Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Sydney Teal Subject/Grade: Science/Kindergarten

Lesson # _3_____ Date and Time of Lesson: November 7th, 2013

Learning Objective:
After an engaging hands on activity done as a whole group, the students will use their information from our whole group activity to make predictions on whether an object will sink or float.

Alignment with Standards: 1. SC Science Academic Standard: K-5.1 Classify objects by observable prosperities (including size, color, shape, magnetic attractions, heaviness, texture, and the ability to float. 2. SC Science Academic Standard: K-5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. Additional Academic Standards: 1. CC.Sl.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Developmental Appropriateness or Cross-curricular connections: Students should have knowledge of the heaviness of an object. They should be able to pick between a set of objects, and label which ones are heavy and light. During this lesson the students will be asked to make predictions on whether the object will sink or float. They will have to use knowledge of heaviness, shape, and size to determine their prediction. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre-assessment: If I placed these objects into the water, which ones would float? Which ones would sink? Why? During: As a whole class we will make a prediction on each object, and whether it will sink or float. After testing each object, we will draw it under sink or float. What did the floaters have in common? Sinkers? Post-assessment: In small groups students will explore more into objects that sink or float by making predictions on objects, and recording their results. We will come back together and discuss what Use of Formative Assessment I will use this data to help them understand what a prediction is, and show them that a prediction can be used in math, reading, social studies, and science.

Objective 1: After an engaging hands on activity done as a whole group, the students will use their information from our whole group activity to make predictions on whether an object will sink or float.

Lander University Teacher Education Lesson Plan Template sinking objects have in common, and what the floating objects have in common.

Rev. 2013

Accommodations:
For my early finishers, they will go back to their learning station. They will send one student in their place. Students who take more time will have the time to finish their observations. I am trying to incorporate all learning styles. Each child will have a chance to interact with the (during) activity.

Materials: 1. Plastic container to hold all of the objects 2. Clear plastic bins (3) 3. Paper towels 4. Objects that are: wood, plastic, metal, cloth, and paper 5. Chart paper 6. Who Sank the Boat? By Pamela Allen

Procedures: 1. Engage class with the book Who Sank the Boat? By Pamela Allen 2. Has anyone ever thrown a penny into a wishing well? What happened to that penny? Did it float, or did it sink? When you are in a pool, or in the bathtub do the toys that you play with float or sink? 3. Discuss the book and why did the boat sink? 4. Take out objects and let children pass them around so that they can observe their different characteristics. 5. I will introduce what a prediction is. 6. We will al make predictions, record the predictions, and label them if they will sink or float. 7. I will place one object at a time into the water. 8. I will ask for thumbs up or thumbs down if their predictions were right after the objects are tested. 9. I will take out the objects and lay them on the laminated chart paper under sink or float. 10. After doing this process through all of the objects, we will discuss what do all of the sinking objects have in common? What do all of the floating objects have in common? 11. After this discussion, they will be dismissed to their learning stations. 12. I will pull small groups for them to further their explorations in sinking or floating. 13. In small groups the students will make predictions based on the previous lesson. 14. They will test each object to see if it sinks or floats. 15. They will make a prediction, and put a smiley face or a frowny face to determine if their predictions where right or not. 16. After small groups, we will come back together to discuss what we learned about objects that sink or float.

Activity Analysis:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

After reading the book Who Sank the Boat, we will do a whole group activity on sinking and floating. I will have them sit around the carpet so that I can pass around all of the objects that we will be testing. I want them to feel and observe each object carefully. After everyone has done this, I will have him or her all make predictions on whether the object that I am about to place in the water will sink or float. I will do this for each object. After the object has been tested, I will place each on a laminated piece of chart paper that will be stretched out on the floor. It will go under sink, or go under float. After all of the objects have been tested, we will discuss what the sinkers have in common, and what all of the floaters have in common. The second activity is their small group post assessment. This activity is very similar to the whole group. They will have to feel the objects and observe their characteristics. They will have to make predictions on if they will sink or float. We will test each object, and tell why we selected that prediction. This will let me know if they are looking at the size, the weight, and the material of the object. They will be doing this one more independently, but with my supervision. References:
L. Lowell C. Willard, (1997). Sifting through Science. United States: McDonnell-Douglas Foundation.