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This is an experiment that is fun to do in class, but it needs to incorporate the scientific method and discussion of the laws of physics in order to be educational.  I would start by explaining Newton's Laws of Motion to the class, writing them on the board, and having students copy them down in their science notebooks.  Then, after they understand the Laws of Motion, set up the egg experiment and talk about what will be going on.  Have the students draw the initial set-up in their journals, then have them make predictions about what will happen when the experiment is conducted.  All of this should be recorded in the journals.  Finally, do the experiment (it would be best if students could work in small groups so that they can conduct the experiment for themselves).  Have them record what happened with words and pictures and identify if their hypothesis was correct or not.  Then explain how this experiment uses the Laws of Motion. This activity could be adapted for special needs kids by allowing them to observe the teacher conducting the experiment rather than doing it themselves.  They could try it by themselves first, but then they should watch the teacher do it so that they are certain to see the experiment conducted correctly. 5.NS.1 Make predictions and formulate testable questions. 5.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses.

5.DP.1 Identify a need or problem to be solved.

4.DS.4 - Design a moving system and measure its motion. 4.DS.4.1- Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion.

Adaptation - Lesson could be shortened by discussing the principles of flight, reviewing possible designs, then have students design 1 paper airplane based on what they think will work best.

Extension: Students could be given a second chance to construct a paper airplane, providing a written explanation and model drawing for what they did differently.

Standards: 4.4.1, 4.4.3

Expansion: Have students vary and record the amount of air inside the balloon to see how it effects how far and fast the hovercraft moves.  Set up a fan to see if air currents effect movement.   

ESL: Cooperative learning and recording of findings will help reinforce student vocabulary.  

Standard 6.NS.1 - Understand that the properties and behavior of matter can be explained by a model that depicts particles representing atoms or molecules in motion. Extension: Once students understand properties of different liquids, they can think how to manipulate those liquids and their properties. One example would be to heat up one liquid to several different temperatures and see how they interact. Adaptation: Teacher could split students into groups of 3-4 and have them stack liquids on their own. Students could bring in several liquids from home (all approved) and try stacking them based on the observed properties.