Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Charmaine Jones

Position Teacher-Pre-K

School/District Stone Mill Elementary School / Dekalb County School District

E-mail Cswift5@students.kennesaw.edu or Charmaine_Jones@dekalbschoolsga.org

Phone 404-775-7040
Grade
Level(s) Pre-K

Content Area Science, Math, Language arts.

Timeline Two Weeks

Day 1. introduction to project, get in group brainstorm boat ideas
Day 2: Students will draw/ draft use zen meditation for kids to create a digital draft of their boat and pick a color
for their boat.
Day 3: Students will paint materials for boat.
Day 4: Students will use their draft to design their boats. Students will add details to their boats.
Day 5: Students will weight their boats and test their boats within their groups.
Day 6: Students will come back together and make predictions about their boats. Students will introduce their
boats by name to the class.
Day 7: Students will race boats all 7 groups. Students will time the boats.
Day 8: Top 3 boats will race and compare their predictions to the actual data.
Day 9 & 10 Students will group reflect and create their student/group video reflections using flipgrid.

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Students will investigate and different speed, positions, motions and movement that
their boat can take. Students will math tools like a balance scale to compare the weight
of and size of their boats. Students will use material and creativity to create their own
boat. Students will make, check and verify predictions. Student will explore the use of
technology and understand the role it plans for the learning environment.

Content Standards
CD-MA3.4b Compares objects using two or more attributes, such as length, weight
and size.

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 CD-SC1.4d Experiments, compares and formulates hypotheses related to scientific
properties.
NETS*S Standards:
CD-SC4.4a Explores and describes position and movement of objects and toys.
CD-SC4.4b Investigates and describes different types or speeds of motion.
CD-SS4.4d Explores the uses of technology and understands its role in the
environment.
CD-CP1.4c Draws conclusions based on facts and evidence.
CD-CP2.4d Makes, checks and verifies predictions.

1c Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
2b Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property.
6b Students create original works or responsibly repurpose or remix digital resources into new creations.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Introduction: Students will watch Sink or Float Brainpopjr video. Students and teacher will discuss sinking and
floating. Teacher will introduce the project to the students. Teacher will
Students will be put in mixed ability groups of two-three mixed people. Students will draft their boats using Zen
meditation for kids (art app) to design their boats as a group. Students will pick a color and a name for their boat.
Students will use foam, plastic and sticks to design and build their boats. Each group will weight and individually
test their boat in water for speed and direction Students will come together as a class and make predictions on
the speed and the direction their boats will go before the class observes each groups boat in water. Students will
use the natural motion of the water for the first observation, air from them breathing to push the boats for the
second observation, air from a blow dryer for the third observation. After the observations are done students will
answer questions about the facts of the boats and compare them to the predictions they made in the beginning.
Students will submit a group reflection on flip grid about what made their boat successful. What they would
change. How did the design of their boat affect the speed and direction the boat went. How did the movement of
water affect the boats speed and direction. How did they enjoy the project. Students will upload their video
reflection to their digital portfolio SeeSaw.com for their families to see the project they have been working on in
class.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

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 Will it sink or float? What impact does the style and design of my boat have on the speed and direction the boat
moves. How does the size and weight of the boat affects the boats movement?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will have a rubric or checklist to make sure they have incorporated everything for their projects. Students
will be submit a flip grid video reflection about their boat. Things they would change. How the size and weight of
their boat affected the boats ability to move in a certain direction and how it affected the boats speed.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Brainpop Jr force -Sink or float video

Zen meditation for kids(art app): to draft a picture of their boat.
flipgrid for student reflection
Seesaw: Student will upload their reflection video to their digital portfolio on seesaw.com to share their in class
project and experience with their parents.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Students needs: students will plastic, sticks, paper, ziplock bag, paint, computer per group, glue, to create boat
water, weight scale, balance beam stopwatch/timer to time boats.
Prior Learning is sink and float discussions, What makes things float? What makes things think using a KWL chart
created in a previous lesson. Have students recall the sink or float experiment that was conducted prior.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students will stay in assigned group area of the classroom as they work with their group. Thinking music will play
to contain the noise level of the classroom. The two teachers will walk the classroom helping students that need
help. Each group will have their own computer already with the zen meditation for kids open for them to use while
drafting the design of their boat. Technical issues that might arrive would be if internet is not working, students not
being able to use the zen meditation for kids app. Students not able to record flipgrid video, If zen meditation app

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 is not working, students will draft their boat using paper. IF students can not record the video reflection for flipgrid.
Teacher will record the group/student reflection and help students upload the video to flipgrid and to seesaw.com

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

My role in this lesson is to facilitate the students. . The teachers will take a hands off approach only helping with
probing questions to help their minds think critically and independently as they work and discuss with their group
members. Teachers will ensure that all group members are working together and voice their opinions within the
group.
The students are the engineers and creators during this project. Students will work together to create final project.
Students will use technology to design boat as well as research different boat designs for their boats.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Picture directions will be given to the students in the group that need visual cues for understanding. This project is
very hands on and incorporates a lot of learning styles. Groups that need extensions will be able to write/draw a
story about the boats and the boat race. Students can compare and contrast if they used a different type of
material to use their boat what would happen. Groups or students needing enrichment will revisit the design and
with a teacher and discuss what could change to make their design better.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

Students will submit a reflection video via flipgrid that answers the above questions.
How correct were predictions?
What affected your boat that made it go slower or faster?
What would have done differently to design your boat?
What did you enjoy about this activity?

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
My reflection on this lesson was that it went well. The students were very engaged and surprisingly worked well
together. Time management wise, my students needed more time to complete the activities. Where I initially
thought it would take them thirty minutes they needed an hour. My group arrangement worked nicely. Once they
understood they all had to work as a team and not just one person, they really collaborated to get the task
complete. All members participated. My usually reserved students were engaged and participated with the group.
My ELL students were actively engaged and worked within the group to make sure their voice and opinions were
communicated. The students enjoyed the competition of racing the boats. This project was intriguing for the
students and got their minds to thinking on how they could they redesign the boats to be faster and follow a
straighter path to get to the other end quickly.

Rubric

DEVELOPING PROFICIENT
IN-PROGRESS

I did not work with my group in I help design the boat a little. I help my group design out boat
creating a design for our boat.

I did not help name or paint or I helped name the boat but did I helped name, paint and build
help build the boat. not paint or build the boat at the boat.
all.

I did not participate in the I was in the recording of the I spoke and was recorded in the
group reflection. group reflection but did not group reflection video.
speak.

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