To finish up the air pressure unit, students had to display their knowledge on either a sheet of paper or a poster. 
To show off the experiment they designed, students were required to:
1) Draw a picture of their experiment
2) Explain their experimental setup
3) Graph their data
4) Explain and trends or inconsistencies from their graph
5) Explain how temperature and pressure are related
To show students fully understood pressure, students had to choose one of the demonstrations from class and
1) Draw a picture of the demonstration
2) Explain the picture in words
3) Explain what is happening.  Students had to explain how their experiment helped them understand the demonstration.

Below are some examples of student work!!

We had 8 different experiments to learn about air pressure! It was pretty exciting and students learned a lot about air pressure.  As we all know, scientific fact is not accepted after one experiment, but rather after many scientists repeat similar experiments as well as verify data and results.  We modeled this in our class.  Students travelled to three groups and looked at their experiment, graph and analysis and wrote down some observations and a question.  Specifically, they wrote down one thing they learned from looking at a classmate's graph and they wrote down one thing they learned from looking at a classmate's analysis.  They took these with them to help them understand how temperature and pressure are related.  Additionally, students left a question to help them see possible sources of error or parts of the experiment to change.  Students love to show their classmates all their hard work!

This week, students have created and implemented an experiment to collect data to answer the question "How are temperature and pressure related?"  Students have measured how much a can crushes when heated then placed in cold water, how much a balloon grows or shrinks when heated or cooled, among other experiments.  Check back for their results!

Today, students finished their posters and shared them with the class.  Here are two examples.

As students presented, I noted key academic words and terms.  If a word or similar idea was repeated, I added check marks.  Students used this list of terms to develop a definition of air pressure individually, as a group and eventually as a class.

To introduce air pressure, students watched two videos: one of a 55 gallon barrel being crushed and a train car being crushed.  These are crushed just by the air! In groups, students are tasked with picking a video, drawing a picture of the video and explaining to the class what they think the physical mechanisms are.  We will note any key words and terms they use.  Check back for their posters and a list of words!