UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Main Curriculum Tie:
The Soda Bottle Crush
Activity One - Pop Goes the Balloon
Background For Teachers:
But, can air pressure in a given area be reduced at or near Earth’s surface? If it can, what is the outcome? Whenever something gets hot (such as by the sun, a burner or, a flame) it—in turn—heats the air and the air rises. The reason it rises is the air molecules spread out causing fewer air particles existing in that given area. When there are fewer air particles in a given area a low pressure is created. The air rises like a bubble in water because the air is now lighter. The air farther out that is not being affected by the heat has a higher pressure than the air around the candle. Therefore, this outside air having more pressure moves into the lower pressure. Whenever a high-pressure area meets a low-pressure area, the high pressure will always move into the low area. These differences in air pressure are what cause air masses to move and create weather.
Intended Learning Outcomes:
The Soda Bottle Crush
Show the following experiment to the students. Tell the students to observe what is happening. The only words that will be spoken are by the teacher telling what he/she is doing. The students are to write in their journals what the teacher is doing and write down what they are observing.
Activity One—Pop Goes the Balloon
Townsend, J., Bunton, K., (2006). Indicators for inquiry. Science and Children, Volume 43 (Number 5), Page 37
The National Science Education Standards specifically state that students should be able to observe simple objects and patterns and report their observations. When inquiry is involved with a hands-on approach, the topics cater to the natural curiosity of children and allow them to use a wide range of investigation and science-process skills. As children explore, the teacher can provide some guiding questions that may lead the way.
Heuser, D., (2005). Inquiry, science workshop style, Science and Children, Volume 43 (Number 2), Page 32
A good science workshop inquiry mode should be in three parts:
Ketch, A., (2005). Conversation: the comprehension connection. The Reading Teacher, Vol. 59 (Number 1), Page 8
Students who engage in conversation in the classroom become reflective thinkers. Conversation brings meaning to life as they contemplate to understand our complex world. Conversation is the comprehension connection. There are literature circles, book clubs, whole-class discussions, pair/share, small-group discussion, and individual conferences.
Created Date :