Students in Grade 1 are required to learn that air takes up space, is invisible, and exists all around us. They observe air as it fills up a space and creates pressure within its container.
One Class period of 45 minutesfor initial introductory lesson; enrichment/evaluation activities for Lesson 2; approximately 30 minutes.
Class size -25
Required materials- bubble liquid, holder, paper towels, empty plastic soda bottle with label removed, large mouthed balloon, physical education child-sized parachute, "Hot-Air Henry" story, teacher-generated worksheet.
Activity 1- 15 minutes
Students observe bubble liquid in a bubble holder, a deflated balloon, and an empty plastic soda bottle. They take turns blowing bubbles, then obsserve as the teacher blows up the deflated balloon.
Inquiry questions- What did the bubbles and balloon look like before we blew in them? Why? What did we blow into them? How did their appearance change? Where did the air that was blown into them come from? What part of our bodies allow us to breate? Students may confuse heart or mouth with lungs. Model of lungs will be displayed.
Students will then practice inhaling and exhaling, placing their hand on their chest to notice movement. Students will then observe empty plastic bottle and be asked what it contains. Students may state that the bottle is empty. The bottle will be squeezed with the top off, and sides will collapse as air is released. Students will be asked to comment on what was making this occur. Bottle cap will then be replaced, bottle squeezed again. What do students notice? What is inside the bottle? Can we see it? It is air. How do we know that it is there? Air can't be seen- it can be felt and heard.
Class should come to this conclusion with guided oral discussion.
Activity 2- 25 minutes
Students will assemble in gymnasium. Students will already have a working knowledge of the parachute activity. The physical education teacher will focus on vocabulary words discussed in the classroom lesson ( Ex. air pressure, air movement), as he revieews the safe use of the parachute. During this part of the lesson, science and physical education concepts will be combined to reinforce earth science curriculum as well as the decision making skills of a cooperative group.
Students will work as as class team to hold ends of parachute and lift it into the air. They will notice that the more force they use, the higher the parachute lifts. They will trap the air under the parachute by pulling the parachute over their heads and quickly sitting in the inner circle of the parachute. It should be noted that this activity requires strength, therefore, fifth grade students may be called on to assist in this activity.
As students sit inside the parachute,they will notice the dome-like appearance of the parachute. Why were they able to trap so much air? Why is the dome so high? Why do they think that a parachute needs to be made of nylon? Why does it need to be made in segments? (Students are familiar with the word segments from their study of caterpillars. This question provides them with an opportunity for vocabulary review and science curriculum connection).
Students will discuss how Activity 1 and 2 were similar. What was the purpose of each activity? Students will orally review main ideas of lesson- air takes up space, is invisible, and is all around us.
(5 minute class time needed for transition to and from gymnasium)
Lesson 2
Students will orally review topics related to air pressure in order to reinforce science concepts taught in Lesson 1.
Students will listen to the story- "Hot Air Henry" (Mary Calhoun, Mulberry Books, 1981, in which a cat goes for a ride in a hot air balloon. Students will orally compare and contrast the function of the balloon and the parachute. They will create a Venn Diagram on their white board in which the teacher will write their comments.
They will also discuss how the hot air balloon is powered. The topic of how warm air rises will be introduced; a follow-up lesson on changing states of water will be reinforced at a later date.
Students will complete a teacher generated worksheet in which items that are either filled with air or deflated will be illlustrated. Items pictured will be of those used in Lesson 1. Students will color in the items that have noticeable air pressure. Students who receive an 80% correct out of ten items illustrated will have achieved competency.
Students will illustrate their favorite item used in Lesson 1 in their writing journals and will write one sentence describing air. Students who write or dictate a sentence that states one of the properties of air discussed in both lessons will have achieved competency.