MISS FARRELL PS1 FALL 2016

Lesson Plan
Grade 2 Science Lesson #7 (Experiment #3) Unit: Boats and Buoyancy December 6th, 2016
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) Assemble materials so they will float, carry a load and be stable in water.
(2.7) Develop or adapt methods of construction that are appropriate to the design task.
(2.7) Modify a watercraft to increase the load it will carry.
(2.3) Construct, with guidance, an object that achieves a given purpose, using materials that are provided
(2.3) Identify the purpose of the object to be constructed: What structure do we need to make? What does it
need to do?

LEARNING OBJECTIVES
Students will:
1. Students will work with materials so that they will float, be able to carry a load, and be stable in water.
2. Students will modify their construction to be appropriate to the given task.
3. Students will edit a watercraft to increase the load it could carry.
4. Students will build an object that fits a specific task with guidance and materials provided.
5. Students will identify the purpose of the object being built.

ASSESSMENTS
Observations:
Are students applying scientific concepts of
buoyancy to their designs?
Are students making informed observations and,
consequently, informed edits of their designs?
Are students developing their scientific predictions
based on information they learned about buoyancy?
Are students being respectful to their peers and
their ideas?
Big Ideas:
IMPROVEMENTS redesigns should reflect an
improvement to some degree
Scientific method =
Developing our predictions (hypothesis)
Trust it!
Hands-on experience with science concepts
Direct observation, then direct edit
Collaborative = sharing of ideas and designs
Transfer of weight **

Are students being cooperative and positive even if

their designs fail to carry a load? (trust it, learn
from it)

Written/Performance Assessments:
Performance assessment (formative) : Participation and engagement in the experiment
Informed predicitions/hypotheses relating back to scientific concepts

Written assessment (formative) : science lab white boards :

Are they making informed predictions?
Are they understanding that predictions will likely be proven inaccurate, and that this is OK no changing of
answers!!
Is there evidence of an understanding of scientific concepts in their predictions and in their edits?

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MISS FARRELL PS1 FALL 2016
LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies

Resource #2: Buoyancy and Boats Edmonton Public Schools Resources

MATERIALS AND EQUIPMENT

Big clear bucket
White boards / dry erase markers
Plasticene boats (sealed in Ziploc and ready to go)
Marbles

PROCEDURE
Introduction (15 mins.):
Hook/Attention Grabber: Come gather round the U-table my little scientists! You know what time it is!

Quick group discussion

Lets review everything we have done so far
1st we started by watching the Magic School Bus video
Next we learned about boat types, and floaters and sinkers
Then we got to make predictions and test fun objects to see if they would float or sink
PREDICTIONS = can anyone define that big scientific word for us again?

Thats right! A prediction is a guess that scientists make, or what we think will happen based on what we already
know!

We will be making very important predictions today as we add WEIGHT to our boats! Uh oh!! Remember? Boats
are used to help move cargo, or even people on water for fun or for business, so we will definitely need to see if all our
boats pass the test to carry some weight! Thats what real boats do!

Transition to Body: Now, for our weightwe will be using marbles!

I will pass around the bin for you to feel them and weigh them for yourselves to get your ideas rolling.

Pass-out mini-whiteboards.

Body (40 min.): EXPERIMENT

At the U-table, I have the bucket in the center, and I will stand at the center to observe and guide the students along the experiment.

1. Predict
2. Load-up
3. Test (Observe)
4. Record
5. Re-test

STEP ONE: PREDICT

STEP TWO: LOAD-UP!

Take turns, carefully loading your marbles in one-by-one according to your prediction until/if it sinks.

STEP THREE: Test!

Let go of your boats and see if they can hold them up on their own! Hands-up!!
Everyone could observe and make comments.

STEP FOUR: RECORD

STEP FIVE: RE-TEST (TIME-PERMITTING)

different shape?
different size?
what did you change?

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MISS FARRELL PS1 FALL 2016
Closure (5 mins)
CLEAN-UP

Time to clean-up!!
-someone clean the tables, someone collect our labs, someone help dump out our bucket etc)

Transition To Next Lesson: Next science class, we will be doing something different! Its a surprise! (survival
mode/ desert island situation)