The Science Behind Water Bottle Flipping

Grade Level
5th Grade
Introduction:
The idea behind this unit came about because of the obsessive nature
Time Needed of my students new hobby. This unit will have the students exploring
the science behind bottle flipping, by testing different variables and
Lesson 1: 110 minutes exploring the outcomes making corrections where necessary to
(2 days)
Page 3
figure out a way to most successfully flip their water bottles.

Lesson 2: 55 minutes Background:

(1 Day)
Page 12
This water bottle flipping phase involves tossing a water bottle up in
the air, applying angular momentum so it flips vertically and lands back
Lesson 3: 110 minutes on its base or even better, on its cap. The physics behind why it is
(2 Days) hard to flip a bottle is fairly complex, more than what 5th graders will
Page 15 be learning, but they can understand how to test different features of
Lesson 4: 165 - 220
water bottles, to see what allows them to flip and land a bottle most
minutes (3 - 4 days) readily. By manipulating the bottle shape, amount of water inside,
Page 19 where the bottle is held, how it is flipped, and more, students can
figure out how to successfully flip and land their bottle. According to
Lesson 5: 220 minutes Nathaniel Stern, a professor of physics and astronomy at Northwestern
(4 days)
Page 22
University, the water bottle should be about 1/3 full. If there is too
much water, the water wont have enough space to move around and
Total: 12 - 13 Days respond to the angular momentum. If there isnt enough water, there
wont be enough mass to slow down the bottle and allow it to land
consistently. The other variables are things that the students can
Understanding By manipulate, test, and see what types of results they get.
Design Stages
Page 29
GLCEs:
Engineering
3-5-EST1-3 Plan and carry out fair tests in which variables are controlled and failure
points are considered to identify aspects of a model or prototype that can be improved.

Math
CCSS.MD.1. Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 cm), and use these conversions to
solving multi-step, real world problems.

CCSS.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or

1
the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.

ELA
Speaking and Listening: Presentation of Knowledge and Ideas - 4. Report on a topic or
text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.

Writing:
8. Recall relevant information from experiences or gather relevant information form print
and digital sources; summarize or paraphrase information in notes and finished work,
and provide a list of sources.

Objectives:
The students will be able to:
Convert metric length measurements from one of the 7 forms of metric length
measurement to another.
Complete an experiment where they control and reflect upon variables to find the
best possible solution to successfully flip their bottle.
Manipulate an independent variable and adjust based on experimental results.
Demonstrate their ability to successfully use a ruler or meter stick to complete
accurate measurements.
Demonstrate their ability to complete equations with decimals.
Share their project ideas and results by successfully completing and presenting a
project portfolio.
Show their ability to write successful and thoughtful reflections.

2
 Lesson 1: How the Metric System Works

Time Needed
110 minutes (2 Days)
Introduction:
Students will have been exposed to centimeters vs inches, but they
Materials Needed mostly work measuring items in inches. This lesson will help the
Teacher computer students get a closer look at the metric system, and learn how it
Document camera works.
Projector
Meter sticks
Rulers Background:
Student In order to teach this lesson, you will need to know the metric system.
Chromebooks
Socrative Pre-
The metric system is split into measurement called meters. A meter is
Assessment the base unit of the metric system. The metric system is a base 10
Questions (page 6) system, so each conversion will result in a change of 10x or 1/10th in
Staircase papers the measurement number youre converting. Students will be
(blank on page 7, completing most of their measurements throughout the project in
example on page
8)
centimeters and meters. The documentation for any measurement will
Student Math be done in meters, so students will have to know how to write
Journals centimeters as decimals. Since there are one hundred centimeters in a
Conversions meter, a measurement for something 5 centimeters high would be
worksheet written as 0.05 meters (m). Even though the experimental process will
(student version:
page 9, answer
mostly deal with centimeters and meters, the students will be using
key: page 10) metric length system as a whole in order to become more comfortable
Homework: with the base 10 nature of the metric system and conversions.
sheet of metric
measurement
estimates (on GLCE(s) Covered:
page 11) CCSS.MD.1. Convert among different-sized standard measurement
units within a given measurement system (e.g., convert 5 cm to 0.05
cm), and use these conversions to solving multi-step, real world
problems.

Engage (30 minutes):

Launch the new unit by having the students come into class and get their Chromebooks
from the back of the room. Have the students open and complete the pre-assessment
on Socrative. Make sure the students know that this pre-assessment is going to help the
teacher tailor the lessons better, based on what the students already know. Its
completely okay to not know anything on the pre-assessment, but they need to try their
best or give their best guess if they arent sure. After the students are done, ask them
what they thought about the pre-assessment and bring them into the lesson by asking

3
them what their ideas on the metric system are. What do they know? What confuses
them about the metric system? Have a short discussion about the metric system ending
with the lesson in the math journal.

Explore (Day 1: 20 minutes, Day 2: 40 minutes):

Day 1: Have the students take out their math journals, pass out the staircase papers,
and have the students cut them out. Introduce the metric system in the form of metric
length measurements. Pick up a meter stick and ask the students if they know what its
called. Have the students look at the middle stair of their staircase, where it says
meter and (base unit) underneath. Ask the students what they know about a meter
and if theyve heard of any other measurements they think might be similar to a meter.
Before having the students answer, have them turn and talk to a neighbor, then have a
few share out to the class. Continue more discussion like this as you work as a class to
fill in the rest of the staircase, with decameter, hectometer, kilometer, decimeter,
centimeter, and millimeter. Have the students guess why we placed the names on a
staircase and not just in a list. The metric system is a measurement system that is
connected by 10s (its a base 10 system). Each time you move up a stair, the
measurement above it is 10 times larger. Each time you move down a stair, the
measurement below it is 10 times smaller. Wrap up the day discussing this idea. Use a
completed staircase as reference if needed (page 8). When going through the staircase
with the students, make sure they have a few different colored markers, colored pencils,
or pens so their staircase is easy to dissect it will become a helpful tool for them in the
coming days.

Day 2: Start the day with the students opening their math journals. Remind them what
they were talking about the day before, by looking at their staircases. The meter is the
basic unit, and the one the students will be using most for their project. All metric
system conversions start from the base unit the meter. If you go up one stair from a
meter, the decimal moves one place to the left (one ten) each time you go up a stair. 1
meter is 0.1 decameters, 0.01 hectometers, and 0.001 kilometers. To go down from a
meter, the decimal place moves one place to the right for each step down. 1 meter is 10
decimeters, 100 centimeters, and 1,000 millimeters. Point out the pattern to the
students. Then discuss the opposite if you move down the stairs from kilometer
towards meter, it follows the down the stairs pattern. 1 kilometer is 10 hectometers,
100 decameters, and 1000 meters. Then going up from millimeters, 1 millimeter is 0.1
centimeters, 0.01 decimeters, and 0.001 meters. Fill in the conversions on their math
journal staircase for what each measurement is, converted from one meter. Draw on
arrows like in the example staircase to show the students the staircase relation.

To help them work up to converting all metric measurements to meters (as they will do
later in the unit), we will do some basic conversions that are just one step up or down
the staircase before doing more complicated problems. The students can write the
questions/answers on the left side of their math journals to help them later on.

4
Do some problems together:
1. How many centimeters are in 70 millimeters? (7 centimeters)
2. How many decameters are in 5 meters? (0.5 decameters)
3. How many decimeters are in 10 meters? (100 decimeters)
4. How many kilometers are in 8 hectometers? (0.8 hectometers).

Ask the students if they notice the increase or decrease by 10 times in each of these
the decimal place moves one ten in each example.

Try a few harder examples:

1. What is 2.5 kilometers in meters? (0.0025 meters)
2. How many meters are in 15 decimeters? (1.5 meters)
3. How many centimeters are in 5 decameters? (0.005 centimeters)
4. What is 4.1 hectometers in centimeters? (0.0041 centimeters)

Play the following video: https://www.youtube.com/watch?v=djTNUp4XIRo. The video

is a song to help the students remember the how the different parts of metric length are
related.

Explain (10 minutes):

Pass out the metric conversions worksheet and let the students work in partner pairs to
complete. Then, have them finish as homework if they dont get done.

Evaluate (5 minutes):
Have the students brainstorm some things they have in their house or that they could
find in a city that fits each of the measurements. Send them home with a half sheet of
paper to write their ideas on no measuring, just estimating to gather a few ideas. Use
the 5 minutes to gather the students and explain the homework.

5
 Socrative Pre-Assessment Questions

If youre unsure or do not know an answer, make your best guess. Write
down as much as you can think of for each question.

1. What is the metric system?

2. What units of metric measurement are there?
3. Explain how you can take a measurement in centimeters and change it
to meters.
4. How many decimeters are in a meter?
5. What is a variable?
6. When youre completing an experiment, what part to you manipulate
to try to get successful results?
a. Dependent Variable
b. Independent Variable
c. Regular Variable
7. What are the steps of problem solving?
8. Being an engineer involves following the steps of a problem solving
process.
a. True
b. False
9. If youre converting a measurement from meters to kilometers, do you
move the decimal to the left (making it a smaller number) or to the
right (making it a bigger number?)
a. To the Left
b. To the Right
c. Neither of these options. Thats not how you convert a metric
measurement
10. What can you learn from reflecting on an experiment or project?

6
 meter
(base unit)

7
8

Metric Conversions
1. Ava measures a string to be 32
centimeters. What is that in meters?
_____________
3. Lucy loses a tooth and measures it
to be 3 millimeters wide. How many
centimeters wide is her tooth?
__________________
5. Harry found out that his house is 5
hectometers from school. How many
centimeters does he live from school?
_____________
7. Finn and Charlie want to see how
far they can throw rocks. They throw
one rock 4 decameters away. How
many meters is that? __________________
9. Nora can jump 120 centimeters in
the air. How high is that in meters?
______________________
Name: _______________________
2. Peter enters a 5 kilometer running
race. How many meters will he be
running? ____________
4. Ben measures Parker to find that
hes 1.5 meters tall. How many
centimeters tall is he? ________________
6. Britta and Sydney are measuring
the distance of the playground field
and find out it is 50 meters long. How
many kilometers long is the field?
________________
8. Ella measures her pen to be 8
centimeters long. How many
millimeters is her pen? ________________
10. Glenn decided to add up how far
he walked for one week. He walked
32 kilometers. How far did he walk in
centimeters? ______________
9

Metric Conversions
1. Ava measures a string to be 32
centimeters. What is that in meters?
0.32 meters
3. Lucy loses a tooth and measures it
to be 3 millimeters wide. How many
centimeters wide is her tooth?
0.3 centimeters
5. Harry found out that his house is 5
hectometers from school. How many
centimeters does he live from school?
50,000 centimeters
7. Finn and Charlie want to see how
far they can throw rocks. They throw
one rock 4 decameters away. How
many meters is that? 40 meters
9. Nora can jump 120 centimeters in
the air. How high is that in meters?
1.20 meters
Name: _______________________
2. Peter enters a 5 kilometer running
race. How many meters will he be
running? 5,000 meters
4. Ben measures Parker to find that
hes 1.5 meters tall. How many
centimeters tall is he? 150 centimeters
6. Britta and Sydney are measuring
the distance of the playground field
and find out it is 50 meters long. How
many kilometers long is the field?
0.05 kilometers
8. Ella measures her pen to be 8
centimeters long. How many
millimeters is her pen? 80 millimeters
10. Glenn decided to add up how far
he walked for one week. He walked
32 kilometers. How far did he walk in
centimeters? 3,200,000 centimeters
10
 Name: ___________________
What do you know of that is approximately? Make your best guess!

1 Kilometer: ______________________________________

1 Hectometer: ____________________________________

1 Decameter: _____________________________________

1 Meter: _________________________________________

1 Decimeter: _____________________________________

1 Centimeter: _____________________________________

1 Millimeter: ______________________________________

Name: ___________________
What do you know of that is approximately? Make your best guess!

1 Kilometer: ______________________________________

1 Hectometer: ____________________________________

1 Decameter: _____________________________________

1 Meter: _________________________________________

1 Decimeter: _____________________________________

1 Centimeter: _____________________________________

1 Millimeter: ______________________________________

11
 Lesson 2: Metric Conversions

Time Needed
55 minutes (1 Day)
Introduction:
This lesson will help the students practice measurement, conversions,
Materials Needed and area and volume calculations.
Teacher computer
Projector
Document camera Background:
Whiteboard To teach this lesson, you will need to understand the metric length
Conversions measurements and conversions taught in lesson 1. The students will
worksheet also be calculating surface area of one face of their objects and the
(answer key: page
10)
volume of their objects. Surface area is calculated by multiplying
Measurement together length and width. Volume is found by multiplying length,
handouts (page width, and height. The students will be allowed to use their math
14) journals during this lesson (and the subsequent lessons) to help them
Rulers if they get stuck on any conversions or calculations.
Objects to
measure (furniture
and other GLCE(s) Covered:
materials found on CCSS.MD.1. Convert among different-sized standard measurement
the 3rd floor)
units within a given measurement system (e.g., convert 5 cm to 0.05
cm), and use these conversions to solving multi-step, real world
problems.

CCSS.NBT.7. Add, subtract, multiply, and divide decimals to

hundredths, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.

Engage (10 minutes):

Go over the metric conversion practice paper from the day before, spend about 5
minutes going through the answers and pick a problem to go through more detailed if
needed. Discuss the students ideas they wrote on their sheet that they took home.
Have it lead into this video on metric measurement mystery:
https://www.youtube.com/watch?v=7omxmCDpW7U

Explore (30 minutes):

Split the class into teams of 2 students (1 will be a group of 3). Tell the students theyre
going to be exploring measurements around the school. The students will have to stay

12
on the 3rd floor for supervision, but they can spread out and pick what they are going to
explore. The students will work in pairs to explore the measurements of 3 different
objects using the measurements and conversions worksheet. Go through the example
of measuring a math book together. Tell the students they can use their notes from
their math journal conversions if they need them. In the work space of the worksheet,
have the students add up the length, width, and height in meters of each object they
measure. This will be good practice with adding decimals, since this sometimes gets
confusing to the students. It would be a good idea to encourage the students to only
measure objects with straight lines as they only know how to calculate volume of
rectangular prisms. The students can also use a calculator to calculate area and volume
of their objects. These will both be a review they will have had experience with
calculating area of squares/rectangles (length x width) and volume of rectangular prisms
(length x width x height). The students will measure in centimeters and practice
converting their measurements to meters.

Explain (15 minutes):

Gather the students back together and have them share their measurements in their
table groups. Give them 5 minutes to talk and then about 5 minutes to report out on
their findings.

After discussing what they measured at school, have the students measure the length of
their hand (in centimeters). They will need it to complete their homework, so they all
need to write it down! Have them write it on the top of a piece of notebook paper, along
with the directions for what they need to do then, put the papers in their homework
folders.

Evaluate (Take home):

The students will take what they know about how long their hand is and use it to
measure the length, width, and height of 2 pieces of furniture in their bedrooms. They
will have measured their hands in centimeters so they can easily convert their
measurement estimates to meters. They will record their measurements on a piece of
notebook paper and then use them to calculate the area and volume of the furniture.
Since their measurement tool was a hand, their overall measurements will be somewhat
of an estimation.

13
 Name: ________________________
Measurements and Conversions
Your task is to find 3 different objects around the 3rd floor. Measure their
length, width, and depth in centimeters and convert it to meters. Then use
what you measured to calculate their area and volume. Dont forget units!
Example: I measured a math book. Work Space:

Length: _____ centimeters = ______ meters

Width: _____ centimeters = ______ meters
Height: ____ centimeters = ______ meters

Length + Width + Height = _______ m total Area: ______ Volume: ______

Object 1: ___________________________________

Length: _____ centimeters = ______ meters

Width: _____ centimeters = ______ meters
Height: ____ centimeters = ______ meters

Length + Width + Height = _______ m total Area: ______ Volume: ______

Object 2: ___________________________________

Length: _____ centimeters = ______ meters

Width: _____ centimeters = ______ meters
Height: ____ centimeters = ______ meters

Length + Width + Height = _______ m total Area: ______ Volume: ______

Object 3: ___________________________________

Length: _____ centimeters = ______ meters

Width: _____ centimeters = ______ meters
Height: ____ centimeters = ______ meters

Length + Width + Height = _______ m total Area: ______ Volume: ______

14
 Lesson 3: Plan it Out

Time Needed
110 minutes 2 Days
Introduction:
This lesson is going to start to build on what the students learned in
Materials Needed the first two lessons as they start to build their project plans.
Teacher computer
Document camera
Projector Background:
Homework (home The main objective of this lesson is to help students figure out how
measurement) theyre going to flip their bottles during their experimental phase. The
Group list (page students will have to come up with a number of independent variables
17)
Notebook paper
to test to see what they can adjust. To teach this lesson, the teacher
Variable will need to know what an independent variable is. The independent
Exploration papers variable is the variable that is controlled in the experiment. This is
(Need at least 5 what the students will be working with in lesson 4 to achieve their
per student desired response of a successful bottle flip.
double sided will
work well)
GLCE(s) Covered:
CCSS.MD.1. Convert among different-sized standard measurement
units within a given measurement system (e.g., convert 5 cm to 0.05
cm), and use these conversions to solving multi-step, real world
problems.

3-5-EST1-3 Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of a
model or prototype that can be improved.

CCSS.NBT.7. Add, subtract, multiply, and divide decimals to

hundredths, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

Engage (15 minutes):

Start the day by discussing what the students measured at home. Have them share with
a partner then share out to the class the point of sharing what they measured with
their conversions to meters is to see how well they did with the conversions. If students
said they measured the length of their bed to be 7 meters, theres probably an issue with
their conversions. Ask the students what might be different about their answers if they

15
took a meter stick or a ruler home to measure the furniture instead of using their hand
measurements.

Explore (95 minutes):

Day 1: Ask the students why they think weve been working on metric conversions. In
what ways would knowing how to do conversions be helpful in school or outside of
school? Introduce the project! Tell the students theyre going to be put into groups to
try to figure out the best way to successfully flip water bottles. Theyre going to have to
try out different variables to see how they can most successfully flip a bottle. Before
idea brainstorming with the class, show them two Crash Course Kids videos and discuss
them. The first video is called: The Engineering Process.
https://www.youtube.com/watch?v=fxJWin195kU&index=2&list=PLhz12vamHOnZ4ZDC0
dS6C9HRN5Qrm0jHO Its purpose is to review our steps to problem solving that we
learned in the beginning of the school year. This will refresh their minds before they
start to plan out how they will successfully flip their water bottles.
The second video is: Bowled Over: Isolating Variables
https://www.youtube.com/watch?v=BXFU86GNmrg&index=9&list=PLhz12vamHOnZ4ZD
C0dS6C9HRN5Qrm0jHO The purpose of this video is to get the students thinking about
what independent variables are, and how they should only manipulate one at a time so
they know if it affects their success.
Go through this with the students and ask them to brainstorm some different things they
could manipulate when they trying to bottle flip. As the students come up with ideas,
write them on the board. If the students are having issues coming up with ideas, have
them brainstorms in groups and then share out to the class. As stated before, and
remind the students of this, they will have to test a minimum of 5 different variables to
come up with what they believe to be the most successful way to flip a bottle. They
need to keep this in mind for planning. This would be a good time to start going over
the project rules and regulations page.

Here is a list of possible brainstorm ideas that can be manipulated in a bottle flipping
situation, the students may come up with even more if the students need more help,
you can try to lead them towards these ideas to get as many ideas as possible:

Diameter of Bottle Height of Toss Bottle fullness

Height of Bottle The Tosser (volume, measured
Shape of Bottle Height off of the in water height)
Size of cap ground Number of flips the
Shape of cap Landing Zone bottle does in the air

What have we been learning about that can be used in almost all of these variables
explorations? Metric measurement.

Before the end of class, split the class up into their groups. There are 4 groups of 4 and
1 group of 3 students. Have the students get in their teams and start to brainstorm

16
ideas for the project. Before you release the students, tell them theyre going to need to
bring in some different types of plastic water bottles (decided upon by each team)
needed for lesson 4 (day 6) in the unit.

Start day 2 of lesson 3 by showing them another Crash Course Kids video.
https://www.youtube.com/watch?v=8Uznr8uiVh0&list=PLhz12vamHOnZ4ZDC0dS6C9HR
N5Qrm0jHO&index=14
Discuss the video and go a little more in depth on the variable isolation to get them
ready to continue making their plans. Then, split the students up into their teams.
Project a document with the ideas they came up with the day before and have them
get to work making their plan.

Evaluate (during engage student work):

As each group is working, the teacher will walk around and discuss with the students
how their plan is progressing. They will be required to have a tangible plan by the end
of the 2nd planning day, so the teacher will be pulling the groups one by one and having
discussions about how their plans are progressing. These should be about 5 minute
meetings, so 6 groups can be pulled in about 30 minutes.

Teacher will keep a notecard for each group to keep tabs on the ideas they think they
will be using.

Homework: *Bring in water bottles!*

Student Groupings (example groupings may change):

Team 1 Team 2 Team 3
Student 1: Ronen Student 1: Parker Student 1: Ellie
Student 2: Greta Student 2: Ava Student 2: Peter
Student 3: Nora Student 3: Jayden Student 3: Janae
Student 4: Alex Student 4: Sam Student 4: Ben
Team 4 Team 5 Team 6
Student 1: Abbott Student 1: Ava Student 1: Sam
Student 2: Eoghan Student 2: Spencer Student 2: Bennett
Student 3: Julia Student 3: Lucy Student 3: Lucy
Student 4: Teagan Student 4: Jason

17
 Water Bottle Flipping Regulations and Guidelines
I know youre excited to get going and put some of your ideas to the test,
but here are some things to keep in mind!

Your end goal is to come up with a formula for what your group
believes is the most successful way to flip a bottle.
Keep all the papers you use to plan and track your work you will
need them for your portfolio
Each person will make their own portfolio that means each
member of your group needs their own papers. You can work
together on putting your portfolios together, so you can share ideas,
pictures, and anything else you need.
You need to document your process! Ways to do that:
Take pictures with your Chromebooks and save them in your
Google drive
Keep all of your idea testing sheets and other notes
Write down anything you want to remember
Draw pictures of the set-ups you used
You need to test at least 5 different variables if you have extra time
and think you can do better, try something new!
Each time you test a variable, you need to reflect on your process
write about what happened, what you could change, and where youre
going to go next. You will use the variable testing page for this.
Adjust your plan along the way! Sometimes your plan isnt successful
and you need to make changes. Talk about it as a group and make a
new plan if you need to.
Any students who are having trouble staying on task and are messing
around with the water bottles instead of working with their group will
be pulled from experimentation for the day and will work on
measurement worksheets at their desk.

18
 Lesson 4: Exploration

Time Needed
165 - 220 minutes
Introduction:
3 4 Days This section of the unit will be the part where the students go through
their tests. You will need the guidelines and regulations paper to go
Materials Needed through with the students before they start. This lesson will take 3 4
Meter sticks days, depending on how long it takes students to test their variables.
Rulers
Student
By the end of the first day, you should have a pretty good idea of how
Chromebooks long the exploration process will take. It needs to be a balance not to
Project Guidelines cut them off too soon, but also not too much time where they start to
(page 18) lose focus on the projects purpose.
Water bottles
(each group
responsible for GLCE(s) Covered:
their own label!) CCSS.MD.1. Convert among different-sized standard measurement
Variable Tracking units within a given measurement system (e.g., convert 5 cm to 0.05
and Results papers
(on page 21)
cm), and use these conversions to solving multi-step, real world
Other project problems.
materials
student provided 3-5-EST1-3 Plan and carry out fair tests in which variables are
Measurement controlled and failure points are considered to identify aspects of a
worksheets for off-
task students
model or prototype that can be improved.

CCSS.NBT.7. Add, subtract, multiply, and divide decimals to

hundredths, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.

Writing:
8. Recall relevant information from experiences or gather relevant information form print
and digital sources; summarize or paraphrase information in notes and finished work,
and provide a list of sources.

Engage (10 minutes):

Before you set them loose, talk about what the students need to remember when they
start to work on their projects (guidelines paper). You also need to talk about what they
need to keep in mind so they know what information they need to record to build their
presentations. Remind the students of the video from yesterday it will help refresh

19
their minds and get them ready to test their variables, as well as the project rules,
regulations, and guidelines sheet.

Explore (165 - 220 minutes):

The students will get organized and start their projects. Before they start, tell them you
will give them 5 minutes just to play around with the bottles before they start their
exploration, but they have to agree to be ready to give up the playing at the end of 5
minutes and be ready to work. Pass out the 1 variable exploration paper to each
student, for them to record their progress. Make sure they remember they need to
document their process for their portfolio. Tell them to be thinking of how they want to
put their portfolio together when they have finished their experiment and place the rest
of the variable exploration papers up front for the students to grab when they finish their
first test.

Any students who are messing around with the water bottles and not staying on task
with their group will be pulled from experimentation for the day to work on some metric
measurement worksheets (from: http://www.commoncoresheets.com/Measurement.php)
and can try again with experimenting the next day.

Explain:
Each variable exploration paper has a reflection piece at the bottom that must be
completed at the end of each variable test/exploration. This will be done as the students
work through their tests, and one will be completed for each variable manipulation they
complete.

Extend:
Any groups that finish with extra time can continue exploring variables and even move
into how they could try to manipulate multiple variables during one test.

Evaluate:
There will be continuous formative assessment with teachers walking around during the
process for behavior monitoring, check-ins, and progress reports. Teacher can write any
important information on the group notecards for group work monitoring.

Water bottles will be taken home or recycled on the end of the last exploration day.

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 Name: ______________________
Variable Exploration
Independent How many Number of Number of Success Rate
Variable Exploration times are you successful unsuccessful (Number of
What will you going to flips the flips the successes
adjust? attempt to flip bottle lands bottle lands divided by
How did you the bottle? on its somewhere total number
measure it? (Number of base/cap. besides of flips) x
trials) base/cap. 100

Reflection
What went well?
What did not go well?
What could you change? - If it went well is there a way to make it better?
Now talk with your group look at your plan and adjust if needed.
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

______________________________________________________________________
_______________________________________________________________________

______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

21
 Lesson 5: Portfolios and Presentations

Time Needed
220 minutes - 4 Days
Introduction:
The purpose of this lesson is for the students to organize their
Materials Needed information and reflect on their process and learning. This is where
Teacher computer they will make a portfolio, write a project reflection, and share it with
Document camera the class.
Projector
Portfolio Rubric
(on page 25) Background:
Student Before the students start to organize their portfolios, you will have to
Chromebooks
Self-assessment
have a discussion about what all needs to be included in them. They
(on page 26) will also have a choice of how theyre present their information and
Group-assessment show what they learned. Theyre going to present their portfolio to the
(on page 27) class and complete a project reflection to turn in along with their
Post-Assessment portfolio.
(on Socrative;
questions on page
6) GLCE(s) Covered:
Speaking and Listening: Presentation of Knowledge and Ideas
5. Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable
pace.

Writing Standard:
8. Recall relevant information from experiences or gather relevant
information form print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.

Engineering
3-5-EST1-3 Plan and carry out fair tests in which variables are controlled and failure
points are considered to identify aspects of a model or prototype that can be improved.

Math
CCSS.MD.1. Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 cm), and use these conversions to
solving multi-step, real world problems.

22
CCSS.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.

Engage (15 minutes):

Have the students come into class and sit at their desks. This will be the first day they
will all be working on putting together their portfolios and project reflections. As a class,
brainstorm some ideas for a format the students can use for their portfolios. Students
can choose what they would like, but they must be able to show off their information
clearly. Their idea must be approved by the teacher before they can begin. Some
examples could be a traditional, but effective pencil/paper/drawing portfolio, Google
slides, Prezi, and Google sites. The students may come up with more ideas. Before you
allow them to get to work, they must come up to the teacher and clear their portfolio
idea. Project the rubric for the portfolios and go through it with them so they know
exactly what you will be looking for when they turn them in.

Explore:
Students will use this time to put together their portfolios and prepare for their
presentations. They will have the rest of day 1 (40 minutes) plus one more class day (55
minutes). Part of the project portfolio will be a project reflection, to be turned in as a
part of the portfolio. The project reflection is going be a reflection on their process,
backed up with evidence from their experiments (that can be found in their portfolios).
They will use their experimental evidence to explain how they learned. It needs to be
discussed how we will be looking for true reflections (like the ones they practice in
reading, or the ones they used throughout the experiment) and not just summaries of
what they did. It will be highly encouraged that they spend one of the work days on
writing the reflection.

Explain (55 minutes):

The students will share their portfolios in class on the 3rd day. To make sure they get
enough time to share, the class will be split into 2 groups one group will meet in the
front of the room and one group will meet in the back. The teacher will go back and
forth between the groups to listen to the students present. Splitting them up this way
will make a group of 11 students and a group of 12 students. Each student will have
about 5 minutes to share their portfolio. They will be showing their classmates how they
put their portfolio together, run through some of the different plans they used, and give
a short summary of their reflection (sharing what they learned). Students who choose to
do a digital portfolio can have their Chromebooks with them to present to their
classmates.

23
After they present, their portfolios will be turned in either digitally (shared with the
teacher on google drive) or they will be handed to the teacher, if the students decided to
do a paper/pencil, physical portfolio. They will be graded on the rubric.

Extend:
On the day after the presentations are due, the students will complete a self-assessment
and a group-assessment based on their work, collaboration, and willing to contribute to
the project. They will have 15 minutes to complete both assessments and turn them in.

Evaluate:
The students will be graded on their portfolios and project reflections to assess how they
completed the task. The teacher will take the self- and peer-assessments into account
for any issues that took place. Its also a good procedure to complete so the students
can further reflect on their own work.

The rest of day 4 of the final lesson will be devoted to having the students go back to
Socrative and complete the post-assessment. This will be the same as the pre-
assessment, so it will be an easy way to tell what the students learned and how
progressed from day 1 of the unit. The questions are found on page 6 in lesson 1.

24
 Name: ____________________
Portfolio and Project Reflection Rubric

Well Done Almost There Not Quite

Criteria Teacher Notes
(4 5 points) (2 3 points) (0 1 points)
Includes evidence Includes evidence Includes evidence
Variables
of exploring 5 or of exploring 3 4 of exploring 2 or
Tested
more variables variables fewer variables
Portfolio includes
Portfolio is missing Portfolio is missing
Information information for all
information on test information on test
about the variables on test
type and success type and success
variables type (how it was
rate for 1 2 rate for 3 or more
tested measured) and
variables variables.
success rate
Portfolio is missing Portfolio is missing
Portfolio includes
test reflections test reflections
a reflection for
(what went well, (what went well,
Variable Test each test (what
what to change, what to change,
Reflections went well, what to
where to go next) where to go next)
change, where to
for 1 2 of their for 3 or more of
go next)
tests their tests.
Portfolio includes
Portfolio is missing Portfolio is missing
pictures or
pictures or pictures or
drawings for each
Pictures drawings from 1 drawings from 3 or
variable test setup
2 test setups from more test setups
to document the
the process from the process
process
Shows a reflection Demonstrates some Is not a reflection,
Project on the unit and reflecting mixed but rather a
Reflection experiment, with some summary of the
(Quality) shares his/her summary of the experiment and
learning process project the unit
I claim Makes a claim, but Does not make a
Project
statement, with does not support it claim or provide
Reflection
evidence to back with evidence evidence to show
(Information)
it up learning
Total: ____ / 30 points
Additional Comments:

25
 Name: ____________________

Self-Assessment

Rate how your group worked on each of the following categories. Give an
explanation for each grade you choose.
1 = Consistently, 2 = Sometimes, 3 = Not Much
Category Rating Explanation

I worked hard each day of

the project and did my
best work.

I wrote a good reflection

after each variable test we
completed.

I worked cooperatively in
my group, listened to
others ideas, and did my
share of the work.

I helped contribute to my
group work by helping
document the variable
testing and our plan.

If I were to do this project again, this is what I would do differently:

______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________

______________________________________________________________________

26
 Name: ____________________

Group-Assessment

Rate how your group worked on each of the following categories. Give an
explanation for each grade you choose.
1 = Consistently, 2 = Sometimes, 3 = Not Much
Category Rating Explanation

We listened to each
others ideas and worked
together to decide what
plan would work the best.

We evaluated our work

after every variable we
tested.

We split the work evenly

and all were a part of
coming up with the best
solution.

We stayed on task and

completed the work we
were supposed to.

If we were to do this project again, this is what we should do differently:

______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________

______________________________________________________________________

27
 References

Adding and Subtracting Metric Lengths. (2015). In Common Core Sheets. Retrieved

November 9, 2016, from http://www.commoncoresheets.com/Measurement.php

Converting Metric Distances. (2015). In Common Core Sheets. Retrieved November 9,

2016, from http://www.commoncoresheets.com/Measurement.php

Converting Mixed Metric Lengths. (2015). In Common Core Sheets. Retrieved November

9, 2016, from http://www.commoncoresheets.com/Measurement.php

Determining Appropriate Measurement (Metric). (2015). In Common Core Sheets.

Retrieved November 9, 2016, from

http://www.commoncoresheets.com/Measurement.php

Estimating Length (Metric). (2015). In Common Core Sheets. Retrieved November 9,

2016, from http://www.commoncoresheets.com/Measurement.php

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