Science Experiment Activity – Properties of Air
Goals of the Activity
In general, this activity will further students’ understanding of the basic properties of air; encourage them in experiments that
demonstrate how such properties affect flight; and help them identify the principles of flight.
Specifically, students will:
• learn about experimentation using the ”trial and error” method
• design and build a paper airplane, taking into consideration the properties of air
• conduct their own experiments, documenting successes and failures
Cross-curricular Links
Science, History/Social Studies, Language Arts
Subjects and Strands
This lesson plan matches the curriculum requirements for the strand “Properties of Air,” addressed in Grade 6 for Ontario,
Atlantic Canada, Manitoba, Alberta, British Columbia, Nunavut, the Northwest Territories, and the Yukon.
Duration of Activity
One to two class periods, plus out-of-class time (as needed) for students to finish their experiments.
Required Equipment and Materials
• access to computers with Internet connections, or a library
• popsicle sticks
• glue
• paper
• cloth
• cellophane
• coins
• paper clips
• construction paper
• cardboard
• stopwatches
• copies of Appendix 4.1: Test Chart handout
1
Set-up Instructions
1. Book a computer lab or print and hand out Story 1: Ready, Set, Fly! from Brushstrokes and Wingtips.
2. Have students read and listen to the story in preparation for this activity.
3. Divide the class into teams of three or four.
Activity Instructions
1. Remind students about the experiments made in the early days of aviation and described in Ready, Set, Fly! The end
result wasn’t always a working aircraft, but the scientific and technological expertise that went into each experiment
was far from wasted (for example, much was learned about the properties of air during this period). Most important,
later inventors researching their predecessors’ efforts were able to build on their successes. This ongoing process
means that aviation continues to evolve.
2. Ask students to look at the paintings and images associated with the Silver Dart (to find these, click on Paintings, and
then choose Ready, Set, Fly! under the By Story drop-down menu). Be sure to point out that the Silver Dart was the
fourth airplane built by the A.E.A., and that a great deal of trial and error was involved before it eventually left the
ground.
3. Have students use materials that are readily available—popsicle sticks, glue, paper, cloth, coins, cellophane, paper clips,
construction paper, cardboard, etc.—to develop their own airplane design.
a. Students must first plan their airplane, and research (online or at a library) the scientific forces necessary
to achieve flight. They must explain why and how they will use certain materials in their design.
b. After planning their airplanes, they must build them using the materials specified in their plans.
c. Have each team conduct tests on their airplanes, keeping track of time spent in the air, how far they fly,
how they land, etc., using the Appendix 4.1: Test Chart handout.
d. Once they have tested their first design three times and recorded the results, allow teams to modify the
original design based on what they have learned during the first trials. They should record their second
models on the same chart, and compare both sets of results.
4. Once they have completed their testing, have students write a report on their experiments. They should compare
the two models and explain/interpret the differences between the two sets of results. They should also explain the
modifications that they made.
2
Test Chart
Activity 4: Properties of Air
Appendix 4.1:Test Chart
Name:
Model
number
Test
Model 1
Test 1
Model 1
Test 2
Model 1
Test 3
Time spent in
the air
(seconds)
How far it
travelled
(cm)
Type of
landing (glide,
crash, etc.)
Notes and observations
3
Model 2
Test 1
Model 2
Test 2
Model 2
Test 3
Note: Complete the chart (photocopy as needed) for each modification made to the airplane’s design. Each model should
be tested three times.
4