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A Breath of Fresh Air - A Lesson Plan About Air

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Objectives:

  • The students will learn about air.

  • The students will be able to define the terms: humidity, air pressure, air quality, warm front, and cool front.

  • The students will be able to explain why hot air rises and cool air sinks.

Questions that encompasses the objective:

  • Think about hot air balloons. What is so unique about hot air balloons?

  • Why do you think hot air is used to lift the balloon up?

Prepare the Learner: Activating Prior Knowledge. 

How will students prior knowledge be activated?

Warm up by asking students:

  • What do you know about air?

Common Core State Standards:

  • CCSS.ELA-LITERACY.SL.2.1

  • CCSS.ELA-LITERACY.SL.2.1 B

  • CCSS.ELA-LITERACY.SL.2.4

  • CCSS.ELA-LITERACY.W.2.2

  • CCSS.ELA-LITERACY.W.3.2

  • CCSS.ELA-LITERACY.W.3.2 B

  • CCSS.ELA-LITERACY.SL.3.1

  • CCSS.ELA-LITERACY.SL.3.4

Materials and Free Resources to Download for this Lesson: 

  • Introductory Activity: “Why Do We Need Air”

  • “All About Weather” Science Journal (Student Copy & Teacher Copy)

    • Page 20: What is Air?

    • Page 21: Words About Air

    • Page 22: Warm Air vs. Cool Air

  • Experiment: “Hot Air, Cold Air” (Detailed directions are found below)

Adapted from: the website “Learning 4 Kids” following page http://www.learning4kids.net/2015/01/15/hot-air-cold-air-science-activity/

Unit Resources:

Input:
What is the most important content in this lesson?
To reach this lesson’s objective, students need to understand:

  • The definition to the terms: humidity, air pressure, air quality, warm front, and cool front

  • Why hot air rises and cool air sinks.

How will the learning of this content be facilitated?

  • The teacher should begin class by handing out the “Why Do We Need Air?” worksheet. The teacher should instruct the students to complete the worksheet. While the students work, the teacher should recreate the worksheet on the board or chart paper. The teacher should allow the students to work for about 5 minutes before reconvening and discussing some of the answers. The teacher should begin a discussion about the importance of air, how it is needed for survival, and the role air plays in weather.

  • After the activity discussion is done, the teacher will begin presenting the information on weather. If it is possible, project each page of the teacher’s copy of the “All About Weather” Science Journal worksheet onto the board using a projector or put into a PowerPoint document and project.  The teacher’s copy of the journal has certain words/phrases that are bolded red and highlighted. It is important the teacher explain to the students those words/phrases are to be highlighted in their (students) journal. For this lesson, the teacher should review these pages:

  • Page 20: What is Air?

** This page reviews what air is and what it is made of**

  • Page 21: Words About Air

**This page reviews the terms associated with air and weather**

  • Pages 22: Warm Air vs. Cool Air

**This page reviews why hot air rises but cool air sinks**

  • Experiment: After the information has been presented, the students will participate in the experiment “Hot Air, Cold Air.” The teacher should hand out the experiment worksheet and instruct the students to complete the “Prediction” section. The teacher should allow about five minutes for the students to complete the section. Once the students complete the section, the teacher should invite the students to stand around a table. The teacher should show the students the soda bottle, two buckets, ice cubes, water, and balloon. The teacher should review the predictions the students wrote before performing the experiment. After the teacher and students review the predictions, the teacher should begin the experiment. To begin, the teacher should place the balloon over the opening of one of the bottles. The teacher should place the bottle in the middle of bucket with the warm water. Observe what happens to the balloon (it should begin to inflate). Next, the teacher should place the bottle into the bucket with the ice cubes. Observe what happens to the balloon (it should begin to deflate). Repeat the experiment two or three more times; the teacher should allow some of the students to place the bottle in each bucket.

 

  • Lesson Assessment/Experiment Results: After the experiment is over, the teacher should have the students go back to their seats and complete the “Results” section in their science journals. The teacher should allow the students about 10 minutes to complete the worksheet before reconvening and discussing their answers.​

  • Closure

    • For the closure, the teacher should review the lesson and what was learned today. 

    • The teacher should also go over the key terms/ any content that was difficult for the students.

Time/Application
3-5 minutes
Guided Introduction

Review the class/ agenda with the students:

  • Introductory Activity: “Why Do We Need Air?”

  • Discussion: Science Journal (Pages 20-22)

  • Experiment: “Hot Air, Cold Air”

  • Experiment Results sheet from the science journal

  • Discussion of Experiment

5 minutes

Introductory Activity: “Why Do We Need Air?”

  • Hand out the “Why Do We Need Air?” worksheet.

  • Instruct the students to complete the worksheet.

  • After about 5 minutes, reconvene and discuss the answers.

15 Minutes

What is Air? | Air Pressure | Warm Air & Cool Air

  • Instruct the students to open to page 20 in their science journals.

  • Project each page of the science journal onto the board either through a projector or PowerPoint presentation.

  • The teacher copy has bolded red and highlighted words. The students will highlight those words in their science journal.

  • Begin presenting the information. The pages that will be presented include: pages 20-22.

20 Minutes

Experiment: “Hot Air, Cold Air”

  • Hand out the “Hot Air, Cold Air” experiment sheet. Instruct the students to complete the “Predictions” section.

  • Invite the students to stand around a table. Show the students the soda bottle, two buckets, ice cubes, water, and balloon.

  • Review the predictions the students wrote before performing the experiment.

  • Begin by placing the balloon over the opening of one of the bottles. Place the bottle in the middle of bucket with the warm water. Observe what happens to the balloon (it should begin to inflate).

  • Place the bottle into the bucket with the ice cubes. Observe what happens to the balloon (it should begin to deflate).

  • Repeat the experiment two or three more times; allow some of the students to place the bottle in each bucket.

  • After the experiment is over, have the students go back to their seats and complete the “Results” section.

Allow the students about 10 minutes to complete the worksheet before reconvening and discussing their answers.

5 minutes

Closure

  • For the closure, the teacher should review the lesson and what was learned today. 

  • The teacher should also go over the key terms/ any content that was difficult for the students.

  • If there is additional time, discuss any additional questions the students may have.


Individualized Instruction/Scaffolding

English Language Learners will be supported in this lesson through data-based heterogeneous grouping, verbal and written repetition of new vocabulary words, and multiple representation of vocabulary words through printed images and video.

Ecosystems, Biomes, and Habitats PowerPoint and Activities