Rationale: Demonstration

Context:  This demonstration was done in front of a group of elementary students. I had a partner to work with on this demonstration.  We used materials that you would see from everyday life.  We used duct tape, empty two liter bottles, and food coloring.  I worked with a partner on this assignment. My partner's name was Samantha Campbell and we worked on planning the demonstration.  We used Microsoft word to type up our written work.

Impact: I will use this demonstration in my class so the students can better learn about air pressure and weather.  I want the students to actually be able to see how the air pressure works, and how the gravitational pull works on pulling the water down while the air is moving up through the water.  The students can also make smaller models of this demonstration using 20 oz bottles or a 1 liter bottle, and try this experiment at home.

Alignment:  I want the students in the class to be able to engage in hands on learning.  I also want the students in the class to not just hear about how air pressure works, but to actually be put into play.  This way the students can grasp the concept.   I can also assess to see if the students actually understand what they are learning about. 

I met standard 3 by having a broad knowledge and understanding of the major concepts in science.  I did this by going in depth about how a tornado is formed.  I also teach the students a broad knowledge of how air pressure works going through a tornado phase.  I also met indicator 3 for this standard by teaching the basic Earth science concepts which include the sky, changes in the Earth, and sky, and weather.  This is taught by viewing a tornado in a bottle seeing how the water is pulled down by a gravatational pull while the air pressure goes up through the water to fill the other bottle creating a whirlpool in the water rushing down.  The properties of earth materials that we looked were the water and the air.  We looked at the earth dynamics and the system that we used.  The interaction of the earth and the living ststems we also looked at the management of the natural resources and pollution.

I met standard 15 by encouraging underrepresented groups to engage in the schooling process, especially in math and science.  I did this by telling the students how they can do this demonstration at home with smaller bottles such as a 20 ounce bottle or 1 liter.  They can see it using a smaller replica of the demo.  The indicator I met was the first one which states using a variety of different strategies to encourage underrespresented groups to engage in the schooling process, especially math and science. I was able to do this by Utilizing community resources such as recycled soda bottles.  I was also able to give personal attention and was able to encourage the underrepresented  groups of students.  In doing this demo I was able to give attention to the students that needed help understanding how the demo works.  Also I used relevant and real-world applications that interested a diverse population.  I was able to meet this part of the indicator by showing the students something that they see in the weather on occasions.  I interested all types of diverse populations because everyone can be affected by a tornado.  I encouraged the underrepresented group to assume leadership roles by having to ask questions and answer the questions that I had about air pressure and how tornados work and can affect you.