MISS FARRELL

Lesson Plan

PS1 FALL 2016

Grade/Subject: Grade 2 Science Lesson #3 (Experiment) Unit: Boats and Buoyancy Lesson Duration: 1 hr
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:

2-7 Construct objects that will float on and move through water, and evaluate various designs for
watercraft.
2-2 Recognize pattern and order in objects and events studied; and, with guidance, record procedures and
observations, using pictures and words; and make predictions and generalizations, based on observations.
Specific Learning Outcomes:

(2.7) 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.
(2.2) Describe what was observed, using captioned pictures and oral language
(2.2) Describe and explain results; explanations may reflect an early stage of concept development
LEARNING OBJECTIVES
Students will:
1. Students will distinguish between floaters and sinkers, recognizing that some can float, then sink.
2. Students will organize materials on the basis of their buoyancy.
3. Students will describe their observations and develop explanations for these results.

ASSESSMENTS
Observations:
Are students participating in all aspects of the
experiment? (Predictions, recording,
discussion/rationale)
Are students developing their scientific predictions
based on information they learned about buoyancy?
Are students working collaboratively, yet producing
their own individual reports?

Big Ideas:

Scientific method
Developing our predictions (hypothesis)
Recalling properties of floaters and sinkers
Shape, Size, Weight, Material
Trust it!
Hands-on experience with science concepts

Are students being respectful to their peers and

their ideas?
Written/Performance Assessments:
Performance assessment (formative) : Participation and engagement in the experiment
Predictions (with a brief oral rationale)
Written assessment (summative/formative) : Sinking or Floating? science experiment write-up
Are predictions written in pen/pencil crayon so that they cannot be erased or changed?
Are their recordings of actual events accurate? (check-in)

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies
Resource #2: Buoyancy and Boats Edmonton Public Schools Resources

MATERIALS AND EQUIPMENT

Big clear bucket

MISS FARRELL

Experiment items: (crayon, button, bar of soap, cotton ball, ruler, marble etc.)

Hand-out (Master #2 pg.50)

Pencils, pencil crayon

PS1 FALL 2016

PROCEDURE
Introduction (10 min.):
PREPARE
Hook/Attention Grabber: Does everyone remember our smartboard activity from yesterday? Can someone tell
me what we did?
Floaters and sinkers
Recall the penny/popsicle stick activity
Shape/weight/material/size = factors of buoyancy what makes an object float
Assessment of Prior Knowledge: Has anyone ever done a science experiment before?
Advance Organizer/Agenda: * I will display a template drawn on the board by me that is an imitation of their science
sheet to their page to demonstrate how to fill in the charts.
Transition to Body: Now, can everyone please bring their science lab to the pack of the class at the U-table where I
have the experiment set up!

Body (40 min.): EXPERIMENT

At the U-table, I have the bucket in the center, and I will stand to help my volunteers test each item, and to survey over all the
students around me sitting at the table to ensure that they are properly following the steps of 1. Predicting, 2. Observing 3.
Recording 4. Discussing
1. Predict
2. Observe
3. Record
We will begin by passing around the materials to feel them, and experience them to make a good guess = prediction!
Predictions must be in pencil crayon!!!
~ STRATEGY SHARE ~
Next, we will take turns testing each object carefully, and record one-by-one before moving onto the next item.

Closure (10 mins)

CLEAN-UP
Consolidation/Assessment of Learning: What object was the most surprising to you?
discuss surprises (why I thought this at first, but now I know)
Feedback From Students: Did everyone have fun doing a real science experiment?
Feedback To Students: Thank you for being such professional little scientists!
Transition To Next Lesson: In the next few days, we will be starting planning and learning about boatsin
preparation to make our owns and then test them in water!