1 Houchin, Janine LESSON PLAN Course: Grade 2 Science Unit: Buoyancy and Boats Title: How well do things

float Date: 02/27/2014

Big Idea/Essential questions: Introduce students to buoyancy. Explore what floats and what sinks. Students will learn about balance and stability while building a watercraft that floats. This is the introductory lesson within a larger unit on buoyancy. Learning Objectives: (Program of Studies) This lesson focuses on objects that float or sink. The students will explore and investigate objects of a variety of shapes and densities, to see which ones float or sink. They will also interpret which objects floated or sank, which did both and any surprises using class chart and log books. General Learner Expectations for Buoyance and Boats Unit (From Alberta Education Program of Studies): 27 Construct objects that will float on and move through water, and evaluate various designs for watercraft. Specific Learners Expectations (from Alberta Education Program of Studies): 1. Students will 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. Students will know....... and be able to............. 1. Will be able to distinguish between materials that sink and that float. They should be able to understand that the shape of objects and if they absorb water affects buoyancy. 2. Students will understand that some floaters sit mostly above the water and others below the water. 3. Students will be able to understand that the speed of a sinker is an indicator of an objects buoyancy. 4. Students should be able to orally explain their discoveries. 5. Students should be able to predict whether an object will float or sink. Cross- curricular connections: 1. Math compare weights of floating and non-floating objects and count items used as loads in the boats. From Alberta Education Program of Studies for Mathematics: a. Shape and Space: Specific Outcome No. 2: i. Relate the size of a unit of measure to the number of units (limited to nonstandard units) used to measure length and mass (weight).

2 2. Language Arts From Alberta Education Program of Studies for English Language Arts: a. General Outcome 3: Students will listen, speak, read, write, view and represent to manage ideas and information: i. 3.1 Plan and Focus: 1. Determine information needs a. Ask questions to focus on particular aspects of topics for own investigations: i. How can I make my boat float? ii. How can I make my boat move? iii. What materials should I use to make my boat? 3. Social Studies From Alberta Education Program of Studies for Social Studies: a. 2.1 Canadas Dynamic Communities a. General Outcome i. Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canadas communities. b. Specific Outcome i. Knowledge and Understanding Students will: 1. 2.2.7 - examine how the community being studied has changed, by exploring and reflecting upon the following questions for inquiry: a. In what ways has our community changed over time (e.g., changes in transportation, land use)? Pre-assessment: Materials: (A few days before lesson send a letter home to What Floats in a Moat? By Lynne Berry parents asking for objects for lesson. Collect from students. Also ask for parent volunteers.) Ask students if they have been swimming, boating, etc. Ask the EBL students if boats are significant to their culture. Did they have fun? Did they ever feel they might sink? Read: What Floats in a Moat? by Lynne Berry Participatory Learning: Time 10 mins Instructor Activities Intro topic. Read story. Learner Activities Sit in a big group. Listen and participate in discussion - Participate in naming objects and material it is made of still in large group. Predict if object will float or sink. Resources - Book What Floats in a Moat? - Empty bottles, waxed paper, foil, corks, washers, foam pieces, sponges, nails, marbles, coins, Ping Pong balls, balls of different

10 mins

- Hold up objects one at a time and choose a name. Write the name on a chart of paper. Together decide what material it is made of.

3 -Predict whether object will be a floater or a sinker. Write on chart. materials and sizes, soap, etc. - Chart board, markers - Pictures of objects to go on chart board. - Blank chart for recording observations (see attached), Science log books (from previous lessons) -In smaller groups (that have been predetermined by teacher), students will experiment with different objects by seeing which ones will float or sink. They can record their observations on the blank chart (see attached) which will be glued into log book at end of lesson. - Resources from the chart at each station. - Plastic tub with water at each station - Pencils - Miscellaneous objects for testing at each station

15 mins

-Move between groups observing concept and skill developments. Prompting when needed. Asking students for their observations. Listen for appropriate oral language example floaters, sinkers, etc. Check for misconceptions: 1. Floating depends on size; 2. Floating depends on heaviness and 3. Floating depends on air pockets. Facilitate group discussion using chart from beginning. Which items floated? Sank? Did this surprise us? What items floated differently in the water? What materials floated better? Did some materials both float and sink? Why?

10 mins

In large group, participate in discussing items that floated and sank.

Chart from beginning of class.

Procedure: 1. Gather in large group. Introduce any parent volunteers. Ask assessment questions. Read story. 2. Show an object. Ask what it is called and what material it is and if it will sink or float. Write answers on Chart. 3. Go through all objects in this matter. 4. Hand out 5. Break out into small groups 3 groups of 4 and 2 groups of 5. These groups will be predetermined by the teacher. (See Differentiation) 6. Have students experiment with objects and water. Ensure that group members are discussing their observations within the group. Make sure they record observations on chart (see attached). Have parent volunteers, if any, supervise each group. 7. Refer any students having trouble identifying objects to the class chart from beginning of

4 lesson. It has pictures of the object and names in English and home language. 8. Gather again in large group and go over any observations what floated, what sank, what did both, were there any surprises? Write responses on Chart from beginning of class. 9. Explain that we will keep the class chart and glue our individual charts in our log books for future use in the next lesson. 10. Prompt students to refer to class chart for referencing items names. Assessment: 1. While observing groups, listen for proper oral terminology, such as floater, sinker, etc. Question for understanding on why an object sinks or floats indicators of buoyance (speed and amount of an object that sits above water). 2. Check observations recorded on chart to make sure students understand floating and sinking. 3. For EBL students observing for understanding of floating and sinking in either English or home language. 4. For students with strong collaboration skills and content knowledge observe for understanding of extension exercise. Also observe collaboration skills, are they actually collaborating or doing work for weaker students. 5. For students who have trouble working in small groups, assess collaboration skills any improvements? Are they doing work or relying on other students. 6. Assess for understanding of what makes an object float or sink for next lesson when we will be making a sinker float or a floater sink. Differentiation: (Class of 22 students: 11 EBL (all with limited English Proficiency, 2 have difficulty working in groups), 2 with strong collaboration skills and content knowledge) 1. Place each student with strong collaboration skills and content knowledge in different groups with students with the EBL students who have difficulty working in groups. Their strong collaboration skills may help the EBL students work in a small group. 2. Also provide the following extension for groups or students who may finish early or need a more challenging activity: a. Make a concentrated solution of coarse salt and try some of the objects used in the main lesson (both floaters and sinkers). Record any differences. 3. For the EBL students: a. Language Objectives (from Translanguaging Guide): EBL students will need to know certain terminology such as: float, floater, sink, sinker, and the names of the objects using. When requesting items from home ask parents to write the name of the object in the home language, if student doesnt know it. Ask the parents what are the words for float and sink in the home languages. If no parent involvement use Google Translate. Use home language words on the chart as well. Leave the big class chart out for display so EBL students can refer to it if needed. b. When doing the initial big group activity, include home language names of each object; also include a picture of each object on the big chart. Include all EBL students in discussion as buoyancy is relevant in all cultures have they ever swam, been in a boat, or floated a paper boat, etc. c. Ask if any of the EBL parents can volunteer on that day. d. When students record on their individual charts allow the EBL students to use home languages as well as English.

5 Lesson Summary/Reflection: 1. Students will use concepts learned from this lesson to build and test floating objects in future lessons. 2. Need to watch the groupings and make sure that putting the strong collaborators with the EBL students is working for all students. This type of grouping may or may not work. 3. May need to allow for more time to discussion/reflection at end of lesson. Web-sites I found useful: 1. www.letsdoscience.com - good ideas based on the Alberta Curriculum 2. http://cmaste.ualberta.ca/en/TeacherResources/CMASTEPrimaryResources.aspx - U of A resource site. 3. http://nysieb.ws.gc.cuny.edu/files/2013/03/Translanguaging-Guide-March-2013.pdf Translanguaging Guide 4. https://education.alberta.ca/media/1234005/12_ch9%20esl.pdf - Alberta Education ELL learners 5. http://www.learnalberta.ca/content/eslapb/index.html - Alberta ESL Benchmarks 6. http://education.alberta.ca/teachers/resources/cross/making-a-difference.aspx Alberta Education Meeting diverse learning needs with differentiated lessons.

FLOATING AND SINKING

OBJECT:_________________________________ OBJECT:_________________________________

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OBJECT:_________________________________

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