Sink or Float??

Science Discovery Lesson

Big Idea: Steps in the Right Direction

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s). Students will make a prediction and test materials to discover what objects
float and what objects sink.
B. Objective(s)
1. After making a prediction, students will test several materials to confirm or
reject their prediction.
2. After the lesson, students will identify what objects float and what objects sink.
C. Standard(s): 2.PS.4 Analyze data obtained from testing different materials to
determine which materials have the properties that are best suited for an intended
purpose.

II. Management
Materials:
-scissors -Styrofoam cup
-cotton balls -apple
-block -pencil
-dry noodles -empty pop can
-beans -paper clip
-rubber duck -tubs for water
-water -worksheets
-pencils -whiteboard/markers
-torpedo -pool rings
-small innertube -water basketball
-noodle

Behavior:
-Responsive call: I say Class Class and they respond Yes Yes
-5 Block system: I give them the sign language for the letters of BLURT and they will
put a block in their desk for not following directions or off task behavior (loss of all
blocks results in no free time at the end of the day)

Groups: Students will be grouped by their tables. (This grouping provides a blend of
skills and communication abilities).

Time: 35 minutes total

III. Anticipatory Set (Students at assigned seats5 minutes):

In the front of the room I have some toys laid out. There is a noodle, a small
basketball, a small innertube, a torpedo and rings. Who can tell me where you
might find these toys? (Call on student!) Good job! These toys would be found in
a pool. Can anyone tell me how we might use these toys in a pool? (call on
a student) Very good! The torpedo and rings are toys that sink to the bottom
of the pool and we go under water to get! The life jacket, basketball and innertube are toys
we use above the water. Raise your hand if you can think of any other toys you might use in the
pool! Lets have three volunteers tell us another toy and how they use it. (Call on three
students)

IV. Purpose: Today you are going to be making predictions about materials and then testing
them to see if they float or sink. Just like we will follow steps in our experiment today, we
followed steps in our math lesson to find the hidden treasure.

PLAN FOR INSTRUCTION

III. Adaptation to Diverse Students
Students will be split up into groups based on balanced abilities
Students will be given the vocabulary words on a guide sheet
The objects on the table will be labeled (this will help with students who struggle
with English or spelling)

IV. Lesson Presentation (Input/Output)

Input (students at their seats10 minutes) Today we are going to be working in
groups to test different objects. Before we test each object, you are going to make a
hypothesis. (write hypothesis on the board). An Hypothesis is a guess you make about
an object before further investigation. It is when you predict/guess what the answer to
the question will be. In our experiment today, you will be making a hypothesis about
what objects you think will float, and what objects you think will sink. When writing a
hypothesis, you can start by saying I predict_____ or I hypothesize that_____. For
example, if we were going to test this sponge, and the question was What will sink or
float? My hypothesis or guess would be I hypothesize that the sponge will float. After
you make a hypothesis, you test the object to see if you are correct. (test the object). In
this example, my hypothesis was correct. Your hypothesis does not have to always be
correct. It is just a guess before you start the experiment. As you test the materials, you
will learn if your hypothesis was right. Who can raise their hand and remind me what a
hypothesis is? (Call on student) Excellent. Before we begin our experiment, lets review
what it means to float and what it means to sink. (write words on board) To float means
to stay above the surface or water. To sink means to go beneath the water or surface. In
your groups today, you are going to be making a hypothesis, testing the materials, and
then checking to see if your hypothesis was right or wrong. By following these steps, we
will be able to come up with a list of objects that float and objects that sink. Give me a
thumbs up if you understand what we will be doing today?!

Output (Students at assigned stations17 minutes; set visual timer): In your assigned
groups, you will be working together to make a hypothesis about each object, and then
test the objects. At each station, you will find a tub of water. The tub of water is not to be
moved or played with. Leave it where it is at. You can take turns testing the objects so
everyone gets a turn. When you test an object, set it on the water gently. I do not want to
see water splashing over the sides of the bins. Please give me thumbs up if you
understand the water tub rules. Your station will also include a pile of materials and a
 worksheet to fill out. (walk over to station and explain how the worksheet works and the
materials at the station; worksheet is attached)

V. Check for understanding.

If students are confused on directions and the experiment process, we will do the
experiment as whole group.
If students are confused on the concept of floating and sinking, that will be reviewed in
the next lesson when we build boats.
Throughout the lesson, I will be observing, assisting and asking questions:
o What was your hypothesis for this object? Were you right? Why or why not?
o Where you surprised after you tested some objects? Why or Why not?
o What experiences do you have with floating or sinking objects?
o What are some other objects we could have tested? Do you think those would
have floated or sank? Why or Why not?
o What do the objects that floated have in common?
o What do the objects that sunk have in common?
o Do you think the amount of water in the tub makes a difference?
o How could we change this experiment next time?
o In what other subjects or areas of life do we make predictions? Can you give me
an example?
o What steps did we take to answer the question What floats or sinks?
o If I wanted to build something that floated, what materials might I use?

VII. Review learning outcomes / Closure (students at assigned seats 3 minutes)

Thank-you so much for working hard at your stations. Can I please have a volunteer
remind me what a hypothesis is? (call on student) As you made predictions, how many of
you got some wrong? Who can tell me a prediction they made that was wrong? (call on
volunteer) Looking at your sheet that you filled out and thinking about the experiment we
did, who can give me something that floats? Something that sinks? (call on a few students)
Today we followed steps to make a hypothesis, test our hypothesis, and then confirm or
reject it. Good work today!

PLAN FOR ASSESSMENT

Formative: Walking around and talking with each of the groups as they test the objects at their
station; asking the questions that are listed in the Check for Understanding section.

Summative: Having students hand in their worksheets; going over them to see if they tested the
material correctly. Including float, sink, and hypothesis on their weekly vocabulary quiz.

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. Were the students grouped appropriately?
8. Did the students have enough objects to test?
9. What other objects could I have included next time that the students mentioned or
asked about?
10. Did discovery occur during their station work?
 Sink or Float?
Name:________________________________

Object What do you think What actually

will happen? happened?

Sink Float Sink Float