Lara Buchmann-Duck Wed. Feb.

8th 17

Lesson Plan: Salt Water Inquiry

Grade: Kindergarten Unit: Ocean Inquiry

Topic: Salt Water Inquiry Date: Wed. Feb. 8th 17
Length of Lesson: 30 min. Subject: Environment & Community Awareness
General The child demonstrates curiosity, interest and a willingness to learn about
Learning the environment and community.
Outcomes The child uses materials in the environment and community and becomes
aware of how others use materials.

Specific becomes aware of the relationship between cause and effect

Learning becomes aware of the five senses and how they are used to explore,
Outcomes investigate and describe the world
becomes aware of colours, shapes, patterns and textures in the environment.

Instructional - Begins to understand the properties of ocean water.

Objectives - Begins to understand why ocean water is salty.

Lesson Focus - What is ocean water?

Question and - What do I know about ocean water?
Key Questions - What do I wonder about ocean water?
- Why is the ocean salty?

Materials - Smart board and computer for You Tube videos

- 2 clear plastic cups (labeled tap and salt water)
- Small table at carpet area
- Blank KWL chart paper and pencil at carpet area
- 17 pieces of plain blank paper
- Pencil crayons/ crayons
- 17 pencils
- Table salt (4 teaspoons)
- Tap water
- Blue food colouring
- Several colourful and small plastic beads
- A teaspoon to measure and stir salt water

Resources - YouTube videos: https://www.youtube.com/watch?v=qREKP9oijWI

https://www.youtube.com/watch?v=mkC-NXAZ1M0
- Experiment idea from: http://www.kidspot.com.au/things-to-
do/activities/floating-coloured-water-experiment

Procedure
Introduction 1. After having finished quiet time yoga, get the students to quietly take a
(15 min.) seat at the carpet area. Begin by introducing the idea of ocean water by
playing the YouTube video which just shows ocean waves crashing on a
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beach. Ask the students to quietly watch the video for a couple of
minutes and think about what they notice.
2. After watching the ocean waves video for about 2 minutes, turn the
volume down on the speakers but continue the video. Using the blank
KWL chart to jot down student answers, ask the students the following
questions and to raise their hands with responses:
I. What do you already know about the ocean water?
II. What do you wonder about ocean water?
3. After discussing these questions and taking a few student responses to
each, explain to the students that today we will be looking in particular
at why and how the ocean is salty.
4. Direct the students attention to the Smart board again and play the You
Tube video Why is the ocean salty?
5. After the video, bring a small table or chair in front of you (flat
surface) at the carpet area and get the students attention again. Explain
we are going to do a little experiment using salt water:
I. Have 2 clear plastic cups in front of you, both labeled
(tap water & salt water), 1 filled with warm tap water, the
other filled about halfway with warm water and about 4
teaspoons of salt water (well stirred). Explain the
difference to the students.
II. Ask the students what they think will happen when 1
drop of blue food colouring to each cup, and take a few
student responses. Then add 1 drop of food colouring to
each cup, observing with the students how the colour
mixes in the tap water but not the salt water.
III. Then explain that you have a few plastic beads and will
add them to each cup. Ask the students what they think
will happen and take a few student responses. Then add a
few plastic beads to each cup and observe with the
students how the beads sink in the tap water but float in
the salt water. Make sure all the students can see this.
IV. Explain to the students and make the connection that the
ocean is salty as well. This is why it is easier to float in
the ocean than in a lake. Ask the students to test this if
they remember next time they are swimming in an ocean
or lake. Explain that the animals in the ocean area
adapted to this salty water and need it to be like this to
Lara Buchmann-Duck Wed. Feb. 8th 17

survive.
6. Explain to the students that at their tables they each have a blank
piece of white paper. On the side table are various colours of pencil
crayons. When they get to their tables, they will draw a picture of
the experiment or something they learned today. They have to use 5
or 6 different colours (depending on their age). They need to take
their time and not rush to get to centers. When they have finished
their picture, they will come to me at the yellow table and tell me
about their picture and 1 thing they learned.
7. Get the star student to pick table groups and get to work.

Body of Lesson 1. As the students work on their drawings of what they have learned,
(13 min.) circulate amongst them making sure they know what they are doing
and staying on task. Make sure they are not rushing their work and
provide extra instruction if needed. Carry out some formative
assessment by observing and conversing with the students about
what they have learned. Be ready at the yellow table as students
finish to check their drawings and ask them about what they have
learned. Make sure the students have put their names on their
drawings.

Closure 1 As students finish their drawings and have them checked at the yellow
(2 min.) table, they will be dismissed to go to centers.

Sponge Activity N/A

Assessment Observational: Observe/converse/use questioning with the students to get a
sense for their understanding of cause and effect and how the ocean is salty.

Specific Learner Some students may need some extra support and guidance with their drawings
Considerations and with finding something they have learned.
and Adaptations