive conversation,
effective hypothesizing, and effective note taking.
Attach copies of any written assessments (tests, rubrics, observational
checklists, format for anecdotal records).

V.

Differentiation
Worksheets will be able to be completed with either pictures or words so long
as students are effectively demonstrating their knowledge and ideas

VI.

Accommodations
The worksheet will be completed as a group using the doc camera to ensure
that all students obtain the required information

VII.

Technology Integration
List uses, adaptations, and activities that integrate technology
- Smartboard
- Document camera
- Google Doc
Provide materials needed
- Smartboard

15

VIII.

- Document camera
- one computer per non-AAP reading group

Reflection
After the lesson, reflect on what went well and what didnt go well. Write
changes you might implement the next time the lesson is taught.

16

Form D

George Mason University

Graduate School of Education
Mandatory

Elementary Education Program

Lesson Plan Form
Intern:

Kyle Hunt

Grade Level: 4th (AAP)

Title: Air Pressure Unit Elaboration & Evaluation Date: 10/24/2016

I.

Unit Objectives:
Students will know:
What air is
Students will understand:
That air is all around us, including above
That air has weight, volume, and mass
That air pressure changes with temperature
That changes in air pressure can exert great force
Students will be able to:
Perform air pressure experiments
Observe, record, and hypothesize results from air pressure
experiments
Lesson Objectives:
Students will hypothesize the effects of air pressure on
varying experiments..
Students will be able to test the hypothesis and confirm or
deny their beliefs as well as explain why they were correct or
not.

Virginia Standards Addressed

Science 4.1 The student will demonstrate an understanding of
scientific reasoning, logic, and the nature of science by
planning and conducting investigations in which
a) distinctions are made among observations, conclusions,
inferences,
and predictions;
b) objects or events are classified and arranged according
to
characteristics or properties;
e) predictions and inferences are made, and conclusions
are drawn
based on data from a variety of sources;
h) hypotheses are developed as cause and effect
relationships;
17

k) data are communicated with simple graphs, pictures,

written
statements, and numbers;
English 4.1 The student will use effective oral communication
skills in a variety of settings.
b) Contribute to group discussions across content areas.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific
vocabulary to
communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse
teams.
English 4.2 The student will make and listen to oral
presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
II.

Materials for Learning Activities

List the texts, equipment, and other materials to be
used by the students
- Students will utilize worksheets that correspond with each
station
List the materials, including equipment or technology
used by the teacher in presenting the experiences.
- 4 empty soda cans
- one hot plate
- one bucket of ice water
- 4 empty plastic juice bottles
- 4 trays
- water

- 4 push pins

III.

Procedures for Learning Activities

Introduction 5 minutes
The children will be reminded of the experiences that we had
with the previous lessons. The children will be given a
moment to present any questions that they might have
developed since the previous lesson.
Instructional strategies 25 minutes
Children will be broken up into their non-AAP reading groups
(6-7 kids per group) and instructed to start at the following
stations; Group England Station 1, Group Fredericksburg
Station 2, Group Godspeed Station 3, and Group Harriet
Tubman Station 4. The children will be given a worksheet
that allows them to predict and observe the two experiments
that they will be performing today.

18

Station 1 Dry Paper Tape some paper to the bottom of a

cup and place the cup upside down in a bucket of water. Ask
the children will the water be wet or not when the cup is
pulled back out. The children will be instructed to hypothesize
what will and record their experiences.
Station 2 Leaky Bottle Fill a water bottle with water (with
cap on) and place it in a tray. Press a pushpin into the side of
the bottle, puncturing bottle and leaving the pin the bottle.
Have the students hypothesize and record their experience
with the bottle once the pin is pulled. The students will also
hypothesize and record what will happen when the cap is
released from the bottle.
Station 3 Dry Paper
Station 4 Leaky Bottle
Summary 10 minutes
Once the children wrap up their experiments they will be
brought back to their seats and given time to work in order to
record/finalize their thoughts on why the experiments went
the way that they did. The worksheets will be collected at the
end of the lesson for assessment.

IV.

Assessment
Summative / Formal: The worksheet that is completed is the
assessment. The students will be advised before the
experimentation begins that the why section of the sheet is
what will be assessed.
Attach copies of any written assessments (tests, rubrics,
observational checklists, format for anecdotal records).

V.

Differentiation
Worksheets will be able to be completed with either pictures
or words so long as students are effectively demonstrating
their knowledge and ideas. For a picture to receive proper
credit it must be properly labeled showing areas of low
pressure and high pressure as well as which direction the
force is going due to the pressure differential.

VI.

Accommodations
Note taking sheets with sentence frames will be available for
low readers and ELL students

VII.

Technology Integration
No technology will be utilized for this lesson.

VIII.

Reflection

19

After the lesson, reflect on what went well and what didnt go
well. Write changes you might implement the next time the
lesson is taught.

Assessment Narrative
The unit objective is for students to develop a better understanding of air pressure
and its effects on the students everyday lives. The unit calls for ongoing informal
evaluation in order to guide instruction. To formally assess the objectives the unit has the
children perform two experiments in which they must hypothesize, record, and explain
what has happened. It is the childrens explanation and reasoning that will be used for
final assessment.
Utilizing two types of assessment offers more flexibility to the unit. Ongoing
informal assessment will allow the instructor to ensure that children are progressing
through the unit properly while allowing instruction to be altered on the fly in case
anyone struggles with key points. As this unit builds rather quickly having this informal
assessment is integral to the students success (Liu, 2010).
The formal assessment of this unit is not a test or quiz; instead it is requesting an
explanation of the experiment results. These questions will allow the children to show
what they have learned and to make connections from the lessons. This assessment hits
the key goals laid out by Llewellyn in that it gives the children the ability to record

20

results, asks for specific information, gives the students choice in response form, and
requires justification through the response (Llewellyn, 2002).
The chosen assessments fit the unit well. By asking the children to explain
exactly how air pressure relates to their daily lives, this assessment effectively measures
if the children have hit their learning objectives in this unit. Informal notes allow the
instruction to be altered as needed to make sure all children stay on track to succeed on
the final assessment.

Works Cited
Liu, X. (2010). Essentials of Science Classroom Assessment. Washington, DC: Sage.
Llewellyn, D. (2002). Inquire Within: Implementing Inquiry Based Science Standards.
CA, USA: Corwin Press.

21

Name: ________________________________________
Prediction

Observation

Million Dollar
Bet

22

Plunger Pull

Name: _________________________________________
Prediction
I fell the ball will:

Observation
The ball reacted by:

I feel that the plungers will:

The plungers were:

Million Dollar
Bet

23

Plunger Pull

Name: ________________________________________
What Happened?

Why?

Million Dollar Bet

Air is
everywhere

Magic Water Cup

Air exerts
force

24

Plunger Pull
That force can
be exceptional

Air is everywhere
Is there air in the bottle?
____________________________________________________________________
How do you know?
________________________________________________________________________
__
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
Can you think of any other ways to prove that there is air in the bottle?
_______________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
Air exerts force
Does air pressure only push down?
________________________________________________________
25

How can you prove what direction(s) air pressure pushes?

_____________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
The force air exerts can be exceptionally strong
What is suction?
________________________________________________________________________
_____
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
How do straws work?
_______________________________________________________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
What questions do we have?
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
________________________________________________________________________
_________________________
26

________________________________________________________________________
_________________________
Name _________________________________________
Prediction
Observation

Why?

Dry Paper

Leaky
Bottle

27

How do you know air is around you? What does air do to affect your
day-to-day life?
________________________________________________________________________
_________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________

Describe what happened in the Soda POP! experiment. Be sure to

describe where the high pressure was and the where the low pressure
was as well as how this effected the soda can.
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________

28

Or you can draw a picture of the Soda POP! experiment remember

to include all requested information

Name:_________________________________
Prediction
Observation
I feel that the
Once the glass
paper will:
was put in the
water the paper
in the glass:

Why?

Dry Paper

29

I believe that
the water in the
bottle will:

Once the pin

was removed
from the
bottle the
water:

Leaky
Bottle

How do you know air is around you? What does air do to affect your
day-to-day life?
________________________________________________________________________
_________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________

Describe what happened in the Soda POP! experiment. Be sure to

describe where the high pressure was and the where the low pressure

30

was as well as how this effected the soda can.

_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________

Or you can draw a picture of the Soda POP! experiment remember

to include all requested information

Anecdotal Notes Record

Date:
Student

Lesson:
Observation

31

Summary:
Additional Plans/Instruction Needs
Looking for: Active Participation, Constructive Conversation, Effective
Hypothesizing, and Effective Note Taking

32