Name:

Jade Ly
Lesson Plan
th
Lesson Title: Soap Powered Boat Grade: 9 Date: October 13 , 2016

Subject: Science Strand: Chemistry: Atoms, Elements, and Compounds Location: PACI 2012 Time: (length in minutes): 75 Minutes

Lesson Plan Description (one/two paragraphs with general details about what you will do and how you will do it)
Talk about how soap is a surfactant, which that means that it breaks down the surface tension of water. As the
surface tension is broken up, it creates enough of a force to push the lightweight boat across the surface. Water
molecules are strongly attracted to each other and stick close together. This creates a strong but flexible "skin" on the
water's surface called surface tension. Surface tension allows the cardboard boat to float on top of the water.
Adding soap disrupts the arrangement of the water molecules. The water molecules near the detergent are attracted
to the detergent as well as to other water molecules, so the surface tension of the water behind the boat decreases.
Water molecules move from areas of low surface tension to areas of high surface tension. The boat is pulled towards
areas of high surface tension by the water in front of the boat.

Play the video (link provided in the materials section) to allow audio/visual learners a chance to understand the
science behind surface tension.

Once the video is finished, the students may break up into groups of 4 and gather the materials provided to design, cut
and experiment with the different materials to use as boats.

After the students are done experimenting, questions to prompt and debrief the lesson are brought up to have class
discussions on what their findings were.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

C2. Investigate, through inquiry, the physical and chemical properties of common elements and compounds

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

C2.3 Plan and conduct an inquiry into the properties of common substances found in the laboratory or used in
everyday life (e.g., starch, table salt, wax, toothpaste), and distinguish the substances by their physical and chemical
properties (e.g., physical properties: hardness, conductivity, colour, melting point, solubility, density; chemical
properties: combustibility, reaction with water) [IP, PR, AI]

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn

The concept of surface tension of water
How surface tension applies to the soap powered boat experiment
How soap is useful as a surfactant

ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess students learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: explain the definition of surface tension

I can: apply my definition of surface tension to an example such as soap powered boats
I can: relate my findings and understanding about soap as a surfactant to everyday house hold use such as washing
dishes

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning I hope to asses this through oral Class/group discussion along Observation and checklist
communication and with brainstorming
performance
Assessment As Learning I hope to asses this through Written handout sheets Marking the answers/rubric
written work and performance
Assessment Of Learning I hope to asses this unit by a unit test with questions including surface tension and the soap powered
boat experiment
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* A basic knowledge of atoms, molecules and the elements
* Hopefully seen or even washed dishes at home

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
English Language Learner:
- Make sure the instruction sheet is simplified
- Add pictures of what the experiment is supposed to look like in stages
- Maybe have an example

Special Education (hearing, mobility, visually impaired etc)
- Provide the link to the video to allow hearing/visually impaired students a chance to watch on their own
- Use subtitles when showing the class
- Encourage students to help each other, gather new water whenever needed, cut boats and design them
together if peers are struggling a little bit

Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)
- Surface Tension
- Molecules
- Surfactant

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
- Water
- Tub/container
- Cardboard and/or styrofoam
- Dish soap
- Toothpicks
- https://www.youtube.com/watch?v=rq55eXGVvis

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Learning Environment (grouping; transitions; physical set up)
- Group work with desks set up to facilitate 4+ students

Cross Curricular Links
- Biology (Human activity and how it affects the environment)
- Art (design and execution)
Lesson Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 10:00am 10:15am (Indicate time breakdown of instructional elements)
- Review foundational knowledge of the properties of - Engage in a conversation with the teacher when
water (use teacher resource sheet provided) prompted
- Explain the science behind soap and water in terms of - Sit quietly in their seats
surface tension (use teacher resource sheet provided)
- Engage students in conversation about previous
knowledge

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 10:15am -10:55am (Indicate time breakdown of instructional elements)
- Explain the actual experiment where students get to - Design, cut out, experiment with different materials
design their own boat and then test out how well to build their ideal boat
they glide through the water when dish soap is added - Apply soap and attempt to make boats move/race
- Prompt students to use different materials and them
designs to see what works best - Get new water whenever it stops working
- Walk around and help students out, comment on
designs

Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 10:55am 11:10 (Indicate time breakdown of instructional elements)
- Debrief the activity about what went well, what - Participate in class discussions when prompted
didnt, what they could try in the future
- Tie in discussion on how the scientific components
relate to everyday life (using soap for washing dishes)

Extension Activities/Next Steps (where will this lesson lead to next)

Debriefing Questions:
- Does liquid soap last longer than a solid piece of soap?
- Does warm water work better than cold water?
- What materials make the best floating boat?
- Does the size of the boat have an impact?
- How many times can you add soap?

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:


The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Teacher Resource Sheet

Science Behind Soap Powered Boat

Soap is a surfactant that means that it breaks down the surface tension of water. As the surface tension is
broken up, it creates enough of a force to push the lightweight boat across the surface.

Water molecules are strongly attracted to each other and stick close together. This creates a strong but flexible
"skin" on the water's surface called surface tension. Surface tension allows the cardboard boat to float on top
of the water.

Adding soap disrupts the arrangement of the water molecules. The water molecules near the detergent are
attracted to the detergent as well as to other water molecules, so the surface tension of the water behind the
boat decreases. Water molecules move from areas of low surface tension to areas of high surface tension. The
boat is pulled towards areas of high surface tension by the water in front of the boat.

https://sciencebob.com/build-a-soap-powered-model-boat/

http://www.planet-science.com/categories/experiments/messy/2011/02/power-a-boat-with-soap.aspx

Good Video to Watch

https://www.youtube.com/watch?v=rq55eXGVvis

Questions to ask:

1. Does liquid soap last longer than a solid piece of soap?

2. Does warm water work better than cold water?
3. What materials make the best floating boat?
4. Does the size of the boat have an impact?
5. How many times can you add soap?

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013