Ross James

11/14/15
EDUC 521-001

Science Term 3 Lesson Plan

What: The content that students will learn about in this lesson is mass
dispersion and buoyancy. Students will use their observational skills to
help them reason, infer, and predict on various elements of the
experiment that they are performing. I am unsure as to what aspects
of this content may prove to be difficult for my students because they
do not have a science class in my field placement yet. I have not had a
chance to observe them within a science class, so I do not know how
they will engage with the material as science learners.
How: I will teach the content by having the students predict if certain
objects float or sink, and have students observe aspects of buoyancy
through whether their predictions were correct or incorrect. I will then
have the students conjecture on how this occurs. This will allow
students to use their reasoning skills as they make predictions and
validate or invalidate their predictions. This will take place in the hook.
Students will then be put into pairs and asked to construct devices that
will float with equal amounts of clay/plasticine Through this, students
will have to record observations about how they had to shape their
clay/plasticine to make it float and draw inferences on why certain
shapes worked and why certain shapes did not work. After seeing what
was successful and what was not, students will see if their design will
be able to support certain objects of different sizes and/or weights in
the water. While doing this, students will have to refine their
clay/plasticine designs to see how it will best makes the object they
currently have float. Students will use their reasoning skills to
articulate why certain designs worked or did not work with certain
objects.
Why: I do not know my students well within a scientific context
because they do not have Science as a class in my field placement.
However, I performed a somewhat similar sink and float experiment
with my focus student for my term 2 assignment. He was extremely
engaged with the material because he had the opportunity to
participate in a Science investigation. I am hoping I will get the same
reaction from other students in my class. Additionally, I have noticed
that group activities are very engaging in my class and that students
learn more, or ask more questions when they work with each other as
opposed to working individually. I feel that this experiment would

definitely be engaging for my students as well as push them to make a

lot of predictions and ask a lot of questions.
Standards:
Dimension 1. Practices:

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 35 builds on K2 experiences and
progresses to the use of evidence in constructing explanations that specify variables that
describe and predict phenomena and in designing multiple solutions to design problems.
Generate and compare multiple solutions to a problem based on how well they meet the
criteria and constraints of the design solution. (4-ESS3-2)

Dimension 2. Cross Cutting Concepts:

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (4ESS3-1)
Cause and effect relationships are routinely identified, tested, and used to explain
change. (4-ESS3-2)
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in

engineering. (4-ESS3-1)
Influence of Engineering, Technology, and Science on Society and the Natural
World
Over time, peoples needs and wants change, as do their demands for new and
improved technologies. (4-ESS3-1)
Engineers improve existing technologies or develop new ones to increase their benefits,
to decrease known risks, and to meet societal demands. (4-ESS3-2)

Dimension 3. Disciplinary Core Ideas:

ETS1.B: Designing Solutions to Engineering Problems

Testing a solution involves investigating how well it performs under a range of likely
conditions. (secondary to 4-ESS3-2)

Materials and Preparation:

My materials will be 3 4 small sticks of plasticine, a measuring cup,

water, 3 - 4 aluminum cooking pans, and a note taking template that I
will pass out to them.
Classroom Arrangement and Management Issues:
Room 202 will be used to conduct this experiment in because it is a
quiet and frequently open space. Students will sit across from each
other, in rows on opposite sides of the tables. This will make it easier
for students to work in pairs. Norms will be set before the lesson starts
in regards to noise and keeping the space clean and dry. Students will
be allowed to talk and communicate with each other, but any
excessive noise, loud communication, or irrelevant conversations may
result in a students being removed from the experiment. Paper towels
will be provided, and students will be expected to conduct all of their
work over portions of the table that they covered in paper towels. If
extra paper towels are needed, they will be instructed to raise their
hand and ask for them. It will be communicated that students will also
be expected to clean the space after they are done with the lesson.
This will act as an extra incentive to keep the space as clean as
possible.
Lesson Plan
Objective: In this lesson students will learn about how dispersion of an
objects mass affects its buoyancy.
Hook (10 minutes)
I will have students predict on their handouts which of the selected
objects that I will show them in the video (sink or float 25 objects) will
float and why. After they are done writing this I will show them a few
minutes of the video clip that will display whether or not the
designated items will actually float. Once I am done discussing the
video, students will briefly share with someone next to them whether
they were right or wrong and why. I will circulate around the group
during this to listen in on who was right and who was wrong, as well as
their explanations. I will then call on two students to share their
findings, one student who was right, and one student who was wrong.
Work and Explore (25 Minutes):
I will start this portion of the lesson off by having the students pair up
with another partner and roll their clay/plasticine into a ball. They will
then place it into the pan filled with water and watch it sink directly to
the bottom. I will not tell my students whether the ball will sink or not

before hand. After they place the ball into the pan, I will instruct them
to write down what happened and why they think it happened. I will
circulate around to see what students are writing in pairs and take
notes on positive things they do that relate to weight dispersion and
buoyancy. I will then ask students to try and mold the plasticine into a
shape or item that can float. I will designate 7 minutes to this portion
of the lesson. One student will write what is being created with the
plasticine and whether or not the creation was successful, while the
other student constructs the desired item. Midway through this portion
of the lesson, students will switch roles so that everyone gets a chance
to try and shape the plasticine. I will circulate around the classroom to
see what students are doing with the plasticine. I will do this with the
intention that one of the pairs will make a boat, or some creation in
which objects can be carried. This would make for a better transition to
the next part of the lesson but if they do not I we still proceed with the
next part of the activity. After the 7 minutes are up I will ask the
students to write down on their worksheet, what worked, what did not
work, and why.
For this portion of the lesson I have prepared responses for all possible
scenarios.
-

A pair or pairs creates a boat or something in which object could

be held in, but does not float. All of these items seem to be
cleverly constructed. Thats a very clever idea as well (point to
boat). Although it was not able to float this is a good guess
because we naturally know boats to float, so it makes sense for
us to try and make one right? Now, we know that boats are
designed to carry people and or cargo, so why dont we refine
our boats so that they can carry these types of cargo (present
two sets of items).

Students create a boat or something in which an object could be

held in and it does float. All of these items seem to be cleverly
constructed. Thats a very clever idea as well (point to boat). This
is a good guess because we naturally know boats to float, so it
makes sense for us to try and make one right? Now, we know
that boats are designed to carry people and or cargo, so why
dont we refine our boats so that they can carry these types of
cargo (present two sets of items).

Students create objects that are not boats and do not float. In
this scenario I will say, All of these items seem to be cleverly
constructed. Good job class! Now, what is something that we
know floats, and also carries things like people or cargo in the
water (wait for someone to raise their hand and answer boat)?

Right thats excellent. We know that boats can definitely float in

water so it makes sense for us to try and make one right? Now,
lets make this interesting. Lets see if we can refine our boats so
that they can carry these types of cargo (two sets of items).
-

Students create objects that do float but are not boats. All of
these items seem to be cleverly constructed. Good job class!
Now, although we were able to create some objects that can
float, what is something we know to float that carries things like
people or cargo in the water (wait for someone to raise their
hand and answer boat). Right thats excellent. We know that
boats can definitely float in water so it makes sense for us to try
and make one right? Now, lets make this interesting. Lets see if
we can refine our boats so that they can carry these types of
cargo (two sets of items).

I will present them with Lego men and Marbles to use for the next part
of the lesson. I will give 1 pair of students Lego men, and the other pair
of students the marbles. I will then instruct students to try and create a
boat with the plasticine they were given that can float while holding
one of the given objects in it. Students will alternate roles midway
through this portion of the lesson so that everyone will have a chance
to mold the plasticine. Students will have 4 minutes to work with the
plasticine before they must switch objects with the other pairs of
students and repeat the same process over again. During this time, I
will circulate to make sure that students are on task and to take notes
on positive and relative things I noticed about weight dispersion and
buoyancy. Once time is up students will write down what worked, what
did not work, and why.
Debrief:
Students will share their findings on their handout about what kind of
objects they tried to create in all three portions of the activity and why
they think that some of those objects were successful or unsuccessful.
The worksheet will be scaffolded to help them answer these questions.