I) TEACHER INFORMATION

Pressure, Fractions and Decimals

Standards: Science -- Product = air pressure, Process = observation, experimenting, demonstration

Math -- Product = fractions and decimals, Process = reasoning, problem solving

Learning Styles: analytic, team, peers

Objectives:

  1. The students will understand the concept of air preassure. They will also be able to convert fractions into decimals.
  2. The students will effectively practice cooperation by using a "sounds like looks like chart.

Student Level: 3rd grade

Time required: 25 minuets

Background Information:

Bottle and balloon: The empty bottle fills the balloon because the water heats up the air in the bottle causing it to rise and expand. When the air fills the bottle and creates pressure because it has no more room to move.

Drinking with straws: This activity shows how pressure exerts itself. By drinking through the straw you lesson the amount of air in the straw. This makes the pressure in the straw decrease. The air pressure that is on the out side pushes through the liquid and up the straw. It causes a suction. When there are holes in the straws it causes the air to go directly into the side of the straw. The air pressure does have to be exerted on the liquid surface.

Prerequisite Information: Counting- follows a sequence of numbers.

Number and number sense

Number relationships ex: whole numbers, fractions, and decimals

Number systems Ex: applying theories

Materials: 15 straws with holes 15 straws with out holes, balloons, bottle, index cards.

Groups: 6 groups of 4

Roles: One's - supplies

Two's - clean up

Three's - encourager

Four's - organizer

Everyone participates and records

 

II) Teaching Procedures

 

Introduction of lesson: Do you think I can fill a balloon with an empty bottle?

Procedure:

  1. The teacher will ask the students to predict if you can fill the balloon with the bottle.
  2. Explain that the container represents 1. After pouring _ of the water out point to the container. How much have I poured out? Continue this for 1/2, 3/4.
  3. After the balloon has filled ask the students what they think could have cause the balloon to fill with air.
  4. Explain the cooperation T-chart.
  5. Split the class into 6 groups of 4
  6. Hand out pieces of paper 1- 4 on them
  7. Have the students do the straw experiment
  8. Complete the work sheet and group evaluation form provided
  9. Show tire gauge
  10. Explain converting fractions into decimals (on the board and on calculator)
  11. Play the fraction \ decimal memory game
  12. Have them complete the fraction \ decimal work sheet

Positive interdependence:

Each student is assigned a particular job to do when setting up the experiment. They all get to participate in the experiment.

Individual Accountability:

The students will be held accountable by being assigned specific jobs. Each group member will fill out a group evaluation form for his or her group.

Criteria for success:

The students will show understanding of the concepts by completing the fraction/decimal and pressure work sheets with 90% accuracy.

Expected Behaviors:

The students will be expected to participate cooperatively and pay attention to the experiments. They are allowed to help their neighbors on the worksheets.

Monitoring:

The teacher will move and monitor the class from a variety of different areas in the room.

Processing:

The students will help each other when needed. When working together they will be positive and polite (please and thank yours). They will also be encouraging to their fellow students ("ok" sign).

 

Conclusion:

Air pressure is seen a lot in our every day lives. For example tires, pop bottles balloons.

We can break down fractions into decimals and vice versa to use those numbers in different ways.

Evaluation:

Extensions:

The teacher could have the students play the memory game again. The teacher could also provide books on air pressure, fraction and decimal so that the student could read after they were finished.

Have the student brainstorm as many places that they have seen examples of air pressure, fractions and decimals.

Resources:

Friedl, Alfred E. (1997). Teaching science to children: An inquiry approach. St. Louis: The McGraw-Hill Companies, Inc.

Hatfield, M.M., Edwards, N.T., & Bitter, G.G., (1997). Mathematics methods for elementary and middle school teachers, 3rd Ed. New York: Merril Publishing Company.


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 "published 10/06/99"
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