Aly Boyd

Term III Science Lesson

What
I will facilitate a whole group lesson on sinking and floating using the STS solids and
liquids kit. Through this lesson I intend to give the students an opportunity to extend their
textbook science learning on solids and liquids through a hands on activity. They will have a
chance to gain a more concrete understanding of the relationship between solids and liquids
through using a model and interacting with a tangible system model. I want students to learn how
to record their observations, discuss these with one another and make decisions or suppositions
based on their observations.
How
After reviewing the minimal amount of science that happened in first grade so far this
year, I saw a need for a supplement to engage students and help them gain understanding of the
science concept they have been taught in a rote manner. My 1st graders have been introduced to
the concept of solids and liquids but have not had the opportunity to learn about this concept in a
hands-on manner. By accessing and enhancing their prior knowledge of solids and liquids I can
create an experience that will make their knowledge explicit then solidified. The student will
interact with a model to support their knowledge and reasoning surrounding solids and liquids. I
will use small groups to encourage students to talk to one another and help them to create a
unified chart that represents each groups findings.
Why
Initially, I chose this activity because it fit in nicely with the (minimal) science
investigation happening in 1st grade. Since most science for them has involved copying down
information or completing worksheets, I found it necessary to involve them in their own scientific
inquiry. I have selected this activity to attend to Gardners theory of multiple intelligences (1983).
So far my 1st graders have only been introduced to scientific inquiry through auditory and
linguistic intelligences. I want to give them the opportunity to understand solids and liquids in a
bodily-kinesthetic manner. During the few opportunities that students have been able to use
modeling in this classroom, I have observed an increase in student engagement. I also chose to
have the student work in small groups to ensure each student had a chance to interact with solids
and liquids. By documenting the students data it will give them agency over their science work
as well as encourage them to listen and value one anothers observations and opinions.
Lesson Plan Template
Goals / Objectives
SWBAT increase their understanding of how to document observations and data in order to better
comprehend the relationship between solids and liquids.
Standards (and Assessment Anchors, if applicable)
CC.1.5.1.A
Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.4.1.W
With guidance and support, recall information from experiences or gather information from
provided sources to answer a question.
Framework for K-12 Science Education:
PS1: Matter and its interaction

Materials and preparation

-STS Solids and Liquids kit- about 10 objects)
-metal trays to catch water
-towels to clean spills
- worksheet to records sinking and floating
-class chart
- markers ( to color in class chart)
Learning environment and management issues
1. This lesson will be conducted with the whole class. Students desks are in clusters of
4 or 5. Although some groups members will move to ensure heterogeneous grouping.
2. Each week a student is given the job of paper passer. This students and another
volunteer will help pass out supplies.
3. I anticipate that many students will want to play and splash in the water. I will
prevent this behavior by explaining the waters purpose and how to share the bucket
so each group member can work on the project. Some students may want to try
putting other objects in the water besides objects from the kit. I will prevent this
behavior by ensuring students know my expectations for what can go in the water. I
will tell them that at the end of the lesson some students may have a chance to test
other objects in the room.
Plan (35-40 min.)
1) the hook (5 min.)
I will draw a t-chart with two columns: sink and float. I will ask students what they
think they know about sinking and floating and record their answers in the column. I will
leave space at the bottom to record what we think weve learned at the end of the
lesson.
2) the body of the lesson (25 min.)
I will introduce the lesson to the students as follows:
Today you will be experimenting with sinking and floating. You will be working
with your table groups to predict and test if an object sinks or floats. Each table is
going to get three things: a bucket of water, a bag of objects and worksheets.
I will ask the paper passer to hand out worksheets.
Look at your worksheet. At the top it says, predict. I have seen some of you make
important predictions when reading. What do you think you will be predicting today?
Can anyone tell me another word for predict?
I am passing out bags of objects. Take turns with the people in your groups and
mark on your paper if you think this object will sink or float. You have 2 minutes for
this. Then you can share with your group why you thought it would sink or float.
After 2 or 3 minutes I will ask students to share with their group why they think some
objects will sink or float.
I will then regroup the class and introduce the bucket of water and expectations
(specifically talking about how the water needs to stay in the bucket and if students
keep their hands in the bucket their group members wont be able to see the sinking
and floating.) I will instruct students to record their results on the bottom part of their
worksheet.
3) Closure: (5-10 min)
I will ask students how their thinking has changed about sinking and floating and
why. As a class we will add to what we think we know about sinking and floating

on the t-chart. When students offer what they think they know, I will ask them why. I
will give each student the option of asking a partner or friend for help explaining ther
reasoning.
If there is time, a representative from each group will plot their results using a bar
graph on a large piece of chart paper in order to make their differences or similarities
of data apparent. If there is no time, this lesson will be conducted as a follow up the
next time I meet with the class.
Assessment of the goals/objectives listed above
I will assess student work by listening for students predictions and recordings of results. The
what we think we know and what we think we learned chart will also serve as a more
concrete way of recording students thinking and understanding.
Anticipating students responses and your possible responses
a) Behavior expectations will be introduced at the beginning of the lesson. I will tell
students what they need to do in order to be and remain a part of their group.
b) Some students may think that an objects weight is the only determining factor in
whether it sinks or floats. I will make note of these conceptions and follow up in my next lesson
to help challenge these ideas.
Accommodations
a) I will try to anticipate which students may find this activity too challenging. Using
heterogeneous groups will help to reach students at their different levels. I will also be circulating
the room during the investigation to provide assistance and additional scaffolding as needed.
b) Groups that finish early will be able to record their observations in bar graph format. If
they are still in need of an extension they may select three more teacher-approved items to test in
their water.