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Rationale:
This lesson was the very first lesson of the Buoyancy and Boats unit for my
grade 2 class. I decided to start the lesson by explaining what buoyancy
meant. This will be a term used throughout the unit. Even though they are
not required for the outcome both my TA and I thought it would benefit them
to have a new word in their vocabulary. I remember the Buoyancy and Boats
unit from when I was in grade 2 so I wanted to really get the class excited for
the unit like I remember being. My TA had told me that the students really
enjoy watching movies so I googled it and found The Magic School Bus. I
made a worksheet e would go with the Magic School Bus video. I planned to
hand out the worksheet at the beginning of the lesson and then start the
video. I would pass the video and discuss each answer with the students so
that each student would have the answers in their worksheet. The ideas
covered in this video are very important for this unit so I would to ensure that
each student understood the points from the video.
Lesson
Title/Focus
Date
Wednesday
November 13, 2013
Subject/Gr
ade Level
Time
Durati
on
40 minutes (1:051:45)
Unit
Teache
r
Ms. Hausauer
2-7
Specific
Learning
Outcome
s:
Construct objects that will float on and move through water, and evaluate
various designs for watercraft.
LEARNING OBJECTIVES
Students will:
1.
2.
3.
4.
Understand
Understand
Understand
Understand
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
PROCEDURE
Prior to lesson
Attention
Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agend
a
Transition to
Body
Time
5
minutes
(1:051:10)
2
minutes
(1:101:12)
n/a
n/a
1 minute
(1:121:13)
Body
Learning Activity
#1
Assessments/
Differentiation:
Time
35
minutes
(1:13-43)
Time
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson
Sponge
Activity/Activities
If there is extra time in class I will have the students look around
the classroom for objects that they may want to test in the next
class
Reflection
s from
the
lesson
2
minutes
Overall, this lesson went really well. I had the class try to sound
out the word buoyancy. This is a very difficult word and they
came close to sounding it out. I read the word from the board
and then discussed what it meant. I told the class that the unit
that we are going to start we are going to test things that float
and things that sink. I then had the students brainstorm what
they thought sinking and floating meant. They also gave me a
few examples of things that would sink and things that would
float. I then told the students that by the end of the unit we will
be able to make our own boats that will float. The class was
really excited about making their boats which is making me
really excited to continue the unit! I made a mental note of their
Name: _________________________________________
Word Box:
waters
pushing
floats
push
heavier
less
smaller
weight
sinks
big
Light
ball is __________________________.
Name: _________________________________________
4. Why did the bread slice float and the bread ball sink?
__________________________________________________________
__________________________________________________________
5. Why does an object that is smaller sink?
__________________________________________________________
__________________________________________________________
6. Why does letting water into the pontoons help the bus
sink?
__________________________________________________________
__________________________________________________________
This lesson plan includes two lessons on it because they have two Science
classes today. In the first class we are going to rewatch the video from the
previous day. My TA said that this would be a good idea to do because the
first time they were focussed on answering the questions so this time they
can really focus on the video. I then planned to have the class experiment
with different objects in stations. The students will get 3 minutes at the
station to test out the objects and see if they will sink or float. I am going to
remind the students that they should ask themselves if the objects are
following the rules that we learned in the video. After the students had gone
to each station I am going to have the students fill out their predictions
worksheet. In the next class we will be going through 15 objects and record
whether they will sink or float. In this class we are just filling out what they
believe will happen when those objects are put into water. I made sure to
note that this is just a guess and it is okay if it is wrong. My TA had explained
that in her class the students dont like to be wrong often so it was important
to mention that if you didnt guess right that it is okay. I also had them fill out
their predictions in pen so they were not able to change their predictions
once we actually tested them out. I made a smartboard presentation with
each of the objects on it so that each student would know exactly what
object we are on. In Science we have 29 kids so it is very easy for them to
get lost (especially the ones at the back). I thought this would help give a
visual aid to the students while we are making our predictions. I made an
exit slip for the end of class to assess the students understanding of the
sinking and floating concepts.
Lesson
Title/Focus
Sinking or Floating
Subject/Gr
ade Level
Unit
Date
Time
Durati
on
Teache
r
Thursday
November 14, 2013
80 minutes (1:052:40)
Ms. Hausauer
2-7
Construct objects that will float on and move through water, and evaluate
various designs for watercraft.
1. Describe, classify and order materials on the basis of their
buoyancy. Students who have achieved this expectation will
distinguish between materials that sink in water and those that
float. They will also be aware that some floaters sit mostly above
water, while others sit mostly below water. The terms buoyancy and
density may be introduced but are not required as part of this
learning expectation.
LEARNING OBJECTIVES
Students will:
1. Explore with different objects and assess whether they float or sink
2. Understand what the term buoyancy means
4. Understand that heavier materials sink and lighter materials float
5. Understand how to change something that floats into something that sinks
Penny
paperclip
Chalk
Crayons
Rock
Styrofoam
Peanut
Dishcloth
Feather
#1
eraser
marble
pencil
cork
string
nail
Master
5 buckets of water
random objects for centers
PROCEDURE
Prior to lesson
Attention
Grabber
Expectations
for Learning
and Behaviour
Advance
Organizer/Agen
da
Transition to
Body
Learning
Activity #1
Assessments/
Differentiation:
Learning
Activity #2
Learning
Body
As a class we will rewatch the video Ups
and Downs
During the video I will pause it to answer the
questions and discuss the answers with the
class
3
minutes
(1:051:08)
2
minutes
(1:081:10)
Time
35
minutes
(1:101:45)
n/a
20
minutes
(1:452:05)
15
Activity #3
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson
Sponge
Activity/Activiti
es
Reflectio
ns from
the
lesson
minutes
(2:052:20)
Time
10
minutes
(2:202:30)
5
minutes
(2:302:35)
use the A,B,C,D cards. I explained to the class that that I was
going to make their groups but if they could behave in their
groups then they would be allowed to stay where they were. I
started the video Ups and Downs for the second time. The first
time that we watched it we paused and discussed important
buoyancy points. This time when we watched it I handed back
their worksheets that they had filled out and told the students
that if there was anything that they wanted to add while
watching the video again that they could. The students were
engaged during the video the entire time and there were no
problems at all. In the future when showing videos in lower
elemenaty I will most likely show the movie twice to reinforace
the main points. The video took the whole first class which was
longer than I had planned for. Inbetween classes the students go
outside for recess. During recess I filled the tubs of water and put
the objects for each testing center on the desks. This took the
entire recess so when doing this in the future I would have to be
sure to do it during a time when I had them time to do the setup. Before the students went out for recess I explained that
when they came back in there is going to be water tubs and
objects on their desks. I told the students that when they came
in that they were to sit on the desks quietly. I also said that they
were not allowed to play with any of the objects until they
receive directions from me. I said that if anybody was fooling
around with the materials they might not be able to participate
in the actvitiy. As soon as a said this I asked myself if I would
really have someone sit out on this activity because it was an
important concept for them to understand. When they came in
from recess everyone was really good about sitting in their desks
and not playing with the materials. There was only one group
who started to play with the materials. I took a stick away from
Name: __________________________
1. Name one object you thought would float?
_________________________
Name: __________________________
1. Name one object you thought would sink?
_________________________
2. Why did you think that object would sink?
__________________________________________________________________
__________________________________________________________________
__
3. Write down one object that we didnt talk about today that you
would like to test in water.
_____________________________________________