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SIOP® Lesson Plan

Date: October 4th, 2010_______Grade/Class/Subject:5th Grade/Science___________

Unit/Theme: __Properties of Air_________________ Standards: _NCSCOS:Objective 3.02
Discuss and determine how the following are affected by predictable patterns of
• Temperature.

• Wind direction and speed.

• Precipitation.

• Cloud cover.

• Air pressure.
Content Objective(s):
_Student will investigate the concepts of air and air pressure
Language Objective(s):
_Students will be able to define the properties of air

Supplementary Materials
Key Vocabulary • Hand-on manipulatives
Air • Visuals
Air pressure • Demonstrations
Air molecules

SIOP® Features

Preparation Scaffolding Grouping

___ Adaptation of Content _x__Modeling _x_ Whole class
___ Links to Background _x_ Guided practice _x_ Small groups
_x_ Links to Past Learning ___ Independent practice ___ Partners
___ Strategies incorporated ___ Comprehensible input _x_ Independent

Integration of Processes Application Assessment

___ Reading _x_ Hands-on _x_ Individual
_x_ Writing _x_ Meaningful ___ Group
_x_ Speaking _x_ Linked to objectives _x_ Written
_x_ Listening ___ Promotes engagement ___ Oral
EQ: What is air and air pressure?

Lesson Sequence:

Students take out paper to write a response to the question: What is air?
 Student shares response with those next to them
 Students share responses with whole class
 3-5 minutes

Discussion of Air
 Air is all around us
 Earth is surrounded by an ocean of air (Draw picture of earth/atmosphere)
 This ocean of air is call our atmosphere
 The atmosphere is made up of tiny particles called air molecules
 These molecules are made up mostly of nitrogen and oxygen (99%)
 Without oxygen animals and plants couldn’t survive
If we could enlarge these tiny particles it would similar to this:
 Demonstrate with spray water bottle in mist mode
Draw picture of students surrounded by air molecules (nitrogen and oxygen)
 3-5 minutes

Discussion of Air Pressure

 Air Pressure is the force that presses on us and all objects/things
 This force is made up the those tiny particles called (class response-air
If we could draw it would look a lot like this:
 Draw a picture on board to visually represent Air Pressure

Unspillable Water Experiment:

 Fill half a juice glass water (be sure to wet rim of glass)
 Place index card on top of glass. Be sure to press the card down securely
with your hand so that it make a good seal around the wet lip of the glass
 Working over the plastic tub, hold the card in place with one hand as you
turn the over the glass. Carefully let go of the index card. The card should
stay in place and the water should stay in the glass.
 As for student(s) volunteer(s) to try
What do you think happened? Students write response. Students share their
response with person next to them. Students share responses with whole class.
 The force of the air pressure pushing against the card is stronger than
force of gravity (the weight of the air & water combined). It’s the pressure
of air that holds the card in place.
 10-15 minutes
 **
Discussion of Air Properties
Does air take up space? Does it have weight?
 Student shares response with those next to them
 Students share responses with whole class
Demonstrate with balloon
 Ask students to take a deep breath and explain what happened to their
chests (air expands their lung occupying space like the balloon)

Balance Balloon Experiment: Whole Class participates in small groups

 Tie one end of the string tightly to the middle of a stick. Hold the other end
of the string until the stick dangles in the air. Slide the string along the
stick until the stick hangs as level as possible.
 Blow up one balloon and knot Blow up second balloon until it’s about the
same size as the first.
 Tape one balloon to the end of the stick. Tape the other balloon to the
other end of the stick
 Hold up the stick with the balloons by the string and once again slide the
string along the stick until it hangs as level as possible
 Teacher pricks one balloon / Students observe what happens next to their
balanced stick as one balloon deflates.
What happened?
 Students write observations
 Student share responses with those next to them
 Students share response with whole class
What would happen if the other balloon is deflated as well?
 10-15 minutes

Students write a new response to the question: What is air? What is air pressure?
 Response should be at least 5 sentences
 5-8 minutes

 Air
 Air Pressure
 Air Molecules

**Extra experiment with 2 liter bottle and air pressure if there is extra time
 Water in bottle flows out of a hole in the bottom faster without a top than
it does with the top on. Why? 3-5 minutes