Learning Activity Plan for PreK

Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher

Ms. Yun Yang Lin

April 15, 2016

Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Brief description of the
lesson

Sink Vs. Float

Cognitive, language, and social emotional

This lesson is:

Rationale
Timeframe
Objective(s) of the
activity
Connections to
standards

Little Sunshine Daycare

Pre-Kindergarten
Ms. Judy Eng

Classroom Number

Ask the student what the meanings of sink and floats. The student will use
different kinds of objects provided by the teachers and will place the objects in a
tug of water one by one. The student predicts the behavior of the object:
sink/float before they are testing on each object. They will also compare their
predictions with the results.
A new concept/activity A continuation of a previous lesson/activity
A review of a previous A conclusion of a concept
lesson/activity
A continuation of a previous lesson. The students will further develop their
understanding and knowledge related to water.
15 mins
The student are able to predict whether an object will sink or float in the water.
PK.CLL1 (Speaking and Listening Standards): With guidance and support,
participate in collaborative conversations with diverse partners about prekindergarten topics and texts with peers and adults in small groups.

Learning Activity Plan for PreK

PK.CKW.2 (Science): Tests predictions through exploration and experimentation.
Language Objectives

boat, float, sink, and swim

Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)

A tug of water, smacks, five wooden blocks in different shapes, five rubber
animal counters, wooden stick, pencils, napkins, whiteboard, markers, and
eraser.

Ask the children open-ended questions, such as, Have you ever been to any
swimming pools? and did you take any bath in the bathtub? to attract and
direct their attentions to the lesson of today: Sink vs. Float.
In front of a tug of water, the teacher will demonstrate the procedure of the
experiment, and then the student will follow the procedure. The teacher will pick
up an object randomly or by his/her preference, then the teacher will say aloud
his/her prediction on whether that object is sinking or floating once that object is
in the water. The teacher will chart down the prediction. In addition, the teacher
will also chart down the result of the experiment.
The student will follow the procedure and start to experiment on their own
theories: sinking or floating for a particular object they chose. As the student is
replicating the procedure, the teacher can ask them: Will that object sink or
float? Why do you think it will sink/float? Once they have tested their theories,
the teacher can approach them with questions, such as, Why do the object
(wooden block) floats? Why do the object (rubber animal counter) sinks?

Learning Activity Plan for PreK

The student is working with a partner
Children will share their findings from the experiment. They will also talk about
the procedure they take to test their theories. The teacher will invite children to
share their learning with their parents and to perform the experiment while they
are at home.
Method of assessing
childrens
understanding of
lesson/activity/objective
(s)
(Be sure to include any
tools, rubrics/checklists
and/or worksheets you will
use for assessment(s)

Pre-assessment
a. Ask each student:
What is sink in the
water? and What is
float in the water?
b. show them a drawing
of the water tank and
give each student
two red stickers, let
each student to use
the red sticker to
label the position an
object is in the water
when they heard
sink, and then
float
c. The teacher will then
check off in the
checklist accordingly.

Assessment of Student
Learning
a. During the small group
activity, the teacher
will assess the
students learning by
asking question: What
is your prediction do
this object float or sink
in the water?

Assessment of
Childrens Language
Learning
a. The students are
able to explain the
difference between
sink and float in
verbal
communication or
nonverbal
communication,
such as, illustrating
the concepts by
drawing or pointing
to the pictures that
represent the
concept.
b. If the student
explains his/her
understanding
verbally, then the
teacher is going to
write it down on a

Learning Activity Plan for PreK

Plans for differentiated

instruction/instructional
modifications

Follow up/Extension
activities
Any additional
information that would
be helpful for the
observer to know

notebook
c. If the student
illustrate his/her
understanding
through drawing,
then the teacher
will write the
students words on
a post-it and tap it
on the artwork.
Supporting English Language Learners
The teacher will show the ELLs with two cards with
one illustrates the concept of sink and the other
illustrates the concept of float. When the teacher is
talking about the concepts, these two cards will be
presented to the student accordingly.

Supporting children
with identified delays
or disabilities
The teacher will pair the
child with a more
competent child in the
small activity. The
teacher will scaffold the
child the activity step by
step, even hold the child
hands to perform the
procedure.
The teacher will read the student a book, Float, by Daniel Miyares

Learning Activity Plan for PreK

Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity