Lesson Plan Template
Name of Lesson/Unit: Engineering Design as a Review of Density and Buoyancy Principles
Grade Level: 8
Prepared by:
Section 1: Lesson Summary
Topic:
NGSS Performance Expectation: MS-ETS1-1 : Define the criteria and constraints of a design
problem with sufficient precision to ensure a successful solution, taking into account relevant
scientific principles and potential impacts on people and the natural environment that may limit
possible solutions.
Crosscutting Concept:
Influence of Science, Engineering, and Technology on Society and the Natural World

All human activity draws on natural resources and has both short and long-term consequences,
positive as well as negative, for the health of people and the natural environment. (MS-ETS11)
Engineering Practices: Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising
models to describe, test, and predict more abstract phenomena and design systems.
Common Core State Standards (Reading):
Integrate quantitative or technical information expressed in words in a text with a
RST.6version of that information expressed visually (e.g., in a flowchart, diagram, model,
8.7
graph, or table). (MS-ETS1-3)
Common Core State Standards (Writing):
Conduct short research projects to answer a question (including a self-generated
WHST.6question), drawing on several sources and generating additional related, focused
8.7
questions that allow for multiple avenues of exploration. (MS-ETS1-2)
Current CA Science Standards: Density and Buoyancy
8. All objects experience a buoyant force when immersed in a fluid. As a basis for
understanding this concept:
a. Students know density is mass per unit volume.
b. Students know how to calculate the density of substances (regular and
irregular solids and liquids) from measurements of mass and volume.
c. 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.
Lesson Plan Template
d. Students know how to predict whether an object will float or sink.
Objective of the Lesson or Unit: Students review the principles of density and buoyancy by
constructing and testing a simple hot air balloon. Engineering Performance Expectations are key
to design, testing, and rationalizing the success or failure of testing iterations, observing the
variables or combination of variables that result in the success or failure of the design.
How is this objective relevant to students? Students need to understand the concepts of mass,
temperature, and buoyant force to engineer and test a hot air balloon, and explain why or why not
their balloon floated.
Culminating Assessment (How will you know students have met the Performance Expectation?)
Describe the assessment and attach a copy.
Students will submit a portfolio of items: Vocabulary review using Cornell Notes; Lab notes
detailing their design as well as testing and changes that result from the tests; Written Lab Report
with information about the problem set before them (modeling hot air aviation in the context of
their density and buoyancy unit), materials used, testing process, results, and debriefing (what
they would change next time in terms of materials and/or process)
What has been taught in my class to prepare students for this topic? I am “borrowing” the class of
another teacher. She has already completed the basic unit, but wanted a way to review the
concepts in preparation for state testing. She is very happy to have me direct a lesson that reviews
the material while emphasizing the engineering aspect of the new standards.
Description of the Lesson/Unit (Use the following Table)
Lesson Plan Template
With 5 E and How People Learn in Mind!
Short description of
activity
Students know the principles
of buoyancy; how can they
model it and use their model to
show WHAT density and
buoyance are and how it is
Engagement affected by temperature and
mass.
Students combine literacy
(vocabulary review via
Cornell Notes; written lab
report) with Engineering
PE MS-ETI 3 to find a
solution to modeling what
affects density and
buoyancy in a hot air
balloon.
All students are familiar with
hot air balloons, but not with
exactly how they work. This
Exploration lab will let them create their
own hot air balloon and
experiment with a limited
variety of materials.
Students will be responsible
for recording data through
observation about their design
and construction. They test
Explanation variables to determine what is
affecting the buoyant force,
and how density thwarts or
promotes their efforts
depending on their design.
Not only will students be
encouraged to build a model
that works, but they will be
responsible for explaining why
something prevented their
model from working, which
Elaboration will show a deeper
understanding. It is completely
possible for a group with a
non-floater to get a higher
grade than a floater if their
records are more complete and
show greater understanding.
Purpose/Intention for the
activity or Key Learning
 How does this activity
build student knowledge
and skills towards
meeting the Performance
Expectation?
 Identify at least 1
Practice
Students have to analyze their
design in the context of density,
buoyancy and mass, and
manipulate them to get their
balloon to float. They need to
keep track of the variable in
each iteration, so that they can
make predictions based on data
on how to vary the next
iteration.
Science and Engineering
Practice: Develop, use and
revise models to describe, test,
and predict more abstract
phenomena and design systems.
Lesson Plan Template
Evaluation
Part of the assignment is a lab
report that includes a reflective
piece—how confident they felt
with creating a model after the
lab compared with before the
lab, as well as reflections on
what they would change given
the chance.
Section 2: Laboratory/ Hands-on Lesson
Content Objective: Build a deeper understanding of density and buoyancy through engineering a
model of a hot air balloon.
Language Objective: RST 6-8 Integration of Knowledge and Ideas:
Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Assessment: How will I know students met the objective? Students who construct a model that
at least inflates, have evidence (data) of variable manipulation in response to problems, and a
completed lab report will have met the objective.
Rubric:
Component
Title
Exceptional
Acceptable
(5 - 4 Points)
(3 - 2 Points)
Purpose/Question
Experimental
Hypothesis
Materials
Marginal
(1 - 0 Point)
Title of the lab is
descriptive, and
representative of the
purpose; clearly
incorporates the
experiment’s variables
Purpose of the lab or the
question to be answered
during the lab is clearly
identified and stated
Title of the lab is a general
description of the purpose
Title is completely
erroneous or irrelevant
Purpose of the lab or the
question to be answered
during the lab is partially
identified - vague
Hypothesized relationship
between the variables and
the predicted results is
clear and reasonable based
on what has been studied
and the information
collected
All materials and the setup
used in the experiment are
clearly and accurately listed
Hypothesized relationship
between the variables and
the predicted results is
reasonable based on general
knowledge and observations
Purpose of the lab or
the question to be
answered during the lab
is erroneous or
irrelevant
Hypothesized
relationship between
the variables and the
predicted results has
been stated, but
appears to be based on
flawed logic
Many materials are
listed inaccurately
Most of the materials and
the setup used in the
experiment are accurately
listed
Lesson Plan Template
Procedures
Mechanics
Format
Procedures are listed in
clear steps; each step is
numbered and in a complete
sentence; the experiment
could be easily replicated
based on the procedures
provided
No errors in spelling,
punctuation and/or grammar
in the report
Lab report is typed/written
using the appropriate
format specified by the Lab
Report Format sheet
Procedures are listed, but
seem to be missing some
information that would allow
one to successfully replicate
the experiment; some steps
are not numbered and/or are
in incomplete sentences
Few errors in spelling,
punctuation and/or grammar
in the report
Lab report is mostly
typed/written using the
appropriate format, but
revisions are necessary
Procedures do not
accurately list the steps
of the experiment
Many errors in spelling,
punctuation and/or
grammar in the report
Lab report is not
typed/written using the
appropriate format
Description of lesson: Students review the principles of density and buoyancy by constructing
and testing a simple hot air balloon. Engineering Performance Expectations are key to design,
testing, and rationalizing the success or failure of testing iterations, observing the variables or
combination of variables that result in the success or failure of the design.
Time required for the lesson: 2 Periods totaling 150 minutes, plus homework time
Materials/ Preparation needed:
Paper, pencil, student handouts (To Be Developed); variety of household garbage bags, birthday
candles, string, duct tape, heavy duty aluminum foil, hole punch, scissors, markers,
ruler/yardstick.
Description of
Student Task (each
step)
Orientation with
teacher and
completion of
vocabulary notes
Time
Needed
for
Students
to
complete
each
Task
First
day: 45
min.
Collect materials
5 min
Build HAB, first test
Make alterations,
40 min
20 min
Teacher Notes
(Include strategies/questions
to check for understanding)
Accommodation/Modification
for Student Access and
Extension (i.e. strategies for
EL and extensions for GATE)
This will be somewhat
Accommodations embedded
informal, as students will be
able to ask questions as they
arise in the lesson. Lecture is
limited to guiding students
through the student handout
and making clear the rubric.
Some materials will be
assembled in a kit; other
materials will be available
for selection and swapping
out during testing
Lesson Plan Template
second test
Make alterations, 3rd
20 min
test (if needed, if time
allows)
Check data collection 10 min
for completion and
clean up.
Section 3: Science Literacy SEE SECTION 2
Content Objective: SEE SECTION 2
Language Objective: SEE SECTION 2
Assessment: How will I know students met the objective?
Rubric:
Description of lesson:
Time required for the lesson:
Materials/ Preparation needed:
Description of
Student Task (each
step)
Time
Teacher Notes
Needed
(Include strategies/questions
for
to check for understanding)
Students
to
complete
each
Task
Accommodation/Modification
for Student Access and
Extension (i.e. strategies for
EL and extensions for GATE)
Lesson Plan Template
Section 4: Student Pages
Please provide a printer/copier friendly student pages for Section 2 and Section 3.