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LESSONPLAN Date: Tuesday, February 26th 2013 BackgroundInformation:

This lesson can be used as an extension for an inquiry based exploration of scientific theory on buoyancy. Students should have a general idea about buoyancy and what types of matter floats and sinks. This interactive activity will have students reading and comprehending procedural writing, following instructions, and creating critical thinking, communication, and scientific theory on buoyancy. Students should come prepared with building materials collected from home to ensure efficient use of class time. Support and additional explanation from instructor can be used as an introduction to a problem solving and reasoning mathematical unit.

SUBJECT: Science - Boat DAY 3 EXTENSION LessonName: Row,Row,RowYourBoatDAY3 EXTENTION Unit of Study:Science,English& Math CurriculumArea/Strand/GradeLevel: English
Language - Student will have the opportunity to display knowledge and understanding through knowledge of content as well as overall understanding of concepts; ideas; opinions Thinking - Students will be given the opportunity to use planning skills, organize information, use critical thinking, and make inferences Communication -Students will be given the opportunity to express and organize their ideas and information provided

ActualPlan: Each teacher will be placed at one of the three different s stations Snack, Water Center, and Think-Pair-Share. Students will be divided into 4 groups of 4 with one group having 5 learners together. Students will rotate through the stations in 10-minute increments.

Problemsolving - Apply developing problem-solving strategies as they pose and solve problems and conduct investigations Reasoningand Proving - Developing reasoning skills Reflecting - Demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete the investigation of how to build the most effective boat Representing - Use basic representations of simple mathematical ideas eg. Charts/graphs used, make connections among them, and apply them

Knowledge and Understanding - Students will demonstrate knowledge and understanding of content Thinking and Investigation - Students will use, initiate, and plan strategies as well as strengthen their critical thinking process Communication - Students will gain experience expressing and communicating their ideas, hypothesis, and observations Application - Students will demonstrate that they are able to apply the knowledge and skills gained from this lesson

LearningExpectations: Students will:

Approximatelevel: SeniorKindergarten Assessment: Diagnostic Formative


Have practiced their ability to follow procedural writing instructions Be able to make predictions, hypothesis, and document their observations Have an understanding of buoyancy Be able to properly identify materials that can be used to make a floating boat Understand the importance of sequencing in building and constructing boats

Observation Anecdotalnotes Interview Inventories/surveys Test/quiz questionnaires KWL

observation Anecdotalnotes Worksamples Test/quiz Checklist Conference Peer-assessment Self-assessment

Portfolios Unit test Self-assessment Peer-assessment Final reflection Speeches Projects Presentations Reports, oral/written

Mental Set SharingPurpose/Objectives Input Modeling Checkfor Understanding GuidedPractice IndependentPractice Closure

Individual childrens Boat-Building Materials The Boy Who Built the Boat by Ross Mueller Smartboard or Chart Paper Markers Boat building tools: - Scissors - Tape - Tinfoil - Stapler (with adult supervision) - Pipe cleaners - Toothpicks - Coloured markers

Collaborative/socialskill Participatingfully Listeningattentively Expressingappreciation Reflectingon experience Valuingdiversity Thinkingconstructively Makingresponsibledecisions Resolvingconflict Solvingproblemscreatively Workingon taskstogether Assessingimprovement Celebratingachievement

Recreate the 5 stations that were set-up the previous day: Creation Station Hot Glue Gun Station #1 Hot Glue Gun Station #2 Scissors Station Glue Stick Station

Accommodations/ Modifications:
Increasetime, space,amount Decrease Change Scribe Oral explanation Peertutor/Partner Use manipulatives Includevisuals Extend Provideinstructionthroughout

Bloom'sTaxonomy: Knowledge Understanding Application Analysis Synthesis Evaluation

MultipleIntelligences: Linguistic Spatial Interpersonal Logical/Mathematical Bodily/Kinesthetic Musical Naturalistic Intrapersonal

Time: Min. 5 minutes

Introduction: Morning Calendar * Teacher Note: Be firm Have students gather together and congratulate them on completing their boats. Tell them now that we have created our boats; we are going to conduct our experiment. Ask students Now what do you think we will testing with our experiment? Think about what we have been learning with buoyancy Wait for student response. Good! We are going to be conducting an experiment to see if our boats float!

Grouping: Whole class grouping -

Time: Min. 40 min


Explain to students that they are all little scientists and before any experiment there is one very important thing that scientists must do Ask them if they know what it is

- *Hopefully students will say ake a hypothesis!

Grouping: Whole class grouping at first Then group rotations


ake a hypothesis# $s anyone able to explain to me what a %hypothesis& is'

*(ait for student response) *o before we can get started with our experiments we need to make a hypothesis on what we think will happen with our boats) (ill they float or sink' Are they buoyant' +ow what are some things that we are going to consider when hypothesi,ing about a boats floating or sinking and buoyancy' * *tudent answers should include- *hape. si,e. weight. water displaced. etc) Excellent# *o what we are going to be doing is looking at our own ships and hypothesi,ing whether or not they will float based on their si,e. shape. and materials used)! (e&re going to go through a list of everyone in the class and one by one you will come up to the *mart /oard and place your name under what you think your boat will do) * odel the activity for them *o for example. if $ were 0ameron and the teacher called my name $ would stand up 1uietly. and if $ thought that my boat was going to float. $ would take my name and drag it over to the float side. then sit back down 1uietly)! 2oes everyone understand'! * 0lass answers 3es! 4o through tally on the *mart /oart) 5nce tally is complete and students& hypothesis& recorded. tell students that there are stations that they will go to in small groups) 5utside will be the %67) 8esting *tation&. by the computers is the %9) "loat or *ink& 0omputer *tation. the snack table will be the %:) ;efueling *tation&. and the other end of the room will be the %<) 8hink-=air*hare *tation&) *how a list on the board of the three four different stations) Explain to students what they will be doing at each center) Ask students if they have any 1uestions) 8ell students that they will now be assigned a group and they are to stay with that group for the remainder of the morning while we do our experiments on buoyancy) /egin going around the room numbering! off children into < different boat groups- sailboats. motorboats. tugboats. and canoes) Explicitly tell children and remind them to remember which group they are in) /y the end of the organi,ation there should be < children in each of the < groups with one group having a bonus > th member) "lip the *mart/oard page to list of of the < /oat 4roups and their starting point) Explain that once groups finish with a center they will be rotating to the center that is the next number up) "or example. if they start at *tation 67) %8esting *tation& they will then be going to *tation 69) %"loat or *ink 0omputer *tation&) *imilarly if they started at *tation 6:) %;efueling *tation& they will now be going to *tation 6<) %8hink-=air-*hare *tation&) "or the group who is rotating from *tation 6<. they are to go back to the beginning at *tation 67) *creen will show thisGroup Starting Stations:

Sailboats *tart at *tation 67- %8esting *tation& ?in the hall@ Motorboats *tart at *tation 69- %"loat or *ink 0omputer *tation& Tugboats *tart at *tation 6:- %;efueling *tation& Canoes *tart at *tation 6<- %8hink-=air-*hare *tation& Ask if students understand where they need to go) ?8humbs up. or thumbs down for comprehension@ Explain to students that they will have 7A minutes at each station) 8ell them that when they hear the song %;ow ;ow ;ow 3our /oat being played they will know that it is time to switch stations)

Time: Min. 5 minutes

Extension/ Wrapup: Once students are finished they can cleanup all of their stations, turn off computers, place their boats at the back of the class and get ready for recess. If all students are finished quickly and the activity takes much less time than expected, an extention game can be played that teaches the students about the different sides of a boat: starboard, port, bow, and stern. How to play The Starboard Game:

Groupings: All together on the carpet

The teacher stands in the front of the class and asks children if they know what the front of a boat is called? If students do not know you can teach them about the various names for the different parts of the boat. If they are aware provide a quick revision. Once students are comfortable with the new vocabulary explain to them that we will be playing a game. The class has now become a big ship and we are all sailing away on the sea. As the captain, you are in charge of calling out Orders as to where the sailors must go. Make sure you are facing the boys and that they are facing you. Behind you is the front of the boat, the bow; in front of you is the back of the boat, the stern; to the right of you is the left side of the boat, the port; and to the left of you is the right side of the boat, the starboard. Practice calling out random coordinates for them to follow. Boys will then try to go to the correct spot in the classroom. Bow: Run to the front of the boat Stern: Run to the back Port: Run to the left side of the boat Starboard: Run to the right side of the boat.

Bonus: If the students are really getting the concept you can extend the activity by adding in other orders such as Row the Boat. Row the Boat: Each player finds a partner, sits face to face, holds hands, and pretends to row a boat. Players who can't find partners or who are too slow are eliminated.

Notes / Reminders / Homework: Notes:

Notes for Think-Pair-Share Station: - Each student will have 2 minutes to present his boat. During this time they can explain what they used to make their boat, why they used it, how they think/thought it will/would perform in the water, and (if applicable) how it did perform. - The teacher who is stationed at this station will be the one conducting the interviews documenting what the children share about their boats and assess their overall understanding of the big ideas taught.

Lesson Reflection: