You are on page 1of 4

Ver.

6 08/05/15
First Name

John, Kevin, Sean

Last Name

UH Email

Johnm24@hawaii.edu
Kym3@hawaii.edu
Change4@hawaii.edu
Fall

Date
Year

2015

4th - Science

Lesson Duration

60 minutes

Semester
Grade
Level/Subject

Delos Reyes,
Maruyama, Chang

Title

Boat Lab Part 1


Central Focus (Enduring Understandings)
A description of the important understanding(s) and concept(s)
Students will be able to define procedure in terms of the scientific process and will write a
sequential procedure.
Students will be able to understand why gravity and buoyancy causes a ship to float.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III
(HCPS III) that align with the central focus and address essential understandings, concepts,
and skills
HCPS III
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and
investigate using the skills necessary to engage in the scientific process
SC.4.1.1: Describe a testable hypothesis and an experimental procedure
NGSS
Physical Sciences
PS2: Motion and Stability: Forces and Interactions
PS2.A: Forces and Motion & PS2.B: Types of Interactions
Grades 3-6: The effect of unbalanced forces on an object results in a change of
motion. Patterns of motion can be used to predict future motion. Some forces act
through contact, some forces act even when the objects are not in contact. The
gravitational force of Earth acting on an object near Earths surface pulls that object
toward the planets center.
Student Learning Objectives
Outcomes to be achieved by the students by the end of the lesson or by the end of the multilesson learning segment
What students will know:
A procedure is a series of steps that lead to an end product.
Gravity is the force that pulls an object towards the Earth.
Buoyancy is the force of a liquid pushing upwards, working against gravity.
What students will be able to:
Write a sequential procedure using numbers, bullet points, or transition words.
Students will be able to identify that gravity is a downward force on Earth and buoyancy is an
upward force in water
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include

Ver. 6 08/05/15
formative (informal) assessments applied throughout the lesson and summative assessments
(formal) of what students learned by the end of the lesson (include any assessment tools)
Formal Assessments:
- Observation:
-Teacher will have short mini-conferences with students to make sure their procedure contains
the steps that the students took
- Testing: Boat floated in water for 10 seconds without sinking
Summative Assessments:
-Worksheet
-Exit Pass: "Explain with pictures and words how the Titanic was able to float"
Worksheet Rubric
Meets Proficiency
-Student defined procedure
in their own words
Procedure
-Procedure contained
sequential steps
Exit Pass
-Student was able to explain
why the Titanic floats (using
terms Buoyancy, Gravity,
Displacement.)
Students Prior Academic Knowledge and Assets
The students content knowledge, skills, prior academic experiences, and
personal/cultural/community assets to draw upon to support learning
Students will know transition words (first, second, third) or will know how to order things.
Students will have general knowledge of boats.
Procedure Definition

Doesn't Meet Proficiency


-Student did not define
procedure
-Procedure did not contain
sequential steps
-Student was unable to
explain why the Titanic floats.

Academic Language
Oral and written language that the students need to learn and use to participate and engage in
the content
-Procedure
-Sequential
-Gravity
-Buoyancy
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) offers opportunities offered for multiple modes of participation
ENGAGE
Teacher will show picture of the Titanic, and give facts( 52, 310 tons, 260 blue whales,
13, 077 elephants, 26, 155 minivans)
"How did the Titanic float?"
"What do you think causes a boat to float?"
EXPLORE
Students will discuss the definition of a procedure(given by teacher).
Students will fill out worksheet.
Students will make their own boat out of a 10 x 10 piece of aluminum foil.

Ver. 6 08/05/15
Students will record build steps as they build
Each group will place pennies inside their boat to see how much they can hold.
The last penny that sinks your ship does not count.
Students will record how many pennies they were able to hold.
"Does shape matter?"
"Is it helpful to seal off the bottom?"
"Does the placement of each penny matter?"
EXPLAIN
Balloon example (Balloon in air, why does it fall? Balloon on water, why doesnt it sink?
Balloon under water, let go, why does that happen?
The weight of the water displaced is the buoyant force.
Generally boats with a flat hull and high sides work best.
Dropping pennies will add unnecessary extra force to the boat.
Spread pennies hold better.
ELABORATE
Gravity is the force that pulls objects to the Earth.
Buoyancy acts against gravity.
Give the students a piece of paper and have them redesign a boat. Once they design it,
have it approved by the teacher.
Allow the students to rebuild their boat.
EVALUATE
Exit Pass: Explain why the Titanic was able to float.

Differentiation
Instructional strategies and planned supports to meet the needs of individuals, and/or groups of
students who require different strategies or support (adaptations to instructional strategies, the
learning environment, content, and/or assessments)
Struggling: Students that are struggling learners can be partnered up with a student. They can
also be placed in a group, assisted by the teacher.
Advanced: Students that are advanced will be asked to continue to make adjustments to their
boat, maximizing the penny count in their boat.
ELL: For students that are ELL, teacher will use drawings and diagrams to explain buoyant
forces and gravity.
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson
-Water
-Foil
-Pennies
-Bin

Ver. 6 08/05/15
Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for
students who needed greater support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
Based on your reflection and your analysis of student learning, describe the next steps
for instruction to support students learning.
o Explain how these next steps follow from your reflection and analysis of student
learning. Support your explanation with principles from research and/or theory.

You might also like