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MODELS OF INQUIRY LESSON PLAN (Case Study 11.1 Lesson Plan) Su !

e"t A#ea: Science '#ade Le(el: Middle School Inst#u"t%onal O !e"t%(e(s): TLW use the scientific method to determine why cans of soda sink or float when immersed in water and will describe the density of the soda in each can. State Content Standa#d + ,en"*-a#. + '#ade Le(el E/$e"tat%on: The learner will describe and compare objects in terms of mass, volume, and density. Lon)01e#- Un%t O !e"t%(e: Same as the ontent Standard above. Yeste#day2s Lesson: The lesson prior to today!s lesson will consist of the learner performin" an in#uiry based e$ploration of objects in terms of their volumes. 1o-o##o32s Lesson: Tomorrow!s lesson will also be in#uiry based in that the learner will use the scientific method to determine why cans of soda sink or float when immersed in water containin" corn oil. P#e#e4u%s%te 5no3led)e o# ,e*a(%o#s Needed: S.%lls The students will need to know how to make a hypothesis, follow certain procedures and know how to record data on a worksheet. %ne student in each "roup will also be in char"e of keepin" track of time. Con"e$ts The students will have been e$posed to the scientific method and are in the process of becomin" &able to form hypotheses, observe and record data, and apply what they have learned to new situations.' %ther math concepts that the students should know before this lesson are that volume, mass, and density are measured in specific units. S$e"%&%" Content: Density Exp. Len)t* o& Lesson: 45 min.

,e*a(%o#s The students will need to know how to work in "roups of four or five and be able to stay on task throu"h the e$ploration. (lon" with this the students are ask to work as &real scientists) carefully and cautiously.' 6*y %s t*e Content o& 1oday2s Lesson Rele(ant &o# You# Students7 The students will be able to understand everyday objects better by learnin" about density. *or e$ample they will be able to e$plain why certain li#uids separated when mi$ed to"ether, or why certain objects sink in pools+lakes while other objects float. This e$ploration is also eye,openin" for students when they reali-e that the re"ular soak sinks because of its hi"h su"ar content. Some of the students may even be able to blame their cavities on their fre#uent drinkin" of re"ular soda and all that su"ar. Mate#%als:  /asel with posted "roup members for each class  0ath towels  Small a#uariums 12+4 filled with water3  ans of re"ular soda  ans of diet soda  lipboards  %bservation sheets 6*e#e a#e you# -ate#%als to e .e$t unt%l t*e%# use du#%n) t*e lesson7 (ll the materials are kept at the "roups! tables. The students are responsible for cleanin" up and or"ani-in" their materials before they leave and the ne$t the class starts. 6*en 3%ll you# -ate#%als e $assed out7 The materials will be settin" out all day for the "roups to use. 8o3 3%ll -ate#%als e $assed out7 ( new set of worksheets for each "roup could e passed out between hours. Model o& 1ea"*%n)9 4n#uiry P#o"edu#es9 Int#odu"t%on (:-%n.) The teacher si"nals for the students! attention and be"ins the class. The teacher "ives behavioral e$pectations. En)a)e+Re(%e3 $#%o# .no3led)e 5urin" this time the teacher reviews the steps of the scientific method and asks the followin" #uestions)

0efore they 1scientists3 be"in e$perimentin", what must happen6 7ow have we been phrasin" that first step in class6 What happens ne$t6 (nd what do we call that6 So how do we "o about findin" the answers to our #uestion6 an we just mess around and hope we "et it ri"ht6 What do we have to do ne$t6 While we are conductin" our e$periment, what is important that we do at all times6 Why do we need to be so well or"ani-ed as we do our observations and write them down6 5oes anyone remember what we call the information we write down6 E/$lo#at%on The students have to answer the #uestion) &What will happen if we immerse both of these unopened cans of soda in the a#uarium6' (fter comin" up with a hypotheses for the #uestion, the students in their "roups follow the e$perimental desi"n and record their observations and findin"s. The teacher moves from table to table askin" students #uestions without "ivin" them answers directly. 5urin" this time the students will be"in explaining what they are learnin" to their teacher throu"h interpretation of their data. The students can also be"in to elaborate, that is apply certain terms such density to their e$planations and apply their new knowled"e. E(aluat%on9 Wrap up the class with a full-group discussion. Students share what they thought would happen. Ask for their hypotheses, explanations of what they o ser!ed, and their reasoning ehind the outco"e of their experi"ent. 4s the volume the same in each can of soda6 4s there anythin" different in the cans of soda that mi"ht make one of them more or less dense6 5oes our a#uarium water have su"ar dissolved to make it sweet6 So why did the re"ular soda can sink6

Then why did the diet can float6 Closu#e9 Lleave the students thinkin" about possibilities and asks them to answer the followin" #uestions in their journals that ni"ht) What do think will happen if we slowly pour corn oil into the water6 Will the two cans sink or float, and why6 8o3 d%d you add#ess student lea#n%n) styles du#%n) t*%s lesson7 ;%sual 8ost on an easel a list of "roup members and where each "roup should sit. Write each step of the scientific method on the board. Write down the steps to the e$perimental desi"n somewhere in the classroom. The visual learner will also benefit from watchin" this e$periment, seein" the cans sink and float. 5rawin"s will also benefit the visual learner. Aud%to#y lass discussion of the scientific method, and workin" in a small "roup where communication is essential. 9roup discussion at the end of the lesson will also "ive the auditory learner a chance to hear what others have found. 5%nest*et%" The kinesthetic learner will be able to "et involved in the e$periment by immersin" the cans and drawin" pictures of his observations. 1a"t%le #ne idea for these learners would e to $ust ha!e the" hold the two different cans of soda in each hand and ask whether or not one feels hea!ier than the other. Ot*e# a$$#oa"*es9 N/A Assess-ent C#%te#%a9 6*at tan)% le e(%den"e 3%ll de-onst#ate you# students2 lea#n%n) today7 Look to see that the e$periment worksheet is completed by each "roup member. 9au"e the students! learnin" throu"h observation and discussions. 6*at 3%ll e "ons%de#ed 4ual%ty 3o#.7

4f the students completed their worksheet completely with thou"ht and effort they will receive the full points for this e$ercise. The students may not have all the ri"ht answers seein" as how this was an in#uiry e$periment where they did not know what was "oin" to happen. 7owever, if the student has made an attempt at a reasonable hypotheses and recorded real observations and data, their work should be considered #uality. Do you need a #u #%" to st#u"tu#e you# assess-ent7 ( rubric is not necessary for this particular in#uiry. 'ende# o# "ultu#al "on"e#ns -ay a&&e"t you# %nst#u"t%onal o# assess-ent "*o%"es %n t*%s lesson. I& a$$#o$#%ate< %dent%&y t*ese and des"#% e *o3 you 3%ll add#ess t*e-. Since this classroom would include male and female students, one way to ensure that they are bein" treated e#ually is to call on both males and females, one after the other. There are not any specific cultural concerns that affect this particular lesson. The students need to have some knowled"e of the /n"lish lan"ua"e in order to understand the instructions, discussions and worksheet. Inst#u"t%onal Mod%&%"at%ons = Des"#% e a student %n you# "lass 3*o *as s$e"%al needs. Cons%de# *o3 you -%)*t -od%&y you# %nst#u"t%on and + o# assess-ent &o# t*%s student. 1#ad%t%onal $#%nt< Inte#net and NE1S #esou#"es "an ass%st you. There is a student who has dysle$ia. This particular student stru""les with readin" and writin" and is a 2rd "rade level. ( modification would be to simplify the worksheet by eliminatin" difficult words and substitutin" them with easier words. 4 would also allot this student e$tra time if needed to work on the worksheet. 4 could also put this student in a "roup that has at least one or two students who are stron" readers and writers. 1e"*nolo)y = 6*at te"*nolo)y -%)*t en*an"e t*%s lesson o# t*%s un%t at so-e $o%nt7 1#ad%t%onal $#%nt< Inte#net and NE1S #esou#"es "an ass%st you. %ne type of technolo"y that 4 would use is an /lmo, which is similar to usin" a transparency and projector, but without the transparency. 4 could show the students their "roups, the procedures, the worksheet, and any dia"rams to illustrate density. This could save the teacher time in writin" everythin" on the board or chart paper and is much lar"er for the students to see. 8o3 3%ll you $#o(%de $#a"t%"e &o# t*%s o !e"t%(e to ensu#e t*at you# students -aste# t*%s "ontent7 4 could have the students brainstorm a list of similar objects that we could use to test their density in the a#uarium. 4 could also come up with different stations around the classroom where the students could perform different tests or desi"n ways to test the density of "roups of objects.