Buoyancy Chase Kirkpatrick February 14 2010 Grade 4 of Students of

Document Sample
Buoyancy Chase Kirkpatrick February 14 2010 Grade 4 of Students of Powered By Docstoc
					Chase Kirkpatrick             February 14, 2010                        Grade: 4
# of Students:                # of IEP Students:                       # of GSSP Students: 0
Subject: Science              Lesson Length: 45 min.
Unit Title: NA Lesson Title: Sink or Float? - Buoyancy


Essential Questions
What is buoyancy? What makes an object sink or float in water? Can we predict the buoyancy
of similar/opposite objects in water?

  1. Students will be able to correctly define buoyancy.
  2. Students will be able to predict if an object can sink or float in water.
  3. Students will observe what makes something buoyant or not.

   Program of Studies:                   Program of Studies: Skills              Related Core Content for
     Understandings                           and Concepts                             Assessment
SC-4-STM-U-1                            SC-4-STM-S-4                           SC-04-1.1.1
Students will understand that things    Students will conduct tests, compare   Students will explain how matter,
can be done to materials to change      data and draw conclusions about        including water, can be changed
some of their properties, but not all   physical properties of matter          from one state to another.
materials respond the same way to       including states of matter,
what is done to them.                   conduction and buoyancy                Materials can exist in different states--
                                                                               solid, liquid and gas. Some common
                                                                               materials, such as water, can be
                                                                               changed from one state to another by
                                                                               heating or cooling. Resulting cause
                                                                               and effect relationships should be
                                                                               explored, described and predicted.

Assessment Plan
Objective   Type of                       Description of Assessment                          Adaptations &
Assessed Assessment                                                                        Accommodations
    1      Formative                 Students will be asked several times                 Reminders will be
                                 throughout the lesson what buoyancy is and              given to those unable
                                    how it applies to what they have been               to recall the definition.
  1, 2, 3       Formative            Students will predict if something is
                                  buoyant and if it will float or sink in water.
                                   The students will need to give reasoning
                                           behind their predictions.
     2          Formative           Students will test their predictions and
                                      record if the objects sink or float.
   2, 3      Formative     Students will go back over the predictions
                          and make sense of why things performed as
                                            they did.

Resources, Media and Technology
    tubs for water
    ping pong balls
    golf balls
    paperclips
    craft sticks
    pebble (large and small)
    noodles
    aluminum foil pieces
    cork
    pumis stone
    diet and regular coke
    balls
    wood pieces

   1. First we will introduce the topic of buoyancy to the students.
   2. We will ask the students in groups to come up with a chart describing the objects and
      predicting whether the objects we have will sink or float when placed in water and why.
   3. We will then have a whole class prediction chart and have the different groups explain
      using their prior knowledge about density and buoyancy to explain their predictions.
   4. The different groups will test different objects and record their findings in a group chart
      explaining why the objects sink or float.
   5. We will come back together as a class to share what we found in the class chart and make
      sure the students understand the concepts.
   6. We will do a few class demonstrations of the objects and share the reasoning.
   7. We will have a few extra objects that the class will have to predict and explain.
   8. Students will write about their findings in the science journal.

Shared By: