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Ross James

11/14/15
EDUC 521-001

Science Term 3 Lesson Plan


What: The circular 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 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, so I have not
had a chance to observe them within the field of Science and how the
engage in material as Scientific learners.
How: I will teach the content by having the students make predictions
about why 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 why. 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/play dough. Through
this students will have to record observations about how they had to
shape their clay/play dough 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 successful, students will
see if their design will be able to support certain objects of different
sizes and/or weights in the water. During this, students will have to
refine their clay/play dough designs to see how it best makes the
object they currently have float. While doing this, students will use
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 Science context because
they do not have Science as a core class in my field placement.
However, I performed a somewhat similar sink and float experiment
with my focus student for my term 2 assignment, and he was
extremely engaged with the material because of the fact that he had
the opportunity to participate in a Science experiment. 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.
Materials and Preparation: My materials will be 3 4 small containers
of play dough, 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: The school library
will be used to conduct this experiment in because it is a quiet and
frequently open space. Students will sit side by side next to each other,
in one row on one side of one of the long tables. This will make it easier
for students to work in pairs. Norms will be set before the lesson starts
regarding to noise and keeping the space clean. 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
experimental work over portions of the table that they covered in
paper towels. If extra paper towels are needed, they should raise their
hand and I will provide them with some. It will be communicated that
students will also be expected to clean the space after they are done
with the lesson. This will provide as an extra incentive to keep the
space as clean and dry 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 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/play dough into a ball.
They will then drop 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, but the directions I will give them will be to drop the ball
into the water, and write down what happened and why they thought 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
clay/play dough 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 clay/play dough and whether or not the creation
was successful, while the other student constructs the desired item. I
will circulate around the classroom to see what students are doing with
the clay/play dough. 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 and did not work and why they
thought it did not work.
At this point in the lesson I will be prepared for several possible
scenarios. One is that a pair or pairs creates a boat or something in
which object could be held in, but does not float, and I will say, 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). The
second scenario I thought of could be if students create a boat or
something in which an object could be held in and it does float, I will
say, 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). The third scenario is that
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 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).
The fourth and last scenario will be that students create objects that do
float but are not boats. In this scenario I will say, 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 the two sets of items (yet to be determined)
and will give half 2 pairs one set of items, and the other set of items to
the second pair. I will then instruct students to try and create a boat
with the clay/play dough they were given that can float while holding
the object in it. The role in the pairs will switch, so the person who was
the scribe in the first activity will be the one molding the clay and vice
versa. Students will have 6 minutes to work with the clay/play dough
before they must switch objects with the other pairs of students and
repeat the same process all 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, didnt 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.