Created by: Anne Violette Funds for this project were provided by a grant from the federal Improving Teacher Quality State Grants (Title II, Part A) Professional Development Program administered by the State Council of Higher Education for Virginia.

 James Hurst Elementary School  4 th – Fourth Grade  All core content subjects

 Nasa – Langley, October 31, 2005  Nasa Presentation, January 4, 2006  Nasa Follow up (Norcum High School) January 26, 2006

 My class had a hard time understanding how science affects their everyday lives.  My class needed hands-on activities to help them identify the big ideas.  My class struggled with organization.  My class was very active and required engaging activities that promoted student learning.

 4.1The student will plan and conduct investigations in which  distinctions are made among observations, conclusions, inferences, and predictions;  hypotheses are formulated based on cause-and-effect relationships;  variables that must be held constant in an experimental situation are defined;  appropriate instruments are selected to measure linear distance, volume, mass, and temperature;  data are displayed using bar and basic line graphs; and  numerical data that are contradictory or unusual in experimental results are recognized

Students were given material to construct a raft or barge. Students hypothesized the best construction for their team’s raft. After constructing their craft, students predicted how many pennies it would take to sink their project. Each team was then given seven pennies. Students performed three trails to see how many coins it took to sink their craft. Students recorded and graphed their data.

 Group students with varying strengths and abilities.  If any group was able to successfully float all of their coins they were challenged to increase the weight to determine the maximum load for their vessel.  Students were challenged to create another craft from available materials and predict the buoyancy of each material.  This lesson corresponds with the weights and measures mathematical unit, sol 4.10, for fourth grade.

 This lesson was designed to include the thoughts and ideas of all team members.  Each student turned in their original design before gathering in their designated group to discuss and determine their raft design.  After testing, a whole group determination was made about each groups design.  Student achievement in the area of scientific investigation was increased significantly through this experiment. This analysis was determined through participation, class work, and end of the unit testing.

Next year I would expand the requirements for the crafts that the students constructed and increase the load. I feel that a greater understanding of making predictions could be achieved by the students from their choosing the material(s) to construct their barge. Overall, this lesson was challenging and informative for all involved. All students were attentive throughout this experiment and actively participated in the assignment.

I have become enlightened as to how to teach innovative science lessons through this program. Through the insight of those involved with this grant, I have not only broadened my spectrum for teaching science, but that of all content areas. I realize that my students can grasp a greater understanding for science related sols through creative hands on lessons and experiments.

Through this program I gained knowledge that helped me guide my teammates in teaching science concepts successfully.