Air is Everywhere. Grade Level: K-2. Lesson Overview Objectives: Students will be able to Conceptualize what air is.
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1 Air is Everywhere Grade Level: K-2 Lesson Overview Objectives: Students will be able to Conceptualize what air is. Green and Healthy Kids - Home Topic 5: Healthy Indoor Air Indoor air quality (IAQ) implies the quality of air in a building environment such as a home, office, or store. It refers to the content of interior air that might influence health, performance, and comfort of people in a building. Unlike outside air, indoor air is reused again and again. This creates added pollutants. Maintaining a good indoor air quality is important because research shows that people spend as much as 90% of their time indoors. Knowledge Outcome: Know that indoor air is usually more polluted than outdoor air Behavior Outcome: Open the windows to let in fresh air Preparation/Materials: Magician costume (hat and cloak) for the teacher, made from recycled materials Drinking straws made from biodegradable paper (one for the teacher and at least one for each student) Mystery bag containing small pieces of fluorescent paper, a cotton ball, an inflated balloon, and a pinwheel Equipment with which to play an audio clip Feathers 5 small toy cars Masking tape Permanent marker Timekeeping device Whistle Ball of string Scissors Thumbtacks
2 Procedure: Activity 1 (10 minutes): Magic Show Activity 2 (5 minutes): Magic Feather Activity 3 (25 minutes): Magical Car Races Activity Enter the classroom dressed as a magician, wearing a hat and cloak and holding a straw your magic wand. Introduce yourself as a great magician who is able to move things without touching them. Have students gather around your demonstration desk (which you have decorated as a magician s stage if you wish). Reveal to students the objects within your mystery bag: small pieces of fluorescent paper, a cotton ball, an inflated balloon, and a pinwheel. Tell students you are now going to perform for them a series of magic tricks. Begin by scattering the small pieces of paper around the desk. Then say: I will now move these small pieces of paper without touching them with my hands. Do you think I can do that? (No!!!) Wave the wand high above the papers, intentionally high enough and gently enough that no pieces of paper move. Say to students: Hmmmm. It didn t quite work. [Scratch your chin.] I may need a little help from you! Are you willing to help me make the paper move? (Yes!) I need you to say the magic word out loud: WIND. I need you to say it at the same time I wave my magic wand and point it at the small pieces of paper. Tell students: Get ready to say the magic word! Then aim your wand toward the small pieces of paper and bend down; as students say WIND!, blow strongly through the straw to make the pieces fly through the air. Ask students: Did you see that?! We made it happen! Did everyone see the papers move? (Yes!) Although a good magician never shares his/her tricks, you all are special, so I m going to let you try to guess how I did that. What do you think I did to make the paper move? (Some students are likely to say that they saw you blow on the papers.) Say: Let s see if you re right. Pay attention to my next trick! Then use your straw to perform a variety of additional magic tricks, such as blowing a cotton ball or an inflated balloon across the desk or spinning a pinwheel. Once again, tell students: A good magician never shares his/her tricks, but you all are special, so I m going to let you try again to guess how I made all those objects move. If students are struggling to answer, tell them: I m going to give you a hint. Do you remember the magic word? (Yes! WIND!) Reveal to students that the secret behind all your magic is indeed WIND! Play the recording of wind, and allow it to play continuously as you continue the lesson. Ask students if they remember the definition of wind from Lesson 1. (moving air) Explain: That s right! when air moves, it is called wind, and wind can move things. So wind is perfect for performing magic tricks because nobody can see air, right? (Right!) During my magic tricks, I created wind with my breath, didn t I? (Yes!)
3 Tell students that we do not see the wind, but we can see the things that the wind moves. Have you seen anything in nature move because of the wind? (leaves, clouds, grasses, flowers, etc.) Explain to students that wind can be quite slow or quite fast. It can move even faster than a racing car! Some wind is just strong enough to move the sand on a beach a little bit or make a candle flicker. Other breezes are just right for flying kites. Many people rely on winds that are strong enough to move sailboats or wind turbines. Ask: Do you think wind could move a car or a house? Reference the movie The Wizard of Oz if you think students will understand the reference. Explain: During really powerful storms, wind can move all sorts of things, large and small. So we must be very careful to take precautions if we know a big storm is coming, right? (Yes!) Ask students to think about everything they ve learned so far about wind as they answer this question: How do we know that wind exists? Let students share what they remember. Then consolidate an answer on the board: There are three ways we can observe the presence of wind: (1) We can HEAR it. (2) We can FEEL it. (3) We can SEE things the wind moves. Show students a gesture that will help them remember each concept, and then have them copy the three gestures. Magic Feather: Tell students: We ve already explored these concepts a little bit, but it s good to be able to test something in different ways, isn t it? (Yes!) Do you want to be like a scientist and verify which is another word for test that what I'm telling you is correct? (Yes!) Ok, great! Give each student a magic wand a straw making sure it is in good condition. Tell students to be careful with their wands so they don t damage them. Once every student has a straw, tell them to hold the straw as you are holding it. Make sure no one is positioning their straw at someone else s face, and tell students to be careful not to blow toward anyone else because that s how we could accidentally spread germs. Instruct students to mimic you as you blow softly through the straw. Then ask students to kneel on the floor, leaving about 0.5 m (2 ft.) between themselves and the person next to them. Walk around and hand a feather to each student. Kneel down yourself, and place a feather on the floor in front of you. Tell students: I m going to use my magic skills again to make the feather move! Lean down and blow through your straw to make the feather move. Then give students the opportunity to use their wands to create the magic of movement! Walk around to make sure students are following instructions and that their straws are in good condition. When all students have used their magic wand to move a feather, congratulate them for being excellent magicians! Magical Car Races: Ask students if they d like to test the power of air in another way; specifically, by participating in a magical car race. (Yes!!) Divide the class into groups of five students, and give each group a number. It s ok if a group has fewer than five students. After all groups have a number, explain that the number determines the order in which the groups will race. Ask them to gather around the race track that you ve marked out with masking tape on the floor. Tell students that you will give each group member a race car. The goal is for them to move their toy cars as close as possible to the finish line without using their hands. Ask students: How do you
4 think you can move your car without using your hands? (We can blow through our magic wands!) Demonstrate the correct method by lying down on your back with bent legs, turning your head slightly, and blowing into the straw to move a toy car. Use your legs to move you forward closer to the finish line. Explain to students that they will have one minute to move their toy car. When the time is up, you will blow a whistle to signal the end of the race. Then share the rules of the race: Do not touch your car during the race. Move your car only by blowing air through the straw. Do not start blowing until I give the signal Go! When the final whistle sounds, immediately stop blowing, and take the straw out of your mouth. Leave the car where it stops until I have marked its position with masking tape. Have group 1 move to the racetrack. Give each student a car, and ask them to place their cars in position at the starting line one car in the center of each lane. Tell students to lie on their backs behind their car, with their knees bent, and to place their magic wands in their mouths. Encourage the other groups to stand around and join with you in saying, Ready, set, go! At that moment, start the stopwatch, and, if necessary, remind racers to use their magic wands to blow their cars toward the finish line. When one minute has elapsed, blow the whistle, and ask the racers to immediately take the straws out of their mouths and stand up. Place a small piece of masking tape along the front edge of each car to mark its position, being sure to write the racer s name on each piece of tape. Next, while you kneel at the starting line and hold the ball of string, have each racer take the end of the string and extend it to his or her name marker. Verify that the length of string properly measures the distance the car traveled. Cut the string, and hand it to the student; remove that student s tape marker from the floor, and have him or her attach it to the string (or use a fresh piece of tape marked with the racer s name) so that each string will be clearly labeled. Direct the racers to pin their piece of string to the Wall of Fame (i.e., the classroom bulletin board). Next, call group 2 racers to the starting line, and repeat the process. Continue until all racers have had a chance to blow their car toward the finish line. After all the groups have raced, direct the whole class to line up in front of the Wall of Fame. Ask the class to admire how far everyone was able to move their cars. Wrap-Up: To conclude the lesson, ask students how they moved their car without touching it. Ask: Were we really using magic when we made objects move? (No! We were using wind in the form of our breath.) Use the Reflection Questions on the Assess tab to stimulate a final conversation about moving air; answer any lingering questions students may have.
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