Alyse Magnuson

Big Idea:
Predicting and analyzing helps develop our brains to become big
thinkers.
Predicting involves thinking ahead and anticipating information.
Comparing and contrasting helps us to use higher order thinking and
aids in comprehension.
TEKS: 112.14. Science, Grade 3
(D) analyze and interpret patterns in data to construct reasonable
explanations based on evidence from investigations;
(E) demonstrate that repeated investigations may increase the
reliability of results; and
(F) communicate valid conclusions supported by data in writing, by
drawing pictures, and through verbal discussion.
Objective:
Students will predict how many drops of water a penny, dime, and
nickel will hold.
Students will analyze how many drops of water the pennies, dimes,
and nickels held.
Students will compare and contrast how many drops of water the
pennies, dimes, and nickels held.
Students will conduct an experiment that demonstrates how water
molecules stick together to create surface tension.
Opening Hook:
Ask students if they have ever seen a mosquito or other small bug sitting on
the surface of a body of water. Explain that the surface of the water acts as
skin. It tends to hold together because the water molecules are attracted
to each other. This is called surface tension. Tell students that they are going
to conduct an experiment that demonstrates how water molecules stick
together to create surface tension.
Assessment Evidence:
Have students fill out an exit slip. Have students write about what they
observed during their experiment. (How did the pennies compare to the
nickels and dimes, did it make a difference if the coins were heads up or tails
up, were their predictions correct)
Instructional Strategies/Student Activities:
1. Give each student a penny. Ask students to predict how many drops of
water will fit on the surface without overflowing.

2. Encourage volunteers to share their predictions and explain their

reasoning. Did they base their predictions on the size of the drops? The
size of the penny? Something else?
3. Distribute copies of the Water Drop Record Sheet, and instruct students
to record their predictions in the correct box on their sheet.
4. Divide the class into groups of two or three. Provide each group with an
eyedropper and a cup of water.
5. Instruct students to place the penny tails up and hold the eyedropper
one inch above the surface. Have students count the drops as they add
them one at a time to the surface of the penny.
6. Prompt students to record the number of drops the penny held before
any amount of water overflowed. Have them calculate the difference
between their predictions and the results using a calculator.
(technology)
7. Have students complete the experiment two more times and record
the results in the spaces provided.
8. Ask students to average the results by adding the total number of
drops from all three trials and dividing that total by 3 using a
calculator. Instruct them to record the average on their sheet.
9. For further investigation, have students repeat the experiment with the
variables listed on the chart at the bottom of their sheet. Encourage
them to record any observations in the space provided.
10.
Have students discuss observations with their partner.
(cooperative learning)
Materials/ Resources:
Water Drop Record Sheet
Pennies
Nickels
Dimes
Eyedroppers
Cups of water
Calculators
Grouping Patterns:
Students will work in heterogeneous groups to complete the experiment.
Ending, Summary/Reflection:
Explain to students that the surface tension causes the drops of water to
stick together on the penny instead of rolling off. The molecules of water on
the surface of the penny are attracted to each other, so they tend to
combine into one large drop rather than overflowing.

Finally, discuss how the results changed when students changed each
variable. Invite students to share their thoughts and observations.