Lesson Name or Number:
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Penny
Boats!
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Date:
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Feb 11th, 2014
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Name:
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Jennifer Cassels
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Subject:
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Science
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Grade(s):
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2
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Rationale:
This lesson can be used as a
final project for the grade two cluster, “solids, liquids and gases.” Penny Boats is an effective, inclusive
lesson as it incorporates both the student’s mental and physical knowledge.
Students will be required to design, build and test a boat over the span of 3
classes in order to meet the criteria. This interactive project is an excellent
way to assess student’s knowledge through both observation and written work.
Prescribed
Learning Outcome(s):
2-2-19: Use the design process to construct
an object that is buoyant and able to support a given mass/weight.
Instructional
Objective(s):
This lesson
will demonstrate whether the students have a concrete understanding of the
SLO’s, 2-2-17 and 2-2-18; which materials will float or sink. There will be a
cross-curricular instructional objective using an ELA writing piece and a graphing
component that will integrate math. Students will understand how to effectively
build a boat that will be able to withstand the weight of 25 pennies.
Prerequisite
Concepts and Skills: This lesson will be used as an end of unit
project. Students will be familiarized with the vocabulary and key concepts
covered throughout this unit. To be successful with this experiment, students
will need a proficient understanding of the SLO’s 2-2-17 and 2-2-18 as well as
the rest of the knowledge they have learned throughout the unit.
Materials and Resources:
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Teacher
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Students
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Observational Clipboard
Rubric
Tub of Water
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Straws
String
Masking Tape
Staples
Glue
Tinfoil
Styrofoam
Newspaper
Toothpicks
Pennies
Pencil
Workbook
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Lesson Activities:
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Teacher Activities
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Student Activities
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Time
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Activate:
· Begin the class by showing the students a
tub of different materials, and asking the students whether they think the
material you’re holding up is buoyant or not.
· Show the students pictures of boats that
have been made in previous classes.
Acquire:
· Explain the criteria of the students boat,
and what should be included on the plan. Have students make a list of
materials and draw and label what their boat will look like. (Attached)
· Circulate throughout the room as students
complete their plan.
· Answer and help the students with any
questions they may have.
Apply:
· Circulate through the room and help
students with any questions they may have.
· Observe and assess group work.
· Supervise the testing station and prompt
students to answer questions while testing.
· Example: Why do you think your boat sank
after 2 minutes? What materials do you think help your boat float the most?
· Give students the reflection sheet after
they have successfully completed the testing.
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Activate:
· Have the students sitting at the
meeting area.
· Prompt students to answer
whether a material is buoyant or not by using their prior knowledge.
· Students should be encouraged to
begin thinking of what materials they will build their boat out of.
Acquire:
· Students will decide on their
role in the group. The recorder will draw and label the design plan that the
group comes up with.
· Students should take into
account their prior knowledge when deciding on the choices of the material.
· Each student should be
contributing his or her ideas to the group.
Apply:
· Students will build their boat
within their group.
· Each student should be working
on a part of the boat.
· When the group agrees they are
done their boat, they will begin to test with the teacher present.
· The designated penny placer will
place pennies on the boat 1 at a time until there are 25 pennies on the boat.
· The timekeeper will time the
boat for 2 minutes after the 25th penny is placed on the boat.
· Once they have tested their
boat, the group will verbally complete the reflection sheet, while having the
recorder jot down their answers. (Attached)
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Class #1
(10 min)
Class #1
(20 min)
Class #2 & #3
(30 min for each class)
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Universal
Design for Learning (UDL) and Differentiated Instruction (DI):
Penny Boats is an inclusive lesson that permits most
students to partake. As this lesson will be done in groups, it will allow all
students to contribute using their different multiple intelligences. Students
who have strong verbal linguistic skills will be able to take on their roll as
a leader, where as students with visual/spatial skills will be able to shine
when completing the planning process. Each learner will have its place to use
his or her preferred skill set throughout this lesson. Students with physical
and cognitive disabilities will be able to take part in this activity by using
the support of the group environment.
Organizational
Strategies:
Students
will work in groups where they have designated roles (leader, recorder, time
keeper and penny placer). All supplies will be organized in Ziploc bags at
their table groups, which have been picked by the teacher prior to the lesson. Each
group will be designated a spot to work at so their materials stay in one
place. The testing will be done at the teacher’s desk where towels will be laid
out to prevent spills. Students will be given a work book where they can
complete their plan and their reflection so all papers are kept together. It is
imperative that the teacher checks in with groups in order to keep them on
task.
Behavioural
Management Strategies:
In order to have students work effectively and efficiently
together, the teacher will create the groups prior to the lesson. Creating
groups allows the teacher to strategically place students with others who they
work well with, which should significantly cut down on behavior issues. Before
allowing students to begin the teacher should remind the students what good
group work looks like and reiterate that they will be assessed throughout the
project. Having a teacher circulate will help to cut down on any behavior
issues that should arise.
Assessment
and Evaluation:
Students
will be assessed in multiple ways. While the students are working, the teacher
will circulate through the classroom with their clipboard and rubric, making
notes of the student’s cooperation and input within the groups. Students will
not be marked on whether their boat floats or sinks, but rather the thought
process, quality of work, and justification of their choices of material. By
allowing for different forms of assessment, the teacher is able to effectively
award the student an accurate grade.
Extensions:
As
this is a final project for a unit, there are not many extensions that I would
apply. However, to make this lesson more cross curricular, I would have the
students graph the results the class found. They would be asked to create a
graph of the materials that were given. Students would take all the data that
was collected as a class and implement it in order to show which materials are
more buoyant than others.
Another
extension of this lesson that could be done is having students create another
boat based on what they learnt from the one they created as a group. This would
mean they are required to use the feedback from the previous boat to design one
that will hold more weight for a longer period of time. This is the extension
that I would use if I were to further expand my lesson.
Group
Members:
________________________________________
________________________________________
________________________________________
________________________________________
Penny Boats!
Draw and label your penny boat!
Materials:
Reflection
1.
Did your boat float or sink?
Float
Sink
2.
How many pennies did your boat hold?
____________
3.
Were there any materials you shouldn’t have used? What were they?
Yes No
____________________________
____________________________
____________________________
____________________________
4.
If we were to build this again these are the materials we would use to build
our boat…
____________________________
____________________________
____________________________
____________________________
____________________________
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