Lesson Plan Format RU Elementary Education Program Name: Lindsay Iseli Lesson Title/Topic: Float vs.

Sink Date: 3/25/2014 Grade Level: Kindergarten

Related SOLs K.5 The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include: c) some materials float in water, while others sink. Specific Observable Objective(s): Students will be able to explain the meaning of the terms float and sink, to predict and test whether objects float or sink, and record their findings. Assessment: I know that my students will have mastered my objective by recording predictions, testing those predictions, and then recording their findings. While testing the predictions, students will be able to explain the terms float or sink. Essential Vocabulary: float, sink, water, predict UDL Solutions: Engagement How will student interest be engaged?

Representation How will content be presented?

-demonstration or experiment -student predictions/observations

-experiment -record in a science notebook all about water

Expression How will students demonstrate and express their knowledge? -oral responses -test objects and record findings -drawings of observations

Materials, Resources, Technology: clear tubs, water, table, all about water investigation book,

PROCEDURES: Shared Reading: (9:25 am) Read Water Poem and have students discuss water. Discuss the word water. Stretch out the sounds and match with the letters.

11:40 pm The Beginning: Fill out KWL Chart with students responses. What do you know about objects that float or sink? What are some objects that float or sink?

Introduce the study of sinking and floating by asking the students what they know about things that sink or float. Extend to why might some things sink and others float. Ask students if there is anything they wonder or have questions about what they want to learn. Tell students that float means to sit on top of the water and to sink means for the object to fall to the bottom or under the water. Display the book Who Sank the Boat? by Pamela Allen

Say This story is about five animal friends who decide to take a boat ride. Lets read to find out who sank the boat. While reading the story, encourage students to make predictions or guesses as to whether or not each animal will sink the boat. After the book, ask who sank the boat? Why did the boat sink? What makes some things float and some things sink?

11:50 pm The Middle: Review the definitions of float and sink. Show students the prediction sheet on the SmartBoard.

Tell students that these pages are in their All About Water book. Explain that first we will decide what we think will happen. Model making a prediction. Remind students that a prediction is a guess of what you think is going to happen. Ask Does this mean my guess or what I think will always be right? No. Show students that the first object is a wooden popsicle stick. Think in your brain if you guess it might sink or float. I think that it will float. Now, I will color the square under the smiley face (float) column to show that I think it will float. Show the next object is a paper clip. You would do the same for this object. Think in your brain if you guess it might sink or float. Then color the square under float or sink depending on what you think or guess. Explain what the rest of the objects and pictures are. Say Go back to your table and think about each object and whether it might float or sink. Think about what the different objects are and if they might sit on top of the water or fall to the bottom. Once you are done making your predictions. Put away your materials and sit on your hands so I know you are done predicting. Have students go to table and fill out predictions while the teachers monitor. When students are done filling out predictions. Have them come back to the carpet. Say Now we are going to test each object and see if what you thought was right or wrong. Ask Is it okay if you thought something was going to float and it actually sinks? Yes, it was just a guess of what you thought might happen. Say Now I will split you up in groups of 3. You will go with your team to a water tub. Each person will take a turn slowly dropping the object into the water. Watch each object. If it stays on top of the

water it floats. If it falls to the bottom of the tub then it sinks. Just like we did for our guesses, we are going to color in the square under float or sink so we remember what the object did. Ask What might some rules be with the tubs of water? Have students list some rules with the water. Then remind them of other classroom rules like walking feet, volume levels and how to use the tubs safely and efficiently. Also, tell students, once you put an object in, it stays in the water. You are not to take the objects back out. Send groups of students to their water tub. The objects will be in a container ready for students to use. Teachers monitor students experiment and recordings.

12:15 pm The End: Have students come back to the carpet with their recorded findings. Show the SmartBoard with an illustration of a clear tub and the objects. Have students come move the objects to float or sink according to what they found. Ask these questions: What does it mean if the object is on top of the water? What if the object goes to the bottom of the water? What does it mean to float? What does it mean to sink? What is a prediction? Fill in the L part of the KWL Chart with students responses. Ask these questions: What do the floating objects have in common? What do the sinking objects have

in common? What might make objects sink? What might make objects float? Say Today we made predictions of whether an object would sink or float in water. Tomorrow, we will talk about the different states of water.

Afternoon wrap-up: (3:00-3:15) At this time, students may choose different objects from around the room to predict if they would float or sink. The teacher will test the projects and hold a conversation with students about things that float or sink.

Reflection Questions: 1. Describe learner outcomes in relation to your stated objective. How do you know and what data support your inference? 2. Which instructional strategies worked well? How can your instructional strategies be improved? 3. What did you learn about yourself as a teacher during this lesson?