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Science LP
Science LP
IV. Purpose: “Planes are a way that we are actually able to fly! Today, we’ll discover the reason planes are
able to fly by conducting multiple experiments that will help us understand Bernoulli’s
Principle.”
Students read
o Students will read student text (attached on page 5) with their reading partners. “I have
some information for you all to read that will help inform you before we continue with our
experiments. Before we begin reading, I want to introduce some vocabulary that will make this
reading easier to understand.” Write these on the board as introduced. “First is ‘angle of
attack’ which has to do with the angle of the plane wing. Next ‘Bernoulli’s Principle’ explains
that as the speed of a moving fluid increases, the pressure within the fluid decreases. This
applies to all fluids, including water, air, and gases. If you have any questions as you’re reading,
raise your hand and I will come help. You will be reading with your reading partners so get
together and come get your reading texts.” Student come get their texts then find a spot to
read together. One student may read aloud while the other follows along. These partners
have been previously established based on ability to work together and level of reading.
Students should be done reading within 5 minutes. Have students who finish early, discuss.
Small group experiments
o “Now that we have some new information, we will be conducting a few more experiments on
lift.” Scientific groups have been established with 3-5 students in each group. This grouping
is based on ability to work together. Each time there is one recorder, one in charge of
supplies, and one reader, this may be flexible. Encourage all students to participate equally
while doing their jobs. “I want you to find your scientific experiment group and I’ll give you one
minute to decide who is the recorder, who is in charge of materials, and who is the reader.”
Allow that time. “Remember, the recorder write everything that happens, including the
hypothesis. You will only have 5 minutes at each station, so stay on task and be efficient. Once
you get to your station, the reader will read the problem. Your group will discuss the hypothesis
and decide together what your hypothesis will be. The recorder will write the hypothesis on the
experiment worksheet (on pages 9-14). Then the reader will read the procedure as the others
perform each step. After all the steps are completed, the group will discuss the results and the
conclusion. The group should help the recorder fill in the results and conclusion. When your
group is finished, wait for me to signal before proceeding to the next station. Any questions?”
o There are 3 different experiments which are repeated so there are 6 stations and 3 rotations.
6 experiments have been attached that could be used to expand with more time, but stick to
1, 3, and 6.
Lift Experiment 1 – Chin Ups:
- Problem: what will happen when you blow across the top of a piece of
paper held against your chin?
- Hypothesis: the paper will________
- Procedure: (1) hold the piece of paper against your chin (2) blow across the
top surface of the paper
- Results: the paper lifted up
- Conclusion: this happened because the moving air over the top surface of
the paper has less pressure than the static air below. This causes the paper
to be pushed upward by the greater pressure of the static air.
Lift Experiment 2 (# 3 worksheet) – Can It:
- Problem: what will happen when you blow between two soda cans that are
hanging from a ruler?
- Hypothesis: the soda cans will_______
- Procedure (1) tie one piece of string to each tab of an empty soda can (2)
tape or tie the strings to the ruler about 6 inches apart (3) hold them up and
wait for the cans to stop moving (4) blow between the cans (5) try blowing
softly and then harder
- Results: the cans came together
- Conclusion: this happened because the air you blow between the can is
moving faster than the air around them. The pressure of moving air is less
than that of static air. The higher pressure around the objects pushes them
together. The harder you blow, the faster the air is moving and the less
Science Lesson Plan – Kara Tippey 4
pressure between the objects. So, they move together more quickly or with
more force.
Lift Experiment 3 (#6 worksheet) – Wing It
- Problem: what will happen to a ruler with a curved card attached to it when
you blow air across the card?
- Hypothesis: the ruler will_________
- Procedure: (1) fold over the index card vertically but do not crease it. Tape
the two edges together (2) tape the edged-side of the card to the end of the
ruler at the 2-inch mark. Tape the bottom of the card to the ruler as well (3)
place the ruler on a six-sided pencil with the card end down (4) weight the
pencil down and very loosely tape the ruler to the pencil to keep it from
blowing away (5) hold the hair dryer facing the curved edge, and turn on
- Results: the ruler lifted up
- Conclusion: this happened because the faster moving air flowing over the
top of the paper has less pressure than the air under the ruler. The more
stable air under the ruler has more pressure, lifting the ruler up.
o Move to closure. “Everyone go back to your seats now.”