Teacher: Brianna Gertis

Date: October 1, 2017

Subject/Grade Level: Scientific Method/Grade 4
Materials:
 Paperclips
 Paper towels
 Plastic cup
 Water
 Spoons
 Other materials on hand
 Paper for final elaboration
 Timer for final elaboration
VA Standards of Learning:
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of
sources;
h) hypotheses are developed as cause and effect relationships;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Lesson Objectives: Use scientific method techniques to solve problems.
Differentiation Strategies to Meet Diverse Learner Needs: They are moving around to get paperclip
to float, writing about it by describing their results, drawing pictures of their results, seeing theirs and
other groups’ results, explaining within their small groups how to make the best design that will float,
counting how many paperclips they can get to float and how long their final design can float for.
ENGAGEMENT: Metal does not float! How can I make a paperclip float?
EXPLORATION:
1. Think of items that float in water. Think of items that do not float in water. Discuss with partner
and write on worksheet, then discuss with class.
2. Paperclips are metal so they should not float. Have students break into small groups or partners
and test if their paperclip floats. It does not.
EXPLANATION:
1. Students can choose different items (paper towels, paperclips, spoons, other materials on hand)
that they think will help their paperclip float and test each of the items until they can float their
paperclip.
ELABORATION:
1. When they get it to float, they will describe what their experiment looks like when they get the
paperclip to float and draw a picture of it.
2. How many paperclips can they get to float at one time? Have them describe and draw their
experiment when they get the paperclip to float.
3. Can they get the paperclip to float without using any other objects by changing the shape of the
paperclip? Have them describe and draw their experiment when they get the paperclip to float.
EVALUATION:
1. What caused the paperclip to float?
 2. Students will work in small groups to design a contraption that they think will float based on
their results from the experiment. We will have competition to see which group designed a
floating device.

Worksheet students will use:

UIS 360 Paperclip Worksheet.docx