Science · Grade 2

Active learning ideas

Air All Around Us

Active learning works because air is invisible, making it hard for students to grasp its physical presence. When students manipulate materials directly, they move from abstract ideas to concrete evidence that air takes up space, moves objects, and interacts with their environment.

• Ontario Curriculum Expectations
• 2-PS1-1

• 20–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Pairs

Inquiry Circle: The Invisible Wall

Students try to push an upside-down cup with a dry tissue inside into a bowl of water. They must work together to explain why the tissue stays dry, discovering that the air inside the cup takes up space and blocks the water.

Explain how we can prove air is real even though we cannot see it.

Facilitation Tip

During 'The Invisible Wall,' circulate with questions like, 'What do you feel when you push the cup against your hand?' to guide students' observations.

What to look for

Present students with a cup and a bowl of water. Ask them to predict what will happen if they push the cup upside down into the water. Then, have them perform the experiment and explain their observations, focusing on whether air prevented the water from filling the cup.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 25 min · Small Groups

Simulation Game: Air Power Challenge

Small groups are given various objects (feather, paperclip, cotton ball) and a straw. They must use 'air power' (blowing through the straw) to move the objects across a finish line, discussing why some move easier than others.

Design an experiment to show that air takes up space.

Facilitation Tip

For the 'Air Power Challenge,' set clear safety rules for using syringes, such as pointing them away from faces and bodies.

What to look for

Give each student a card with a picture of a deflated balloon. Ask them to draw and write one sentence explaining what would happen if they blew air into the balloon, and one sentence explaining why.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 20 min · Whole Class

Think-Pair-Share: Heavy Air?

Show a balance scale with two empty balloons. Blow one up and ask what will happen when it's put back on the scale. Students think, pair up to predict, and then observe the teacher perform the experiment to see that air has weight.

Predict what will happen when air is pushed into a deflated balloon.

Facilitation Tip

In 'Heavy Air?', pause after the think-pair-share to call on pairs to share their ideas with the class, ensuring all students hear multiple perspectives.

What to look for

Ask students to think about a windy day. 'How do we know the wind is air moving? What can the wind do?' Guide them to connect the invisible movement of air to observable effects like moving leaves or flying kites.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic by using hands-on, low-prep experiments that make abstract concepts visible. Avoid over-explaining; let students discover through trial and error. Research shows that students learn best when they articulate their observations aloud, so build in frequent discussion points. Keep materials simple—household items work well—to reduce barriers and focus attention on the science.

Successful learning looks like students confidently explaining that air is a physical substance, not empty space, and demonstrating how air pressure or movement can change the position of objects. They should use accurate vocabulary and connect their observations to real-world examples.

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Watch Out for These Misconceptions

• During The Invisible Wall, watch for students who believe the tissue inside the cup stays dry because the cup is 'empty.'

  Use the experiment to redirect their thinking: ask, 'If the cup were truly empty, would the tissue still stay dry? What does this tell us about the space inside the cup?'

• During Air Power Challenge, watch for students who assume air only moves when they see wind outside.

  Have them observe how pushing the syringe plunger moves the tissue or paper, proving that air moves even in a still classroom and can exert force.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share