Lesson Plan

Lesson Title: Properties of Air Continued Grade: 6 Date: April 11, 2019 Subject/Strand: Science
Unit: Flight Location: Classroom 313 Times: 10:00-10:50 and 2:40-3:30
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 forth lesson in the unit of Flight. Students will be exploring the properties of air and how these
properties affect flight, specifically Bernoulli’s principle.
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: Bernoulli’s Principle 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 Bernoulli’s principle and how it effects flight today

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:
 Define what Bernoulli’s Principle is
 Participate in the 2 science centres
 Complete the graphic organizer for each experiment
 Complete the exit ticket documenting our learning about air

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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?
Do and Write
Students will work in partners to I will be collecting student
complete the 2 science centres on the organizers from the stations to
properties of air related to Bernoulli’s review for completion and
principle. They will be completing the evaluating exit tickets to help guide
graphic organizer at each station and lessons going forward with the unit.
documenting their learning. Students
will also complete an exit ticket Anecdotal notes will also be taken
highlighting their learning and during experiments to bring into
wonderings about air. 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. They will have also completed the first experiments on air pressure.
I.E.P. program implications: Accommodations, Modifications
None
Differentiation: Content, Process, Product, Environment, Assessment
Students may select their own partners for the experiments or work independently.
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
Bernoulli’s Principle: states that as air moves around an object, it creates different pressures on that object.
Faster air means less pressure.
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 “Bernoulli’s Principle”
 Exit ticket

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  Materials for experiments including: paper cut into 5x10 cm strips and 8x13 cm strips

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

Review the 6 properties of air from the previous
lesson.
Review the 3 experiments from the previous lesson
and what students discovered about air.
Show students clip about Bernoulli experiment:
https://www.youtube.com/watch?v=fwzhcSDTUQ8
Have students turn to their elbow partners and discuss
what they think Bernoulli’s Principle might be all
about.
Students will share their ideas about the video and
Bernoulli’s Principle with their elbow partners and then
with the larger group.
Possible Misconceptions:
Students may not realize that we can create pressure on
air.
Students will share in reading the handout out loud with
the group.

Jot some ideas students share when coming back

together as a group.

Read “Bernoulli’s Principle” together as a group.

Connection the reading back to the video.

Introduce students to the experiments they will be

completing in pairs or independently 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 2 air experiments and Students will work in pairs or independently to circulate
document their learning on the graphic organizers. through the stations spending no more than 7 minutes at
each to allow for documenting and travel between
Experiment 1: Bernoulli’s Principle Experiment 1 stations.

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  Students will be blowing on paper trying make
it lift showing the impacts of high and low air
pressure
Experiment 2: Bernoulli’s Principle Experiment 2
 Students will be trying to blow air into a paper
tent and making observations accordingly

Teacher will circulate while students are engaged in

experiments making anecdotal notes.

Together as a group, class will complete the Properties

of Air in Our Lives review and make connections to
the experiments completed this week.

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. That air has pressure and these pressures effect flight
2. We needed to know about the properties of air
Students will share their ideas and answer the 3 3. We need Bernoulli’s principle to fly
consolidation questions: .
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 looking at the four forces of flight.

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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