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Teachers: Amber Brown and Diana Rabstejnek Date: 9/27/11 Duration: 45 minutes Purpose of Lesson and Materials Needed Content

area: Science Title of lesson: Properties of Air Lesson Overview Students will participate in a discrepant science event in order to discover some of the properties of air. Students will define air and matter and determine that air is matter, air takes of space, air is around all objects, air can be compressed and air produces a force. Learning Goals and Objectives Goal:  Competency Goal 2: The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather. Objectives:  2.01 Investigate and describe how moving air interacts with objects.  2.02 Observe the force of air pressure pushing on objects. Key science concepts:  Matter and Matter  Cause and Effect Materials  Large container filled with water  Cups  Paper towel  Tape  Balloons  Activity booklets for students

Water will rush into the cup. Observation and discussion: Ask students for their ideas about the event they just viewed and why this occurred. Ask students what is inside the balloon. Conclusion: Repeat the discrepant event with students and ask students to explain why the paper towel is not wet. The air inside the cup should keep the cup from completely filling with water and the paper towel should stay dry. such as solids. Show students a balloon and blow it up. When air is compressed it takes up less space. Ask students why there were bubbles coming from the cup in the water. The water pushes up slightly on the air in the cup. Have students explain in their own words how the balloon shows that air is matter. . liquids.Lesson Procedure Driving Question: How does air impact the things that we do everyday? Inquiry Question: How can we put a paper towel under water and keep it dry? Instructional Plan: Misconception interview: Students will participate in an interview to discover their prior knowledge about air and any misconceptions they may have about air. which is a push or pull. Ask students questions such as “What is inside this cup?” and “How do you know?” Discrepant event: Ask students “if a paper towel were placed inside the cup. Explain that air is all around us and is made from gases such as nitrogen and oxygen. Now poke a hole in a cup and show students what happens when the same experiment is conducted. or gases. Show students what happens when the cup is placed upside down in the water. “how can we put a paper towel under water and keep it dry?” Allow students a few minute to explore dipping cups in water.) Explain to students that air produces a force. Explain that matter is anything that takes up space. soaking the paper towel. Define matter and air.would it be possible to submerge the cup without getting the paper towel wet?” Explain to students that “submerged” means that the cup is completely under the water. Have students notice the compression taking place when the cup is placed in the water. Introduction: Ask students the inquiry question. Show students what a force is through acting out water and air pushing against each other. (Air is a gas that takes up space inside the balloon. Ask students if the air is taking up space inside the balloon. Tape a paper towel inside a cup.

Assessment: Throughout the lesson students will take notes in a booklet about air that they will be provided with. Air is not matter. The water is not the only matter in the cup. Student's learning will be assessed though their responses during discussions as well as by their written statements.  Air is not a gas.  Air can not take up space. Teacher Reflection  Did all students understand the lesson objective by the end of the lesson?  What adjustments could be made to better teach this lesson?  Did the experiment go as planned?  Were students interested in the activities? . The force of the air pushes against the water and does not allow the water to reach the paper towel. Possible Misconceptions  Gases are not matter because most are invisible.Students should be able to describe that there is air inside the cup taking up space so the water can not fill the cup.  Air only contains oxygen. Students should now be able to explain that the bubbles in the water are air that was inside the cup. Students will reflect on their misconceptions and on their new understanding of air's properties.