Professional Documents
Culture Documents
Ross
James
11/14/15
EDUC
521-001
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.
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
wil
be
instructed
to
raise
their
hand
andask
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
... [16]
... [18]
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.
Questions:
How
do
you
think
I
could
go
about
disseminating
the
pieces
of
clay/play
dough
in
equal
amounts
amongst
the
students?
I
thought
about
using
marbles
and
Lego
men
as
cargo.
Do
you
think
this
is
a
good
idea?
Would
you
suggest
any
other
materials?