Context:
This Demonstration Lesson Plan was created in the Fall of 2007, under the advisement of Jeff Goodman for Science in the Elementary Schools (GS 4401).
Impact:
Students involved with this activity will be actively involved in discovering information about the forces of motion related to air pressure. The lesson encourages students to ask questions, interact, and observe these scientific properties. The students who are involved will begin to see science as a process of answering questions about seemingly unexplainable events with logical reasoning, creating scientific answers.
This activity meets the following North Carolina Standard Course of Study Objectives:
Grade 5, Science:
Competency Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.
3.02 Discuss and determine how the following are affected by predictable patterns of weather:
Temperature.
Wind direction and speed.****
Precipitation.
Cloud cover.
Air pressure****
4.01 Determine the motion of an object by following and measuring its position over time.****
4.02 Evaluate how pushing or pulling forces can change the position and motion of an object.****
**** These topics are the focus of this demonstration
Alignment:
This lesson meets the following North Carolina Standards for Elementary Educators:
Standard 3: Elementary teachers have a broad knowledge and understanding of the major concepts in science.
Indicator 2: Teachers have knowledge of basic physical science concepts including:
This demonstration teaches students about the forces of motion. As I blew on the side of the egg, I was blowing air into the small glass, causing there to be more air molecules in the small area then normal. In other words, I increased the air pressure inside the glass. As the air pressure increased, the molecules were pushing on the sides of the glass, and the bottom on the egg, until the egg was pushed out of the glass. By the way that I held the second glass, it appeared to "jump" into it. This force of motion appears to be bizzare, but the energy that I used to blow into the cup, build up enough force to move the egg into the glass.
Standard 15: Elementary teachers encourage under represented groups to engage in the schooling process, especially math and science.
Indicator 1: Teachers use a variety of strategies to encourage under represented groups to engage in the schooling process, especially math and science. They:
This demonstration serves as a way to spark interest in students who may have not previously been interested in science. The demonstration is fun and at first seems magical. All students love to see the things that are mysterious, and most student enjoy matching the mysteries to logical answers. When students learn that science is the process of developing these logical answers, they become more involved in the learning process.
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