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This lesson provided by:
Author:Linda Ponder
System: Shelby County
School: Inverness Elementary School
Lesson Plan ID: 5099
Title: Air is All Around You
In this science lesson students will be asked the question, "Does air take up space?" and "Does air have weight?" Students will conduct experiments that prove that air has mass, takes up space, and exerts pressure.
Content Standard(s):
SC(2) 1. Identify states of matter as solids, liquids, and gases.
Local/National Standards:  
Primary Learning Objective(s): Student will conduct experiments exploring the properties of air. Students will make predictions and draw conclusions. Students will observe, record, and analyze data.
Additional Learning Objective(s): Students will work cooperatively to gain knowledge in the content areas.
Approximate Duration of the Lesson: 0 to 30 Minutes
Materials and Equipment:
Clear drinking cups, food coloring, large bowl or dishpan, paper towels, water, lightweight cardboard squares (slightly larger than top of the glass), drinking straws, overhead projector, transparency, science journal sheets (see attachment), the book Air is All Around You by Franklyn M. Branley
Technology Resources Needed:
Copy the song from the book (sung to the tune of "Frere Jacques") on an overhead transparency.

1.)Present the book, Air is All Around You. Read it to the children as an introduction.

2.)Teach children the song about air to the tune of "Frere Jacques."

3.)Each student will be able to participate in this activity to demonstrate that air takes up space.

4.)Fill the bowl with water, then color with food coloring so the experiment can be seen easily.

5.)Show the class a glass and ask them if there is anything in it. Discuss the fact that air takes up space, even though we cannot see it. Air is all around us and fills every open space. Air is in the glass.

6.)Show the students how to crumble a paper towel or napkin and put it in the bottom of the glass.

7.)Ask the children to predict what will happen when the glass is put upside down in the bowl of water.

8.)Students will record their predictions on their science journal sheet (see attachment).

9.)Turn the glass upside down and push it straight down to the bottom of the bowl. Hold it there for a moment; then lift it straight up out of the water.

10.)Let the students feel the napkin and ask them, "What kept the napkin dry?" Help the students conclude that water could not get into the glass because the glass was already filled with air that had no place to go. Air kept the napkin dry.

11.)Explain that although we cannot see air, we can see its effect. A blanket of air called the atmosphere surrounds Earth and is important to every living thing.

12.)Let the students take turns performing this experiment in cooperative groups.

13.)Students will record the results.

14.)For the next part of this lesson, fill the glass with the colored water and place a piece of cardboard over the glass.

15.)Ask the children to predict what will happen if the glass is turned upside down.

16.)The students will record their predictions.

17.)Holding the cardboard, turn the glass upside down, then let go of the cardboard. Now turn the glass on its side. Ask the students what is holding the cardboard to the glass.

18.)Lead them to conclude that air is pushing from all sides and is holding the cardboard in place. We call this pushing of the air "air pressure." Children may now practice this experiment with supervision.

19.)Students will record the results.

Attachments:**Some files will display in a new window. Others will prompt you to download. science journal.doc
Assessment Strategies:
Teacher observation of students' work on science journal sheets, oral questions from students
Fill a small can with water. Put a straw into the water; then remove the straw while covering the top with your finger. Explain that air pressuure from the bottom keeps the water in the straw. Next, release the water by removing your finger. Explain that air pressure from above pushed the water out of the straw when your finger was removed. If time permits, use tempera paint instead of water to illustrate water pressure. The straw could be used to blow paint in tree branch designs on paper. While the design is drying, show students how to crumble a tissue paper square around a finger tip and dip it in glue. Have students make tissue "flowers" and place them on the tree-branch designs for beautiful pictures of blooming spring trees.
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

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