Science Learning Community: Science and Engineering Lesson Plans
[Barge Basics]
[Adam Olson & Kelly Olson]
[July 18, 2014]
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
Describe the grade level range (e.g. 6-8 or 9-12) and subject area for the lesson.
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This science lesson is intended for students with special needs in grades 7-12.
Time Frame
Describe the number of lessons and the number of minutes for each lesson.
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1 block, 90 mins.
Objectives: Upon completion of this unit, students will be able to:
[Provide learning objectives indicating what the student will know or be able to do by the end of the unit. Consider both knowledge
of the science content and application of the engineering design process and science and engineering practices. If the objective is
directly related to a standard, then cite the standard code in parentheses after the objective.]
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Students will be able to
Next Generation Science Standards
[Identify the most relevant science standard(s), which can be found at http://www.nextgenscience.org/next-generation-sciencestandards. Consider the disciplinary core ideas (life science, physical science, and earth and space science) as well as the
“engineering, technology, and applications of science” standards. If only teaching part of the standard, include ONLY the relevant
part. List the letter and number code AND written text.]
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3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the
criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
Standards for Technological Literacy
[Identify the most relevant technology and engineering standard(s), which can be found at
http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf. The standards related to engineering design begin on page 89. If only teaching
part of the standard, include ONLY the relevant part. List the letter and number code AND written text.]
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Students will develop an understanding of engineering design. Design Standard #9
Common Core State Standards in Mathematics
[Identify the most relevant math standard(s). The relevant math standards are provided in the Next Generation Science Standards.
If only teaching part of the standard, include ONLY the relevant part. List the letter and number code AND written text.]
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Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
Common Core State Standards in English and Language Arts
[Identify the most relevant English and Language Arts (ELA) standard(s). The relevant ELA standards are provided in the Next
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
Generation Science Standards. If only teaching part of the standard, include ONLY the relevant part. List the letter and number
code AND written text.]
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Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
RI.5.9
Prior Learning
[How have learners encountered this content before, either through experience in daily life or prior instruction? What related content
have the students learned that has laid a foundation for this lesson? What errors in understanding or misconceptions might learners
bring to the classroom?
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Students that have been to the great lakes or to the oceans have probably seen a barge or large boat serving a purpose.
Students have learned about buoyancy and why objects float in their previous years of school.
Misconceptions of students might be that the boat is filled with flotation materials to keep it above water.
Materials
[Describe the materials, resources, textbooks, articles, or instructional technologies suggested for this lesson.]
Computer connected to a Promethean or Smartboard, 1 stick of modeling clay (4 ounces) for each pair of students, several tubs of
water, marbles of the same weight, chart paper and markers, paper for barge sketches, poster paper, pencils, and paper towels
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
[State the learning objective for the lesson, which may be repeated from the unit objectives.]
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Students will design and build a barge that will support the most marbles while floating on water.
Pre-Assessment
[Describe your plan for activating the prior knowledge and experiences of students in this lesson.]
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Our opening activity will be asking students about what raw materials are and how they are carried over
water.
Then the students will research some barges online and identify what kinds of raw materials they carry.
Students will then be asked how barges and boats, made of dense structures, float on top of a water
system.
What properties of barges make them so useful in transporting materials?
Procedures
Time
Instructional Strategies/Learning Tasks
90 mins
1. Share with students that their job is to brainstorm possible sketches of
barges.
Purpose
2. Have individual students sketch front, side, and top views of the barge.
3. Once all 3 sketches are complete, pair up students. Have partners
compare and contrast barge designs.
4. Have partners list the characteristics of their barge and explain why
they chose those characteristics.
5. Walk around the room monitoring partner’s progress, but do not give
hints or suggestions as to their barge design.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
6. Next, give each pair 4 ounces of clay so that they can form their barge.
Allow 10 minutes for the pair to construct their barge.
7. Now, share with students that their barges need to hold the most
marbles without sinking. Allow an extra 10 minutes to complete their
designs.
8. Gather groups around a tub for testing the barges. One at a time,
barges are placed on the water and marbles are added one by one until
the barge sinks.
9. After each group, record number of marbles that barge was able to
hold until sinking on chart paper to display to class.
10. After completing on trial, groups will be given time to alter their design
for the next trial.
11. Allow students to complete this process of trial and redesign until all
partner groups have completed three barge trials.
12. Continue updating chart paper showing groups’ results.
13. After tests are completed, show a PowerPoint that illustrates barge
design- specifically the bottom portion. Examples are flat bottom, tapered,
and a hybrid.
NOTE: You may write this section as a set of procedural steps. If you
prefer, you may also use a Madeline Hunter Model (anticipatory set,
instruction, guided practice, and independent practice) or 5E Learning
Cycle (engage, explore, explain, elaborate, evaluate).
Formative Assessment
[Describe your plan to check for understanding and progress during the lesson.]
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Partners will need to check-in with you before they complete a redesign after their first trial. Both partners
need to be able to explain what they will alter to their barge and the reason for making the change.
After the barge test is completed, have students get back into their groups and write down traits of clay
barges that performed the best. Share these with the group and write them down on the board at the front
of the classroom.
Closure
[At the conclusion of the lesson, closure is the time to help the students organize the information that has been
presented to aid their retention. The students should do the thinking and discussion rather than the teacher. The
teacher can engage them in a short review by posing questions. The students should be given a chance at the end of
the lesson to personally reflect on the lesson, to share their ideas with others and with the class as a whole.]
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At the end of the presentations, have the whole group talk about characteristics of a solid barge for the
great lakes. List as a group all of the best traits in creating a barge that carries taconite across Lake
Superior.
Summative Assessment
[Describe your plan for measuring student understanding and performance of the concepts and skills taught during
the lesson.]
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Students will get into groups of 3-4 and choose a design. They will construct a poster that contains the
following: A hand drawn picture of the barge with illustrated, colored components, a pros and cons chart of
the design, an explanation of the purpose of the barge design, cargo that the barge would carry, and a
name for their fleet.
Reference: www.ces.ncsu.edu/depts/fourh/old/greenlight/afterschool/Barging_Along.pdf
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
[Repeat this table for each additional lesson, as needed. To follow the model used by EiE,
consider including a lesson to introduce the context of the engineering problem (lesson one), a
lesson to gather background information on the problem and type of engineering (lesson two), a
lesson to plan solutions and test materials (lesson three), and a lesson for creating and improving
your design (lesson four).]
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 4