Exploring Our Fluid Earth

Teaching Science as Inquiry (TSI) Lesson Plan
Module 1: Physical Aquatic Science

Name: Bryan Silver

Activity: Soda Bags – Density test exploration

Why did you choose to do this activity?
Density effects us in fluid dynamic ways of air and water. Students start to explore what properties effects objects ability to float and/or sink.

What are your classroom learning goals?
Density effects currents of movement in water environments and air.

How does this activity tie into your classroom learning goals?
Students explore how substances that can be seen and not seen rise or fall.

What date do you plan to start this activity?
September 10th 2012

If applicable: HIDOE standards this lesson will address

3.2 cycles of matter

Ocean
1. Describe how you will connect this activity to the ocean:

• Principle #3
– Ocean influences of currents and cycles of matter

2. Select the Ocean Literacy Principle(s) that you anticipate this activity will address. (check all that apply)
 1. The Earth has one big ocean with many features.
 2. The ocean and life in the ocean shape the features of the Earth.
x 3. The ocean is a major influence on weather and climate.
 4. The ocean makes earth habitable
 5. The ocean supports a great diversity of life and ecosystems.
 6. The ocean and humans are inextricably interconnected
 7. The ocean is largely unexplored
Preparation
1. How will you prepare your students for this activity? (For example, review of prior knowledge.)
The prep for this lesson is asking students what will sink or float. What does density mean?, more stuff in a given space. So if you cannot see through it, it must be ….. if you can see through it, it must be …

2. Explain any instructional struggles that you foresee and how you will address these issues. (For example, student misconceptions, classroom discussion, aspects most difficult for students to grasp, etc.)
After going over density as a class and making some predictions we did the soda can lesson. It raised several questions from the students so I planned a second follow up lab that addressed some of their concerns and questions. We eliminated the can and measured the soda volume directly. I loved this because it showed students as you have questions how you would go about doing follow up experiments to test hypothesis.
We discovered as a class that sugar makes a big difference in densities of soda and that Coke One is neutrally buoyant.

3. Select the TSI Mode(s) of Inquiry that you will focus on for this activity. (check all that apply)
X Curiosity
X Description
 Authoritative knowledge
X Experimentation
X Product evaluation
 Technology
X Replication
X Induction
 Deduction
 Transitive Knowledge

Questioning and Assessment Strategies
1. What questioning strategies will you use to help your students meet your learning goals?
Prediction, ask students to share personal experiences from the previous lab of soda cans. By eliminating some variables would it change pervious results.

2. What assessment strategies will you use to help your students meet your learning goals and monitor their progress?

Pre and post test, Asking investigating questions as you circle around the class to each group.

Please provide any additional comments that will help you prepare to teach this activity or help the TSI facilitators understand how you plan to teach this activity.

TSI Lesson Reflection – TSI Phase Diagram

Name: ___B.Silver_________________________________

Activity: ___Soda Bags________________________________

What level did you observe? • Individual x Pair • Small group • Full Class

Why did you observe this level? Observing pair because I have enough material to allow the smallest group of students to explore the activity. Good practice with predictions, measurements and recording data.
Draw arrows indicating your progression through the TSI Phases of Inquiry. Number your arrows.