SDAIE lesson template

INSTRUCTIONAL UNIT

TEACHER :
Megan Edwards

DATE:
GRADE 2
May 18th, 2015 Acquisition Level:
Emerging
Expanding
Bridging
SUBJECT
(Content Area):
Physical Science

LESSON TITLE:
Sink or Float
What materials are best?
LESSON OBJECTIVE:
Students will be able to
analyze various forms of
matter and determine
those that float and those
that sink.
Students will attempt to
design a boat that can
float and hold weight.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

nd

2 Grade Physical Science

New Generation Science Standards(NGSS)
2-PS1
Matter and Its Interactions
Structure and Properties of Matter
Performance Expectations

B. Interpretive
5. Listening actively
Demonstrate active listening to read-alouds or
oral presentations by asking and answering
detailed questions with oral sentence frames and
occasional prompting and support.

Students who demonstrate understanding can:

2-PS1-2 Analyze data obtained from testing
different materials to determine which
materials have the properties that are best
suited for an intended purpose.
Science and Engineering Practices
Planning and carrying out investigations to
answer questions or test solutions to problems
in K2 builds on prior experiences and
progresses to simple investigations, based on
fair tests, which provide data to support
explanations or design solutions.
Crosscutting Concepts
Simple tests can be designed to gather evidence
to support or refute student ideas about causes
C. Productive
11. Supporting opinions
1. Exchanging information and ideas.
Support opinions by providing good reasons and
Contribute to class, group and partner
discussions including sustained dialogue, increasingly detailed textual evidence or relevant
background knowledge about the content.
by listening attentively, following rules,
asking relevant questions, affirming
others and adding relevant information.

A. Collaborative

Common Core State Standards for Literacy in

Science:

W.2.7 Participate in shared research

and writing projects

Next Generation Science Standard

http://www.nextgenscience.org/2spmstructures-properties-matter
Studentswhodemonstrateunderstanding
can:
2 PS-1 Plan and conduct an investigation to
describe and classify different kinds of materials by
their observable properties.
2-PS1-2 Analyze data obtained from testing
different materials to determine which materials
have the properties that are best suited for an
intended purpose.

ADAPTATIONS FOR LEARNERS

MODIFICATIONS FOR ELL
RATIONALE
Video: showing visuals of sink
English learners may not
and float for several objects.
know the words sink or
Realia: This is a very
float in English but they
interactive, visual and physical
understand the visual in the
activity. Sink or float is a
power point.
universal concept needing little
Hands on.
language.
Needs no verbal.

REFLECTION
This hands-on, projected
based learning is an
effective method for
providing English Learners
with comprehensible input.
*Please see later
reflections for in depth
analysis

ASSESSMENT
STRATEGY FOR ASSESSMENT
Formative assessment will be in a group setting THROUGH will include a graphic
organizer to check for understanding.
THROUGH will include interactions between teacher and each group of two students
to allow for check for knowledge.
BEYOND will be a pair setting, formative assessment, to confirm that students have a
valid opinion about their design, including evidence to support their opinion.
LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
- Smartboard and power point
- 15 aluminum trays filled with water.
- 15 graphic organizers, pencils, erasers
- 50 Aluminum foil sheets
- Paperclips, craft sticks, aluminum foil, foam pieces, plastic
bottle caps

- 50 pennies
INTO, THROUGH, and BEYOND

INTO
MOTIVATION

2 Interactive activities
Connect to prior
knowledge
Elbow partner:
When you are in the
bathtub, what objects float
and which sink?

RATIONALE
Basic assumption that students
have experienced a bath before
and have played with objects in
the tub like, soap, washcloth,
bath toys.
Partner talking is a low anxiety,
low stress, activity. English
learners will hear English
modeled correctly by their
partner.

Short Power Point Presentation

Introduce new vocabulary

Student will view power point Power Point has many picture files
will teacher explains why
to try to describe and explain the
some big objects float and
concepts of hypothesis, buoyancy,
some small objects sink.
mass and density. These concepts
Teacher will start a word
are not easy to describe but the
wall for these words.
picture files should be helpful in
creating comprehensible academic
- hypothesis
content.
- density
- buoyancy
- mass

*REFLECTION
Connect
A few children did not
raise their hand when
asked if they had taken
a bath before. I had to
add to the question by
asking Have you ever
been in a river or lake
or the ocean before?
Students wanted to tell
their stories about being
in the water so I quickly
asked them to tell their
elbow partner about it.
This went well.
Students were
interested in talking to
their partners.
-----------------------

New Vocab and

concepts
Introduction to the
vocabulary words and,
especially, introduction
to the science concepts;
density, buoyancy and
mass, went over well
with a few students,
took a bit longer to
explain with others and
was lost on several
students. The science
standard for 2nd graders
is for students to
classify materials by
their observable
properties analyze
data to determine which
materials are best suited
to a particular purpose.
The lesson achieved
this however, I thought
I should add the basic
concepts and

vocabulary. Upon
reflection, I might have
used other, simpler
concepts with other
vocabulary words. I
didnt want to use the
words stuff or
things to describe
atoms (in relation to
mass and density.)
Buoyancy was an
appropriate vocabulary
word because students
could understand that
buoyancy means to
float. The best picture
file I came up with was
the empty and full milk
carton. That was very
effective. In fact, I
would probably bring
an empty and full water
bottle, to show the
difference.

THROUGH
MOTIVATION

RATIONALE

REFLECTION

Students were so
engaged. They had a
great time and were
successful at using the
appropriate materials to
construct a boat that
could hold many
pennies, before it sank.

2 Interactive activities
Students will investigate
the properties of several
materials
Students will transition to the
outdoor classroom.
Student will be given a graphic
organizer so that they can
identify, classify and record
which matter sinks and which
floats. Each student pair will
have an aluminum tray filled
full of water. Student pairs will
also be given a small selection
of materials to test in the water
for buoyancy.
Using newly gathered
knowledge about the properties
of each material, students will
each make their own boat, using

Students will work together

to lower affective filter and
make learning successful.
This lesson is very interactive.
Language is almost not
necessary however, students
will be classifying each object
that they test and the
vocabulary will hopefully be
used when deciding what to
write in the graphic organizer.

However I should
have been more
prepared with the
materials. Although I
had everything that was
needed, the foil should
have already been precut for each student.
There should have been
a jar of pennies for each
group to try on their
own, the boat building
materials should have
already been laid out in
trays for each group to
use. Dont use paper!

Clean-up took 15
minutes and we were in
the lunch area so if I
had been alone, I could
not have clean-up and
been responsible for the
students.
My supervising teacher
suggested that the
activity could take place
in the classroom. Each
student could have had
their own small
container of water for
materials testing. Once
they built their oat, they
could have tried it just
outside the classroom.
Students would have
been more contained.
All in all, the lesson
was successful and
students did understand
the concepts of float,
sink, surface area
(unintended but we
ended up talking about
this.)
I would definitely do
this activity again.

the materials that they have

determined will help make the
boat float.

Check for understanding

Teacher will ask questions of
students through the lesson. Is
this buoyant? Why? Why not?

BEYOND
MOTIVATION
Demonstrates knowledge of
concept

1 Interactive activity
The test of a load on the boat:
As students finished making
their boat, teacher will add a
penny at a time, to the boat to
see how buoyant the boat is.
Whose design will hold the
most pennies?

RATIONALE

REFLECTION

This actually should

have been considered
part of the THROUGH.
My cooperating teacher
made a beyond for the
students while I was
The expectation is that most, or
still outside cleaning up
all students will be able to create the materials.
a boat that floats. The next step is She had the students
to see which students used more write a paragraph on
what they learned. I
than one material and also
have added this idea to
understood that the more the boat the back of the Graphic
displaces, pushes down on, a
organizer, for future
lessons.
large surface area of the water,

This is a formative assessment

with low anxiety. It is very
engaging, and competitive, in a
good way.

the more the water will push the

boat up.