Hannah King

Science Discovery Lesson : Sink or Float?

READINESS
I.
Goals/Objectives/Standard(s)
A.
Goal(s)Students will use predict based on information gathered.
B.
Objective(s)Students will predict if a given object will float or sink based
on the knowledge of their senses and observations.
C.
Standard(s): K.1.1. Use all senses as appropriate to observe, sort and
describe objects according to their
composition and physical properties, such as size, color and shape. Explain
these
choices to others and generate questions about the objects.
II.

Materials- Time per lesson element, space, behavior, materials

Materials containers for every student, water pitcher, bags
of objects, five medium size bowls, worksheets, pumpkin, I Do object,
Time Anticipatory Set 4 minutes
(Large Carpet)
I do/ We do
7 minutes
(Large Carpet)
You do
15 minutes
(Seats)
Closure 5 minutes
(Large Carpet)
Behavior I will use the color card system the teacher uses daily in the
classroom. Students will receive a warning before being asked to flip their card.
I will make it to point out students on tasks, making wise choices
and verbally praise those choices.
III.

Anticipatory Set
You already know about your senses. We have five senses(Use motions
to display each area). Hear. Taste. Smell. See. Touch.
Our sense helps us know more about an object.
Lets look at this pumpkin. Using our senses, lets describe it. What do you
see? (Have on student smell it, discuss what it may taste like (pumpkin pie),
have a few touch it)

IV.

Purpose: Today we are going to use our knowledge about our sense touch,
see, - to see how it might effect an object. We will be looking to see if the
weight will cause an object to sink or float.

PLAN FOR INSTRUCTION

III. Adaptation to Diverse Students-- Due to the discovery aspect of the lesson all
students will be able to fully participate. I will watch for students
misunderstanding or in need of extra guidance and step in accordingly.
To offer a challenge, I will have another section of the worksheet that
asks the students to draw objects that they predict could sink and objects
that could float. This will challenge them to use their sense knowledge and
experience to make decisions.
IV. Lesson Presentation (Input/Output

Today we are going to discover if items sink or float. To do this we need to

look at objects and make a prediction. A prediction is our guess of what will
happen. Do we think the item will sink? Or will the item float?
I do:
Before we can make a prediction, we need to look at the object. Using
our sense of touch lets investigate the object. How does it feel? Is it
heavy? What size is it? Based on all we learn about the object, I can now
predict if the object will sink or float.
I will look at my object and verbal describe it
Based on that object I will state a prediction I think the object will
(sink or float) because
I will model how I would mark this on my worksheet
Now I am ready to discover if my prediction is right. Im going to
gently place my item in the water to see if it sinks or floats. If I were to just
drop it in, I could mess up the results. Instead I will nicely place the object
(display this) and watch to see what happens.
Share what happened, connect back to my prediction (was I right or
wrong?) Why do you think it (sank or floated)?
We do:
Now we are going to do one together. I have an apple. Lets look at
the object.what are some ways we could describe it? (color, size, texture).
Now what about weight? Is it heavy or rather light?
Using all the knowledge, we need to predict if it will sink or float. The
great thing about predicting is that you get to decide. You look at all that
you know and make your own guess. We do not have to agree. You might
not be right. Scientists make predictions all the time and learn later that
they were wrong.
Raise your hand if you think it will float.
Alright, lets see what happens. I gently put the apple in the water and
wait.
It is floating!
Why do we think that might be?
You do:
Now it is your turn to discover if your bag of objects will sink or float. Just
like we did, you will look at each object. One by one. Is it heavy? What is it
made of? Then you predict if it will sink or float. Do you think the object will
sink or float? Just like we did, you will mark your prediction on the
worksheet. Then you place the item in the water and see what it does.
Once you have done one object, take it and place it in the bowl your group
will share.
Now, everyone will get their own container of water to discover with. This is
exciting! But we must be careful and make good decisions. What would be a

good decision while we are discovering? Yes, exactly! (Bounce off that
point out staying in our seats, not making a mess)
After you look at your object, you need to make a prediction. You will have
this worksheet where you will predict if the object will sink or float. You will
mark your choice with a check mark (I will have done this during the I Do,
We Do time). Then you will place the item in the water to discover what is
true!
Students will be given a container with water, bag of items, and worksheet.
Individually they will work through the items to see if they sink or float.
Items: plastic spoon, leaf, paper clip, pencil, rock, (add two or three more)
During this time, I will walk around and guide students through the
prediction/discovery process.
Why do you think that item sank/floated?
Does that surprise you?
Why do you think that item will sink/float?
(ACEI 3.3)
V. Check for understanding.
During the We Do I will gain an understanding of if the students understand the
process of looking at the object, predicting, and then discovering.
I will have another object that we can do together. I will also restate the
process when explaining the worksheet to them.
I will be activity walking around during the You Do time and can continue
guiding students.
Tell me about the object.
Based on what you know, do you think it will sink or float?
Why do you think it will sink/float?
VII. Review learning outcomes / Closure
Today we deepened our knowledge about our senses we learned about
weight. We also looked to see if an object may sink or float.
What happened with the plastic spoondid it sink or float? Why do you think
that was?
Can someone describe the paper clip to me? Raise your hand if your (sank or
floated)?
Did our objects that sank have anything in common? Were they the same in
anyway?
Earlier we looked at a pumpkin, we said it was big, orange(allow students to
name some others). Now do you think a pumpkin will sink or float? What is our
prediction? Why do you think that? (Drop the pumpkin in the water and discuss
outcome) Why did it sink?
PLAN FOR ASSESSMENT

I will informally assess students as I walk around during their You Do time and
ask questions. I will also collect and look at their prediction sheets after the lesson.
This will give me insight into their thought process as to what items they marked to
sink or float.
Later a more formal assessment will take place upon more science lessons
involving senses.
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those who did
not, why not?
2.
What were my strengths and weaknesses?
3.
How should I alter this lesson?
4.
How would I pace it differently?
5.
Were all students actively participating? If not, why not?
6.
What adjustments did I make to reach varied learning styles and ability
levels?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences
7. Did the lesson set up (I do, We do, You do) encourage, put emphasis on the
right topic?
8. Management of the discovery experience?