## Reflection: Developing a Conceptual Understanding Exploring Bernoulli's Principle - Section 2: Explore

My strategy is using non-conventional activities to promote understanding. When the students walk in the room, I have the leaf blower on one of my tables. I have the roll of toilet paper (I use the industrial roll from the janitors). The students come in, anticipating something different is about to happen. I get lots of questions, "What is that for? What are we doing today?" I have them in the palm of my hands.

With the excitement of a different activity, I take my time in performing the activity. I use questioning techniques. "Why do you think this is here? What do you think we will do with it? What does it have to do with Explore part of the lesson?"

I want my students to think more deeply about the activity. In addition, I want the students to help me design the activity. A child will answer, "Are we going to blow the toilet paper with the leaf blower?" I ask "Why would I do that?" By continually throwing the question back on the students, I promote higher level questioning and I give them the opportunity to determine the "Why?" of the lesson.

I resist the urge to teach the concept at this point. My intention is to have the students understand the why of Bernoulli's principle.

Non-Conventional Activity
Developing a Conceptual Understanding: Non-Conventional Activity

# Exploring Bernoulli's Principle

Unit 7: Designing for the Future: Wind Turbine Design
Lesson 5 of 7

## Big Idea: When designing Wind Turbine blades, students determine how Bernoulli's Principle impacts the design of wind blades.

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45 minutes

### Sydney Schuler

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