Boat Building 1

Date April 7 Lesson Tin foil boat building Grade 1-2

2021 Title Level

Time in Subject Science Lesson # 1/2

Lesson 45min

Developed
by Alex Santangelo 10160035

Identify Desired Results

Learner Outcomes from the Program of Studies

What are the SPECIFIC outcomes to be addressed in this lesson?

2–7 Construct objects that will float on and move through water, and evaluate various
designs for watercraft.

Objective in student-friendly language
What will students
understand/experience/appreciate as a
result of this lesson?
Assessment Strategies
What will I accept as evidence of
learning/development? Have I employed
formative assessment? Do I make use of prior
assessments in this lesson?

By the end of this lesson students will be The planning sheet is thorough and
able to test their own tin foil boats and insightful, their boat applies elements of their
determine what is needed to make a learning and growth.
floating boat.

Personalization/Differentiation
Resources How will you attend to the needs of ALL
What materials/resources/technoloy will learners in this lesson?
be required?
Clear buckets, water, tin foil. I will ensure every student has support and understands
the task at hand with constant check ins and doing the
activity at a time where there is enough teachers in the
room to support those who may struggle.

Lesson Plan Sequence

Introduction
How will you activate prior knowledge and engage them in the lesson and how does this
lesson connect to prior lessons?

We will discuss previous lessons on what sinks and what floats and build on prior
knowledge in order to gain a strong understanding.

Learning/Activity Sequence
How will students Engage, Explore, Explain, Elaborate, and/or Evaluate their
understandings of the outcomes.

What are the STUDENTS doing? Approx.

What is the TEACHER doing? How are they engaged while you time
What is your plan for the body of are teaching the lesson?
the lesson? What steps are taken
during the lesson?

Reading a story about floating Contributing in conversation and 10mins

and sinking, facilitating building on ideas/ asking
conversation around what a good questions.
boat design might be.

Going over the planning page and Actively listening and asking 3 mins.
addressing any questions. questions if there is confusion.

Walking around the room Building their boat and filling 15 mins
supporting any students who out their planning pages.
need help.

Supporting students at the water Testing their boats and filling out 15 mins.
station with adding pebbles to their planning sheets.
their boat until it sinks.

Conclusion
How will you ensure students walk away with a sense of understanding the purpose of the
lesson and its importance to their learning?

This is part one of a two part lesson, students will be given the opportunity to reflect on their designs and create a
new modified boat the following day.

Pre-service Teacher Self-Reflection

· How do you feel your students experienced this lesson?

· How were they able to make explicit and self-evaluate their growing
understanding, skills and/or knowledge?
· How did you employ formative assessment for/of/as learning?
· Were you successful in reaching all students? How do you know? How did
you accommodate for diverse learners and those requiring
accommodations?
· Were there opportunities to address Indigenous, multicultural and
interdisciplinary activities and knowledge?
· What went well and what needs refinement? What might you do differently
next time?