5E Instructional Model Lesson Plan Template
Teacher
Date
Lesson Title
Standard(s)
8
Grade
Subject/Course Physical Science
Floating and Density
Density and Buoyancy
Unit
th
8 Gr CA Science 8c. All objects experience a buoyant force when immersed in a fluid. As a
basis for understanding this concept:
Students know the buoyant force on an object in a fluid is an upward force equal to the
weight of the fluid the object has displaced.
Objects sink or float due to the interaction of opposite forces on an object.
Enduring
Understanding
How can we design objects so that they will float better?
Essential
Question
Aims(s): Does the aim align with the criteria in the AF Essentials Rubric? How does this aim connect to the
one preceding it and the one following it? (Is there a clear sequential, scaffolded connection?)
SWBAT to apply an understanding of buoyancy to determine how to alter the flotation of an object. They will
show this by explaining two factors than can change the flotation of a ball.
Daily Formative Assessment of Aim: Do assessments provide measurable evidence of students’ mastery of
objectives? How can I assess both content and skill? (if applicable) What is my exemplar response?
Sam put a solid ball in a tank of water. As shown by the ball on the left (diagram with two balls bloating in
water, one floating higher over the water line than the other), it floated halfway above and halfway below the
water level. What can Sam do to make a ball float like the ball on the right? Put an X next to all the things Sam
can do to have a solid ball float so that most of it is below the water level.
__A Use a larger ball made out of the same material.
__B Use a smaller ball made out of the same material.
__C Use a ball of the same size made out of a denser material.
__D Use a ball made out of the same size made out of less dense material.
__E Add more water to the tank so it is deeper.
__F Add salt to the water.
__G Attach a weight to the ball.
Explain your thinking. Describe the “rule” or reasoning you used to determine how to change how an object
floats in water.
Exemplar:
C and G
To make the solid ball float so that most of it is under the water, you can use either a ball of the same size made
out of a different and denser material or attach a weight to the ball. The degree to which a solid object will float
when placed in water depends on the density of the material. To be further submerged, the density of the object
must be increased. Density is defined as the ratio of the mass to the volume of an object. By using a ball of the
same size made of a denser material, the ratio of the mass to volume is greater and the object will be further
submerged. By taping a weight to the ball, the proportion of the total mass relative to volume is increased and
so the overall density is increased. This, too, will result in the object being further submerged.
Criteria for Success: What qualities must be present in the formative assessment products to show evidence of
mastery?
1.) Recognizes the two methods make the ball float lower.
2.) Correctly explains that density determines the ability of an object to float.
3.) Correctly explains how each correct method changes the mass/volume ratio.
4.) Correctly identifies that more water is displaced as the ball sinks.
5.) Correctly explains that as the density and mass of the ball increases, the buoyant force must also increase
5E Instructional Model Lesson Plan Template
which requires a larger displacement of water.
Key Ideas: What 3-5 key ideas or steps will I
emphasize? Are there certain skills I want to
emphasize?
1.) Density is defined as the ratio of the mass to the
volume of an object (review from previous lessons).
2.) Changing the density of an object changes how well
it floats. Less dense object float better than more dense
objects.
3.) Different materials have different densities, it is a
characteristic property of an object (review).
4.) Adding more mass to an object without changing the
volume, increases the density.
Vocabulary: What key words/definitions will students
learn in this lesson? Are there any key academic or
subject-specific vocabulary terms that I should
intentionally address?
Time
Preconceptions, Commonly Held Student Ideas,
and Misconceptions: What does research and our
own experience tell us about the preconceptions or
ideas that students may bring to the lesson that may
result in misunderstandings? What might students
misunderstand or struggle with?
1.) The bigger the object the worse it floats or viceversa. This is part of the size-weight illusion.
Learners struggle with sinking and floating with
small objects that are heavy and large objects that are
light.
2.) Changing the amount of a material changes how it
floats. Actually, it doesn’t change since density is a
characteristic property.
3.) Adding more water changes how an object floats.
Actually this has no effect at all.
4.) Inability to integrate mass and volume at the same
time in an explanation. When explaining why an
object sinks, they say it’s heavier rather than denser.
5.) Using weight or mass to describe volume.
Density, mass or weight, volume
Object
Min. Description of Instruction – Include Detailed Explanations
Engage:
What will I do to generate student interest and curiosity?
How will I raise questions?
How will I assess current knowledge, including preconceptions?
What kind of questions should the students ask themselves?
5
Float a clay boat in a glass of water. Mark the water level on the side of
min the glass. Get ready to sink the boat. Do you think the water level will
change? Please give reasons for your prediction.
Perform it and make observations.
Ask students:
What do you notice? Are you surprised by that? Why? What do you
think is happening? What questions do you have about this? How might
you answer these questions?
Needed
Materials
Plastic Cup, clay,
water
5E Instructional Model Lesson Plan Template
Explore:
What purposeful hands-on/minds-on activities will students perform? What scientific practices will they
perform?
How will I observe and listen to students as they interact?
What probing questions will I ask students?
How will students perform the heavy lifting?
20
How can we change how an object floats? How does that change the water Water, plastic
min level?
container, tin
Have students test different variables:
foil, scissors,
1.) Different shapes of clay boats
salt, marbles
2.) Different masses of boats
3.) Different amount of water
4.) Different materials (clay, foil)
5.) Different types of water (fresh, salt)
(This section can be tailored for students with less experience using
experimental design. Rather than offering all the choice listed here, the
amount of choice can be restricted, but there should still be some level of
choice.)
Ask how they affect the floating of the boat. What do they notice? What
can you try next? Is there a pattern to your data?
Push students to test their preconceptions.
Explain:
How will I assist students in connecting their exploration and prior experiences to the concept under
examination?
How will I ask for evidence and clarification from students? What higher order questions will I use for this?
How will I assist students in explaining concepts and definitions in their own words?
Have I introduced concepts in digestible chunks and provided adequate modeling and an exemplar?
How will students do the heavy lifting?
20
Ask which factors made the boat float lower or sink. What evidence do we
min have for that?
Ask which factors made the bloat float higher? What evidence do we have
for that?
What is our explanation for this?
What happens to the water level when a boat floats lower? What evidence
do we have?
What is our explanation for this?
During explanations, push on preconceptions.
Introduce key points described in the key ideas section of this plan. Again
push on preconceptions. Apply the key points to the situations tested in the
engage and explore.
5E Instructional Model Lesson Plan Template
Checking for understanding:
1.) How can we make a boat float lower? Why does this make the boat
float lower? What happens to the water level? - Pair share, provide
feedback. Group share, provide feedback. I will circulate during these and
listen to explanations and ask clarifying questions as needed or push for
evidence as needed.
Elaborate:
How will students get more “at bats” to apply the concept? What new situations will I provide for students to
apply scientific concepts, skills, and vocabulary?
How will students develop a more sophisticated understanding of the concept?
20
Cargo Boats Predict, Observe, Explain
Plastic container,
min There are two plastic containers (same volume, but different shapes, one
water, marbles, 2
tall, one broad), if both are evenly loaded, do you think the broad one will
plastic cups with
be able to carry more, less or the same?
the same volume
Make a prediction.
but different
Observe.
shapes (yogurt
Explain.
cups perhaps), a
Extension: How much cargo do you think a boat with twice the volume can third container
carry? Why do you think this is?
with 2x the
volume of the
others
Evaluate:
How will I observe and assess students as they apply new concepts and skills?
How will students demonstrate that they have mastered the aim?
What open ended questions will I ask?
5 min
Ongoing: Embedded questions throughout as I circulate (questions
Prompt
listed in sections above). Focus on pushing for evidence.
End of Lesson – Exit Ticket described above
After the checking for understanding students are regrouped based on their level of
explanations. Those who struggle with the concepts work with the teacher to revisit the
explore. Those who have most of the concept continue with the elaborate. Those with an
advanced understanding, also continue with the elaborate, but also prepare a presentation
on the overarching concept.
TBD
Homework
Science Safety Issues
How Safety Issues Will be Addressed
Use of Water – Slip hazard
Clean any spill immediately
Magnesium Salt
Safety Goggles
Differentiation