Learning Segment Central Focus: Phenomenon: This is a paragraph describing the backdrop and

context of the lesson described in the ESA below. Must include attention to NGSS and
phenomenon-based learning. Our planet is covered in water so when we want to transport a lot
of things over water we use a boat. Why are boats designed the way they are? And what kind of
shapes can carry the most things over water? Students will be tasked with designing their own
boats in groups of 4 with 1/2 square foot of tin foil, and then the boats will be tested in water and
pennies will be added to their boats one at a time to see how many a boat can hold before
sinking/capsizing. Students will then record their results in a journal and explain what worked
and what didn’t with their design, and how they would change it in the future.

Time Allotted: 1 hour Classroom organization/ groups/ labs?:

Groups of 4
Lesson plan format:
Unit name: Build a better boat
Class/Grade: 5th grade
NGSS Content Standard(s):

SEP: Defining problems, developing and using models, planning and carrying out
investigations,
CCC: Structure and function
DCI:3-5-ETS 1: Engineering Design: Define a simple design problem reflecting a need
or a want that includes specified criteria for success and constraints on materials, time,
or cost.
Students will be tasked with developing a model boat that can transport materials over
a body of water with the given materials and design an effective model for a boat that
can carry objects that will otherwise sink in the water.
Language Supports: be specific regarding strategies you are choosing to support the
access of science language
Students will also have word walls and trade texts about ships available to read for
SSRs, and the idea of volume and mass can be introduced in a math lesson plan. The
teacher will also ask for questions after the initial content video that explores the
concept, and more questions and clarifications during and after the project. The teacher
will also bring physical models of ships so students can physically touch and get a feel
for how ships are designed and for what purpose they hold.
Volume, Designs, Mass, Weight Distribution, Ships, Buoyancy, Water Displacement
Materials Needed (indicate any safety measures that need to be considered): Tin foil
(precut into half-foot squares), containers for water, pennies as weights, science
journals, data sheets
Objective(s)(be sure these are Possible Challenges /Misconceptions:
measurable and observable and aligned Students may build ships based on pre-
with the NGSS and the assessments): conceived ideas on what ships should
look like.
Students will design and construct ships
with limited materials to hold objects and
then test these designs, and afterwards
record and discuss results with their
groups afterwards.
Formative Assessment strategies (indicate WHY these are chosen – WHAT are you
assessing – concepts, skills): Students will collaborate as a group and create a ship
using the concepts and experiences that they have previously had and incorporate
them into the ships to be able to fulfill the task of carrying objects over water. Students
will share their results and be able to see what differences in how their ships are
structured can affect how much weight it can carry.

LESSON PLAN STRUCTURE: (could include the use of the 5Es as indicated)
Opening: (engage) Teacher Actions Student Actions
Activate prior knowledge and Ask students what they Talk about boats with each
student interest- teacher know about boats and other and watch or read
presents an interesting situation,
phenomenon, or dilemma/ what they do, show a video content materials related to
controversial issue that helps about various ships ships
students connect to the content.

Introduction: Talk about shipping boats Students get into groups of

Getting students ready - teacher
introduces the task and makes
sure students understand what
they are trying to accomplish,
but not how they are to do it
Body of lesson: (explore,
explain, elaborate)
Students working on content -
teacher observes students,
monitors their progress, and
provides clarification as
necessary
Closure (evaluate):
Wrapping Up - teacher facilitates
group discussion, helps students
share their work/progress, helps
students make connections, and
ensures that big ideas are
brought forward. Have you
connected your lesson back to
the overarching phenomenon?
and how important they are
to the world. Ask how they
would design their own
shipping boats.
Explain the project and
materials, observe
students as they work
together to design their
ships and organize how
the students test their
ships.
Lead discussion with class
about results, talk about
the function and structure
of what the students built.
Discussion about structure
and function, as well as
how engineering design
played an important role in
four and look at the
materials for the project.
Students will also begin
discussing ship designs
and planning how the
materials will be used
Write down hypothesis and
expected results in a
science journal
Students design their ships
and then test them as a
group, with each group
going at a time. Results
are then recorded in a
science journal
Participate in discussion,
Talk about what they
learned and write down
their reactions in a science
journal
 What skills (SEPs), concepts the activity.
(DCIs) and overarching
connections (CCCs) have you
included and assessed?

REFLECTION ON RUBRICS:
Review the rubrics connected to this lesson. Below, indicate HOW you have addressed each one and
include this with your lesson plan/ unit outline.

RUBRIC # and corresponding reflection:

(see below and see EdTPA handbook on Blackboard, Course Materials):

Rubric 1: For planning for scientific studies, I think this lesson plan reaches level 3
because it allows the students to learn about the science concepts of buoyancy and water
displacement through investigating the phenomenon of how and why ships float on water,
and constructing their explanations through a physical model represented by the model
boats the students will build. It might even enter level 4 since the students construct an
evidence-based model through their personal models that they construct.

Rubric 2: For planning to support varied student learning needs, it reaches level 3 through
the supports which are tied to the learning objectives by having the science language
available around the class and through experiencing various forms of content in multiple
forms related to the lesson plan.

Rubric 3: For using knowledge of students to inform teaching and learning, this lesson
reaches level 3 by incorporating both the students personal experiences and conceptions
through other means such as media or text, and creating a physical model that explains
how what they have experienced works through science. Most students will have some
experience with ships, be it seeing them on a beach, riding on them, or even just watching
it on television, and see the phenomena at work.