Meaning, existence and common property of air for Primary 1

Class: Primary One

Term: First Term

Week: 6

Age: 6 years

Duration: 40 minutes

Subject: Basic Science

Curriculum Theme: Our Environment

Focal competence: Exploring and identifying other components of the surroundings such as air, water and soil

Key competencies/values: Creativity; Environmental Literacy

Skills:

• Demonstrating existence of air
• Creating air current

Previous Lesson: Walking along the road, crossing the road, traffic lights and zebra crossing

Topic: Air

Subject Matter: Meaning, existence, common property of air

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Explain the meaning of air.
• Identify a common property of air.
• Identify common properties of air.

Psychomotor Domain

• Demonstrate that air exists.
• Create air current.
• Create a simple air current.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Basic Science for Primary 1 textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Balloons or polythene bags
• Paper or hand fans
• Empty plastic bottle

Rationale for the Lesson

This lesson is important because it introduces pupils to an essential component of their environment – air. Understanding air’s existence and properties helps them make sense of many everyday phenomena, such as breathing, flying kites, and feeling the wind. This foundational knowledge supports further learning in environmental science and health.

Prerequisite/Previous Knowledge

Pupils should be able to identify some objects in their immediate environment and understand that some things can be felt even if they cannot be seen.

Lesson Content/Board Summary

Air: Meaning, Existence, and Properties

What is Air?

Air is a mixture of different gases that surrounds the Earth. Air is all around us, but we cannot see it. It is what we breathe in and out to live.

Existence of Air

Even though we cannot see air, we can feel it and see its effects. Air is present everywhere – in an empty room, in a bottle, and even in the soil.

Some ways to show that air exists are:

1. When leaves on trees move, it is because air is blowing them.
2. When a balloon or polythene bag is inflated, it fills up with air.
3. When you blow on a piece of paper, it moves because of the air from your mouth.
4. When you hold an empty bottle upside down and push it into water, bubbles come out. This shows that air was in the bottle and is escaping.

Common Properties of Air

Air has certain characteristics that we can observe. Some common properties of air are:

1. Air has no colour: We cannot see air because it is colourless.
2. Air has no smell: We cannot smell air.
3. Air has no taste: We cannot taste air.
4. Air occupies space: Air takes up space, like when it fills a balloon.
5. Air can be felt: We can feel air when the wind blows or when we fan ourselves.

Creating Air Current

An air current is moving air. We can create an air current in simple ways. For example, when you blow air out of your mouth, you create an air current. Also, when you wave a paper fan, you create an air current that you can feel.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Engaging

Teacher’s Activity: The teacher greets the pupils and asks them to take a deep breath. The teacher then asks, “What did you breathe in?” and “Can you see what you breathed in?”

Pupils’ Activity: Pupils take a deep breath and attempt to answer the questions based on their experience.

Learning Point: Breathing and unseen air

Step 2: Meaning of Air

Time: 7 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher explains that what we breathe in is called air and that air is all around us even though we cannot see it. The teacher uses simple language to define air.

Pupils’ Activity: Pupils listen attentively and repeat the word “air.”

Learning Point: Definition of air

Step 3: Demonstrating the Existence of Air

Time: 8 minutes

Teaching Skill: Demonstration/Observation

Teacher’s Activity: The teacher inflates a balloon or polythene bag, showing how it gets bigger. The teacher then asks pupils what filled the balloon. The teacher also shows an “empty” bottle being pushed into water to show bubbles escaping, explaining that air was in the bottle.

Pupils’ Activity: Pupils observe the demonstration and answer that air filled the balloon and was in the bottle.

Learning Point: Air occupies space

Step 4: Other Evidence of Air’s Existence

Time: 5 minutes

Teaching Skill: Discussion/Observation

Teacher’s Activity: The teacher asks pupils what happens to leaves when the wind blows or how clothes dry. The teacher explains that moving air (wind) causes these things to happen.

Pupils’ Activity: Pupils share their observations about moving leaves and drying clothes.

Learning Point: Effects of moving air

Step 5: Common Properties of Air

Time: 5 minutes

Teaching Skill: Explanation/Questioning

Teacher’s Activity: The teacher discusses with pupils that air has no colour, no smell, and no taste. The teacher asks them if they can see, smell, or taste the air around them.

Pupils’ Activity: Pupils confirm that they cannot see, smell, or taste the air.

Learning Point: Air’s basic properties

Step 6: Creating Air Current

Time: 5 minutes

Teaching Skill: Guided Practice/Demonstration

Teacher’s Activity: The teacher guides pupils to create an air current by blowing air out of their mouths onto their hands. The teacher then distributes paper or hand fans and asks pupils to fan themselves, asking what they feel.

Pupils’ Activity: Pupils blow air onto their hands and fan themselves, stating that they feel air.

Learning Point: Feeling moving air

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is air?
2. Give one way to show that air exists.
3. Mention one property of air.
4. How can you create an air current?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding air concepts

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Summarising

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that air is all around us, even though we cannot see it, and that we can feel it and see its effects.

Pupils’ Activity: Pupils listen and repeat the main points.

Learning Point: Air’s omnipresence

Lesson Keywords

• Air – The unseen gas all around us that we breathe.
• Exist – To be real or present.
• Property – A characteristic or feature of something.
• Current – Moving air.
• Inflate – To fill with air or gas and swell.

Differentiation

For weaker learners, the teacher will provide more one-on-one guidance during demonstrations and use simpler language. Faster learners can be encouraged to think of other ways to show the existence of air or list more uses of air in daily life.

Suggested Lesson Videos

For further understanding, search on YouTube for “Primary 1 Basic Science Air” or “What is air for kids”.

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have balloons or polythene bags, paper, and an empty plastic bottle readily available for demonstrations. Begin by engaging pupils with questions about breathing to introduce the concept of air. Clearly explain that air is invisible but present everywhere. Use the practical activities of inflating a balloon and creating air currents with paper fans to make the concept concrete and interactive. Guide pupils through observing the effects of air, such as moving leaves or drying clothes. Emphasise the basic properties of air (colourless, odourless, tasteless, occupies space, can be felt). Allow pupils to copy the Board Summary after the main explanations and demonstrations. Continuously check for understanding through simple questions and encourage participation from all pupils. For pupils who struggle, repeat demonstrations and explanations in simpler terms. For those who grasp quickly, ask them to think of more examples of air in action.