Lesson Plan

Lesson Title: Properties of Air Grade: 6 Date: April 9, 2019 Subject/Strand: Science
Unit: Flight Location: Classroom 313 Times: 10:00-10:50 and 12:20-1:10
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
This is the third lesson in the unit of Flight. Students will be exploring the properties of air and how these
properties affect flight.
Big Ideas of the unit: 1) Flight occurs when the character of structure take advantage of certain properties of air
2) Air has many properties that can be used for flight and other purposes
Teaching focus: Properties of Air through centre exploration
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

By the end of Grade 6, students will:

 Explain ways in which properties of air can be applied to the principles of flight and flying devices.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary):
realistic number of expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific
expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

By the end of Grade 6, students will:

 3.1 identify the properties of air that make flight possible

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are
expected to know and be able to do, in language that students can readily understand.)

Today we are learning to:

 Identify the properties of air and make connections to how air affects flight

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X ] FOR [ ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly
identify the criteria to assess student’s learning: evidence of learning students will provide to demonstrate their
knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
We will know we are successful when we:
 Participate in the 3 science centres
 Complete the graphic organizer for each experiment
 Complete the exit ticket documenting our learning about air
Assessment Mode- Written, Assessment Strategy and Task for Assessment Tool - Instrument
Oral, Performance (Write, Students- used to assess; Record Keeping
Say, Do) What are the students doing to show format
their learning?

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Do and Write Students will work in partners to I will be collecting student
complete the 3 science centres on the organizers from the stations to
properties of air. They will be review for completion and
completing the graphic organizer at each evaluating exit tickets to help guide
station and documenting their learning. lessons going forward with the unit.
Students will also complete an exit ticket
highlighting their learning and Anecdotal notes will also be taken
wonderings about air. during experiments to bring into
future lessons and to assess learning
skills and work habits of students.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students will have prior learning about flight or forces from previous grades or first-hand experience flying in
airplanes or helicopters.

I.E.P. program implications: Accommodations, Modifications

None
Differentiation: Content, Process, Product, Environment, Assessment
Students may select their own partners for the experiments.
Students may have their answers scribed if needed.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ X ] collaboration,
[X] initiative, [ ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in
lesson)

Flight: an act of passing through the air

Air: is colourless, odourless and tasteless. It is a gas made up mainly of nitrogen, oxygen and
small amounts of carbon dioxide, hydrogen and other gases
Properties of Air: Air has Mass, Air Exerts Pressure, Air had Temperature, Air Takes up Space, Air can be
Compressed, Air is Affected by Altitude

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support communication
of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

 Graphic organizer – one for each experiment station

 Reading on “Properties of Air”
 Exit ticket
 Materials for experiments including: balloons, hanger, pencils, empty water bottles, index cards, and cups

Three Part Lesson Identify what the students are expected to think about or do.

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What Teachers Do: Write the lesson description What Students do: Identify what the students are
with enough detail that another teacher could expected to think about or do (in terms of learning
replicate the lesson without a personal discussion. processes).
Prompts and guiding questions are required in
each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine
key questions to guide lesson.
Time: 5 – 10 minutes

Show students two uninflated balloons. Ask them to Students will share their ideas about air having mass
describe what they see. with their elbow partners and then with the larger group.
Blow up one balloon. Ask students, “What is the
balloon filled with?” The balloon is filled with air. Possible Misconceptions:
Tie the inflated balloon to one end of a hanger. Students may not realize that because air is invisible, it
Tie the uninflated balloon to the other end of has mass.
the hanger. Students may think that because airplanes fly in the air,
Hold the hanger with the base of your finger. air is weightless.
Have students describe what they observe.
Explain to students that the one balloon that has air in Students will share in reading the handout out loud with
it weights more than the uninflated balloon. the group.
This is the principle that air has mass.

Have students turn to their elbow partners and discuss

what they know about air having mass.

Jot some ideas students share when coming back

together as a group.

Read “Properties of Air” together as a group.

Connection the first property back to the balloon and
hanger demonstration.

Introduce students to the experiments they will be

completing in pairs along with the graphic organizer
they will complete at each experiment.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 35-40 minutes

Students will rotate through 3 air experiments and Students will work in pairs to circulate through the
document their learning on the graphic organizers. stations spending no more than 7 minutes at each to
allow for documenting and travel between stations.
Experiment 1: Air Takes Up Space

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  Students will be blowing up balloons to see air
taking up space
Experiment 2: Air Exerts Pressure 1
 Students will be trying to blow up a balloon
inside an empty water bottle
Experiment 3: Air Exerts Pressure 2
 Students will be exploring the pressure
between air and water

Teacher will circulate while students are engaged in

experiments making anecdotal notes.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close
the assessment loop.
Time: 10 minutes

Students will briefly present their findings to the class Students will share their key findings briefly with the
and submit their graphic organizers. class orally.

Students will complete the exit ticket highlighting 1 Possible responses:

key pieces of learning and one wondering about air. 1. Air has mass and this affects how things fly.
2. I needed to know how to participate in an experiment
Students will share their ideas and answer the 3 and record my data.
consolidation questions: 3. This will help with building my own flying device.
1. What did I learn today?
2. How does my prior knowledge assist with today’s
learning?
3. How does today’s lesson connect to the real world?

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will lead to exploring further factors which effect flight and experiments related to Bernoulli’s
Principle.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this
lesson. Questions should vary over the week and specific plans.

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Learner Empowerment
1. How did students show
understanding of expectations?
2. How did my lesson transform
students from “passive listeners” to
“active participants”?
3. Was my behavior management
technique effective? Why?
4. Were students able to transition to
the next activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to
address their own learning?

Instructional Strategy
1. Was my motivational technique
(hook) effective? Why?
2. What will I do to improve questions?
Was a balance between teacher and
student talk evident?
3. How did the task provide a Rich
Performance opportunity or other
way of actively demonstrating
knowledge?
4. How did I provide modeling, guided
&/or independent practice?
5. Was my behavior management
technique effective? Why?
6. Were students able to transition to
the next activity successfully?

Professional Educator
1. What factors may have influenced the
success of this lesson? Did I note and
respond to these elements appropriately?
2 How might I improve the effectiveness of
my teaching for my next lesson?
3 What additional proactive management
step(s) should be considered for subsequent
lessons? Why?
4 What did I learn from this lesson about my
own effectiveness as a teacher (strengths and
areas for future improvement of
communication, planning, differentiation,

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implementation and classroom organization,
management, assessment)?
5 How is my growth as a professional being
demonstrated?

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