Lesson Title:

Name:

Lesson #

Viscosity Lesson Plan

Thomas Grenn, Nick Meads, Tyson

Bailey

Date:

Nov 7th 2016

EDTE 400 Brian Hesse

Subject:

7-8
Grade(s):

Rationale: (lesson context and reasons why lesson matters)

This lesson is an important introduction to larger ideas of science and is a great way to reinforce
ideas such as predictions and further learning to an age where science lessons are about to become
much more intensive. The format of this lesson is very investigative so that the students can first
experience viscosity in a fun way before learning more about the scientific background of it. We are
doing discovery based learning in the shape of our experiment and lesson. It also helps with ideas
such as group work and class discussion which are skills that must be built upon from this time
onwards. It is a fun and easy introduction to high school science lessons.
Big Ideas:

elements chemically combined.

(Grade 7) Elements consist of one type of atom, and compounds consist of atoms of different
(Grade 8) The behaviour of matter can be explained by the kinetic molecular theory and

atomic theory.

Learning Standards:

(Grade 7/8) Identify a question to answer or a problem to solve through scientific inquiry.
(Grade 7/8) Collaboratively plan a range of investigation types, including fieldwork and

experiments, to answer their questions or solve problems they have identified

Learning Intentions- (learner friendly language such as: I can ..)

I can predict Flow Rate by observing how fast liquids flow.

I can predict the Viscosity of liquids by their type.
I can predict the Viscosity of liquids by their temperature.
I understand what Cohesive Force and Viscosity is.
I can work with a group in an Experiment.

Prerequisite Concepts and Skill :( for student success)

Students will need some background knowledge on the properties of a liquid. They will also need
to have some basic idea about the scientific method and the idea of predictions. They will need the
ability to pour out liquid down a ramp and the ability to see and record data on a chart. They will also
need to know some ideas about safety which will be reinforced during the lesson.

Materials and Resources with References/Sources:

Teacher

Students

Solid Materials:

Instructional Material:

Mini Red Solo Cups (12 per group)

Writing Utensil

Cardboard Ramp (1 per group)

Whiteboard

Writing Utensils

Tinfoil or Plastic Wrap

Clean-up Material:
Visual Hook (optional):

Newspaper (for extra coverage)

1 Paper Plate

Paper Towel

1 Pair of Gloves

Garbage Bags

Liquids Materials (6):

Paper Material:

Water

Predictions Chart

Olive oil

Stick notes

Soy Sauce
Dish soap

E-material:

Liquid Honey

PowerPoint

Table Syrup

Access to Projector/Internet (ie

YouTube presentation)

Differentiated Instruction (DI): (accommodations)

This lesson has many different accommodations that make it available for those who are not able
to complete all areas of the lesson. If the student is unable to complete the physical part of the science
experiment the will be assigned a different role in the group. They will mainly observe the experiment
and then report back on their findings.

Assessment and Evaluation: (formative and summative possibilities related to curricular connections)

Students will be participating in class discussion where they will be able to share their ideas on
many different ideas on a voluntary basis throughout the lesson. They will also be expected to share
any personal thought with their assigned groups. They will be assigned a roll and complete that task in
their groups which will test different areas of their knowledge on the subject. They will also be acquired
to provide one piece of information that they learned on a sticky note which will be their ticket out the
door the cumulative result of which will provide evidence of knowledge learned.

Organizational/Management Strategies: (anything special to consider?)

We will be using several different attention getting strategies throughout the lesson. The shape of
the lesson is one that is very different to other lessons and it promotes building up knowledge through
discovery by beginning discussing what the students know then doing the experiments and after that
discussing the science behind the lesson. This strategy will promote student discovery and learning and
will mean that the students will be much more likely to be engaged in the lesson. We will be sharing the
responsibilities of the lesson between three people as well as circulating the room and answering any
questions that the students have. This will promote the students involvement in the lesson and boost
the retention rate in our students.
Lesson Activities:

Teacher Activities
Lesson Overview
Moderate preparation work (ie filling cups with liquids).
Households carry most materials.
Lesson and materials are adaptable.
Preparation Work
Partially fill a solo cup with one of each substance (6 different
ones per group). Amounts should be roughly even.
Construct cardboard ramps. Wrap in plastic wrap or tinfoil.

Student Activities
A fun short group experiment.
Requires students to demonstrate respect
with materials and the cleanliness of the
classroom.
A day or week previous, ask how many
students wash the dishes by hand.
Challenge to watch as they clean. Ask if they
can report what the slowest/grossest food to
slide off the plate was.

pacing
20-25
minutes

15 minutes
for prep.

Introduction (hook/motivation/lesson overview)

Hook
All three instructors will mix together liquids on a plate and
display the results to the class. We will then discuss what
happened with the liquids mixing together and why they didnt fall
of the plate. We will say that this is called viscosity. Then the
instructors will explain that that this is viscosity.

Students will witness the demonstration given

by instructors and begin to think about what
viscosity is.

~1 minute

River of learning (lesson overview)

This lesson begins with a quick discussion of the learning

intention of the activity. We will explain the grade level of the
class and the topic of todays lesson.
From there we will ask if anyone has any background
knowledge about viscosity and go on to reveal our river of
learning. This will be a drawing on the board where we will
write down student thoughts. Mr. Meads will lead this
discussion while other teachers will circulate the classroom.

Students will remain seated and think about

what they know about viscosity before the
lesson begins.they will give a raise their hand
and answer when called upon what their
ideas about viscosity are.

~5 minutes

Experiment

Introduce
Acknowledge the materials and introduce the experiment.
Number each student (1-5). Ask if they all know their number.

~5 Minutes

Students may need to record their number.

They are to break into groups with their respective number.

Each group requires a table space for their workstation.
Safety
Once students are seated introduce safety. This should
cover:

Not ingesting the

substances

Addressing allergies
(especially if you are with a group of unfamiliar
students)

Putting away
electronics and important papers.
Experiment Setup
Students are given tasks related to their number (#):
1.
Fetch one ramp for
your table.
2.
Fetch handouts for
group
3.
Gather Substances
Water, Oil
4.
Gather Substances
Soy, Soap
5.
Gather Substances
Syrup, Honey

Students will need to remove clutter from

their work station.

Students listen for safety tips.

Students are expected to wait for all

instructions are given before following them.
Manage premature action accordingly.

Briefly explain the procedure, that each liquid will be poured

simultaneously. Results are recorded and ramps are
flipped/cleaned for the second round. Ask if there are any
questions before starting?
Proceed to call out numbers.
Round 1 Begins
Circulate the room. Assist students when needed. Dont be
afraid to get classs attention if new instructions are needed.

Round 2 Begins
Circulate the room. Assist students when needed. Dont be
afraid to get classs attention if new instructions are needed.
Clean Up
The instructors will now direct the students to clear away the
materials they used in the presentations. Mr Grenn will circulate
the class handing out paper towel while the other two instructors
will give instructions to the class.

Students are to coordinate pouring the liquids

in a synchronized fashion. If there are
complications liquids can be refilled for
another go.
Students now clear/flip over their ramp to
proceed.

Persons 1 and 2 will dispose of the ramps at

the back of the classroom as directed while
persons 3, 4, and will dispose of the red solo
cups at the front of the room. Person 5 will
use the paper towel provided to them by Mr
Grenn.

~3 minutes

Post Experiment Activities

Debrief
After the experiment we will have a brief debrief about what took
place in the experiment and anything that may have surprised
the students about what happened. We will also be asking for
the students to share their results and predictions and how this
compares to other groups.
Science discussion
After finishing with the experiment the students will redirect their

Students will be staying in their experiment

group and describe what just took place in
their experiment stations. they will share their
predictions chart as well.

~2 minutes

attention to the boards. From here Mr. Bailey will be giving a

comprehensive lesson about the science behind viscosity and
the races that were just witnessed.
Further Learning
This lesson can lead into further experiments exploring the
attributes of substances and their relation to energy. A natural
sequel to this would be heat and viscosity.
A demonstration for the class can be given (racing honey at
different temperatures). A follow up question can see if they
understand why the flow rates changed on a molecular level.
Ticket out the door
Instruct the class that the ticket out the door for this lesson will
be to write down on a sticky note one thing that they learned in
the lesson about viscosity. Proceed to pass out said sticky note.
From there the students will be directed to place that sticky note
on the river of learning creating a representation of prior and
post lesson knowledge. After that the students will be dismissed
and the lesson concluded.

Students will now remain in their previously

assigned seating and listen to a science
based discussion. They will listen and
respond when prompted to.

Students will continue to sit and listen to an

extended lecture about viscosity and the
further elements of it. For this follow up to the
other discussion students will remain quiet.

Students will write down one thing that they

have learned from the lesson about viscosity
and write it on the sticky note provided to
them. They will move to the front of the room
as directed post the paper on the river of
learning white board.

~4 minutes

~2 minutes

~2 minute