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5e Sample Lesson Plan - Aluminum Boats

The document provides a lesson plan for teaching students about problem solving using aluminum foil boats. The objectives are for students to work collaboratively using George Polya's four-step problem solving process. Activities include an entry activity exploring materials and their properties, designing aluminum foil boats to hold pennies without sinking, redesigning boats to hold heavier acorns, and reflecting on the design process. The lesson aims to develop students' collaborative and metacognitive skills through problem solving.

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258 views3 pages

5e Sample Lesson Plan - Aluminum Boats

The document provides a lesson plan for teaching students about problem solving using aluminum foil boats. The objectives are for students to work collaboratively using George Polya's four-step problem solving process. Activities include an entry activity exploring materials and their properties, designing aluminum foil boats to hold pennies without sinking, redesigning boats to hold heavier acorns, and reflecting on the design process. The lesson aims to develop students' collaborative and metacognitive skills through problem solving.

Uploaded by

api-440140260
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd

Lesson Title: Aluminum Boats - An Introduction to Problem Solving

Date: SAMPLE LESSON

Objectives:

Students will:

1. Work as a collaborative team to solve a problem

2. Implement George Polya’s four-step problem solving process

Activities Materials
Engagement 1. Prior Student Notes: Polya’s Four
A. Entry Activity: Students will be presented with Step Process
an activity in which they are given the 2. See list on left (a thru f)
following
a. One large tub of water
b. Paper towels
c. Sponge
d. Aluminum Foil
e. Green Leaf
f. Pennies
B. Within groups of 3-4, students will experiment
with placing the given materials in the tub of
water and placing weights (pennies) on top.
Students will note their observations.
Exploration 1. 1 sheet of aluminum foil
A. Introduction of task: Using only 1 sheet of 2. Container for the water
aluminum foil, design a boat that is capable of 3. Water
holding the most pennies without sinking. 4. Pennies
a. Students will be provided with the
guiding questions below to help them
begin:
i. What do I already know?
ii. What do I need to find out?
iii. What exactly is the problem I’m
trying to solve?
iv. Can creating a picture/diagram
assist me?
v. Have I solved a related problem
that I could use to help solve
this one?
b. Students will be given time to
experiment and explore

Explanation
A. Within groups, consider and discuss the
following?
a. Does the result make sense?
b. What worked? What didn’t work?
c. How did your group work together in
order to create consensus around an
approach?
d. Why was the material able to hold the
amount of pennies it did?
B. Debrief as a whole group with the the teacher
playing the role of facilitator

Elaboration 1. Additional aluminum foil


A. Students will be provided with an extended 2. Large acorns (3-5 grams) OR any
task: redesign your boat knowing that now similarly weighted small object
instead of pennies it will be holding as many
large acorns as possible (heavier weight than a
penny)
a. 1 additional sheet of aluminum foil will
be allowed to assist with modifications
B. Give students time to collaborate, redesign, and
test as much as needed

Evaluation / Closure
A. Reflect as collaborative groups: suggested
questions to start discussion -
a. What worked? What didn’t work?
b. What design features of your boat(s)
helped it float longer?
c. How did the placement of the
pennies/acorns in your boat affect how
soon your boat sank?
d. Did the way your group worked
together in order to create consensus
change?
e. How did your group handle
modifications throughout this process?
f. What about this process could be used
to solve future problems you could be
presented with?

Follow Up Task(s):
Problem Solving Extension - “Save Fred” activity

Teacher Reflections:
(These are answered AFTER each implementation of the lesson)

1. What areas of the lesson still need development?

2. What interventions and/or scaffolds can be put in place to further support


students’ metacognitive development?

Source: CT State Department of Education (modified)

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