Tusculum College Lesson Plan Template

Spring 2016
Name: Tomi Nelson
Subject/Grade: Physical Science, 2nd grade
Estimated Time Frame: 60-90 minutes
Standard(s): GLE 0207.9.3 Recognize that air takes up space
0207.9.4 Explain what happens when a balloon is blown up and pops
GLE 0207.T/E.2 Apply engineering design and creative thinking to solve practical problems
GLE 0207.Inq.1 Observe the world of familiar objects using the sources and tools
GLE 0207.Inq.3 Explain the data from an investigation
CCSS.W.2.8 Recall information from experiences or gather information from provided sources to
answer a question
CCSS.SL.2.1 Participate in collaborative conversation with diverse partners about grade 2 topics and
texts with peers and adults in
small and larger groups
CCSS.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue
Big Idea(s)/Essential Question(s): How can we describe and prove something we cannot see? How can we prove
air has matter?
New Learning:
Vocabulary mass, matter, exert
Concepts Create an understanding through inquiry that although air is invisible, it takes up
space proven by the properties of air.
Skills Observation, Inquiry, Investigation, Record data, Work together in groups,
Accountable Talk, Higher Order Thinking
Applications Students will engage in demos to support an understanding of the properties of
air.

Learning Target(s)/Objective(s): I can explain how air takes up space. Students will conduct experiments to
explore the properties of air.
Summative Assessment: Students will compose a written summary about the properties of air demonstrated in
activities. Students will be required to provide three examples from the demos to support their claim. Students
may construct drawings to show each of the properties of air.
Instructional Strategies/Activities: explicit teaching, one demonstration, problem solving, inquiry, learning
centers, experiments, observations, brainstorming, cooperative learning groups, discussions, peer practice
Materials and Resources: 18-21 brown bags, 20 clear plastic cups, 2 balloons, meter stick, tape, fan, piece of
paper per student, bowl/tub, water, tissue/scrap paper, 10 zip lock bags, any book within the class, science
journals, white board, smart board, Air is All Around You, translation cards and transcript for ELL students
Peters, J. M., & Stout, D. L. (2011). Science in elementary education: Methods, concepts, and inquiries (11th ed.). Boston, MA: Pearson/Allyn
& Bacon.
Hands-on Activity: Air - Is It Really There? (n.d.). Retrieved April 29, 2016, from
http://www.teachengineering.org/activities/view/cub_air_lesson01_activity2

INSTRUCTIONAL STEPS
BEGINNING
Assessment

TTW will state that there is something in the

classroom taking up space, but it cannot be seen.
TTW guide students to provide the concept that air
takes up space by providing feedback, such as, We
hardly notice it around us. You can feel it when it
moves. It usually has no small or taste, but can
carry substances that we do smell.
TTW read Air is All Around You by Franklyn M. Branley
as an introduction.

TTW
formally
assess students
based
on
students
description and
discussion of air.
TTW
adjust
accordingly
to
students needs.

TTW ask students, How would you describe air?

TTW discuss will take note of and correct any
misunderstandings.

TTW provide ELL students

with a translated copy of
Air is All Around You to
follow
along
as
the
teacher reads aloud. TTW
provide the translations
for air, matter, and mass
on index cards for ELL
students to refer to.
Index cards will also have
a printed visual to match
the vocabulary.
At this time, the teacher
does not expect any
adjustments needed for
students with ADHD, since
this section of the lesson
should take a few minutes
with open discussion from
students.
TTW adjust
accordingly
for
these
students.

TTW state, Air is matter. Today we will investigate air

by conducting experiments to explore the properties
of air. By the end of this lesson, you will know and be
able to explain how air takes up space. Therefore,
you will be able to describe and prove something we
cannot see.

MIDDLE

Content Input ( I do activities):

TTW hold a clear plastic empty cup. If you hold a
cup upside down in the air, is it empty or full? TTW
ask students to elaborate on their answers and if they
can provide an example/any evidence to back up

Anticipated Learning
Difficulties/Misunderstandings
and Strategies to Address
Them

Assessment

Anticipated Learning
Difficulties/Misunderstandings
and Strategies to Address
Them

TTW
formally
assess students
based
on
discussion
and
written

TTW provide ELL students

with printed translations
of
key
words
and
statements from each
activity. ELL students will

their answer.
TTW explain that air takes up space, has mass, can
move, exerts pressure, and can do work.
Guided Practice (We do):
TTW provide explicit instruction for each activity. TTW
restate, I can explain how air takes up space by
conducting experiments to explore the properties of
air.
TTW have students participate in Demo 1-Air takes up
space. Students will hold a paper bag and observe
that nothing they can see is in it. Students will blow
into the bag and hold the top tight with their hand.
TTW ask students, What is in the bag now? TTW
expect air as the answer. TTW emphasize that even
though air is invisible, it takes up space. Students will
record observations in their science journals. TTW
discuss that matter is anything takes up space.
TTW have students participate in Demo 2-Air has
mass. Students will observe two inflated balloons of
the same size balanced on a meter stick to show that
both sides have equal mass. TTW involve students in
a discussion as to why the meter stick is balanced.
TTW ask, What will happen if we pop one of the
balloons? TTW look for students to say the end with
the deflated balloon will rise. TTW allow a volunteer
to pop a balloon to test their prediction. TTW ask
students to describe what happened. TTW check for
the understanding that the mass of the air was
released, making that side lighter. TTW emphasize
that even though air is invisible, it still has mass.
TTW explain that mass is like weight, but will not
elaborate on the difference between weight and mass
at this time. Students will record observations in their

observations
science
notebooks.

in

need
to
be
actively
involved with demos as
much as possible to
provide
a
hands
on
learning experience. TTW
allow ELL students to
illustrate observations in
science journals and will
encourage
written
response in English to the
best of their ability.
The teacher does not
expect any modifications
needed
for
ADHD
students considering the
pace
and
multiple
activities for these lesson.
TTW adjust accordingly
with
appropriate
grouping, eye contact,
positive feedback, and
physical proximity.

science journals. TTW discuss that matter is more

specifically anything that takes up space and has
mass. Thus, air is matter.
TTW have students participate in Demo 3-Air can
move. TTW turn a fan on and allow students to stand
in front of the fan to observe and explain what they
feel. TTW emphasize that even though air is invisible,
it can move. Students will record observations in
their science journals.
TTW have students participate in Demo 4- Air exerts
pressure. The students will go into the hall, or outside
weather permitting. TTW ask students to grab a
piece of paper and explore ways they can get the
paper to stay on their body without holding it. TTW
allow students time to experiment but will expect
students to eventually put the paper against their
stomach, or other body parts they may have been
successful with, and run in a straight line without
holding the paper in place. TTW ask, What caused
the paper to stay in place? TTW guide students in a
discussion to conclude that air pushed against them
and worked to hold the piece of paper against their
body. TTW explain that even though air is invisible, it
exerts pressure. TTW explain that exert means to
apply, or to put forth; therefore, air applies/puts
pressure, or air exerts pressure. Students will record
observations in their science journals.
TTW have students participate in Demo 5-Air and
space. TTW provide students with a clear bowl/tub
full of water and two small clear cups. TTW ask, Can
you prove that air takes up space by putting both the
glasses into the tub of water and pour air from one
glass to the other? TTW allow students to engage in
the activity while observing groups and offering
guidance as needed.
Once the students have

mastered how to pour air, TTW ask, Can you put the
glass under water while keeping a piece of crumbled
up paper at the bottom of the cup dry? TTW allow
students to engage in this activity to reach desired
results. TTW ask students to suggest ideas for why
the tissue does not get wet. TTW look for an answer
explaining that the glass is full of air, so water cannot
get into the glass. Students will record observations
in their science journals.
TTW have students participate in Demo 6- Air does
work. TTW ask students to suggest a way to lift a pile
of books using only their breath.
Students will
discuss their ideas while providing evidence for their
thoughts. TTW ask, If the air is strong enough to
push a piece of paper, is it strong enough to hold
books?
TTW allow students time to think and
discuss their ideas. TTW provide students with a zip
lock bag and tell students to hold the books up using
only air and the bag. Students should blow air into
the bag, close the bag, and set a book on the bag.
TTW ask, What is happening? TTW look for an
answer suggesting that the air in the bag is holding
the books up. TTW explain that even though air is
invisible, it still can do work. Students will record
observations in their science journals.
TTW ask students to think of other examples of when
air does work, such as with hot air balloons, tires,
windmills, etc.
Independent Practice (You do; may include
Homework):
Students will compose a written summary about the
properties of air demonstrated in activities. Students
will be required to provide three examples from the
demos to support their claim.
Students may
construct drawings to show each of the properties of

air.
TTW provide written requirements on white
board/smart board and will verbally express that
feedback will be given the next day along with a
grade.

END
TTW state, We can explain how air takes up space. Remember the question I asked at the beginning of the
lesson. TTW hold an empty cup and ask, If you hold a cup upside down, is it empty or full? TTW look for
students to state that the cup is full of air and to provide evidence from demos to support their statements. TTW
use this discussion to reinforce essential questions.

TEACHER REFLECTION
Reflection on Lesson Plan and Delivery (to be completed after lesson is taught):