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Student Name: Julia Longo Date: November 15, 2017 Age Group: Kindergarten

Purpose: Purpose:

Reason for After a discussion with my supervisor it was decided that I would
developing learning implement a science related activity this week. The students were
experience. This briefly introduced to sinking and floating when they conducted a
could be in response pumpkin investigation. This week I will re-introduce the topic of
to an observation, sinking and floating and we will conduct our own experiment as a
discussion with the class. I will read a short story with the students, identify the meaning
site supervisor, of sink and float and later predict what will happen with each of the
Ontario Curriculum six objects. After predicting the outcome we will then test each of the
Objective, etc. objects in the water as a class and determine the result.


- Document what
you saw and
- Document non-
(i.e., body
language, facial
expressions and
voice tone)
- Document in
detail: who, what,
where, and when
- Documentation
should be written
in past tense,
objective, and in
anecdotal format
Sink or Float- Science Lesson
Learning Experience
What are you
planning in response 1. Children will enhance their problem solving (4.2) by
to your purpose? brainstorming the outcome of the experiment
2. Children will enhance their listening to others by listening to
- Label your
the lesson without distraction and understanding and
experience (e.g.
Painting with following oral directions
cars). 3. Children will enhance their questioning (4.4) by asking
- What are your 3 questions that can be answered through the experiment and
objectives for this asking questions to clarify their understanding
experience? (i.e.
What interests Who is involved?
are you
extending? What 31 students
strengths and Educator
opportunities for
growth are you Where will it take place?
ting?) Classroom carpet
Please Note: You
should refer to
appropriate Prediction sheet with each of the objects listed
pedagogy to Container filled with water
support your 6 objects (plastic egg, hockey puck, golf ball, pencil, feather,
discussion around penny)
strengths and
opportunities for Implementation
growth (e.g. ELECT, 1. I will introduce the short story to the students by reading them
How Does Learning the title will it sink or will it float
Happen, Ontario 2. After reading the title I will ask the students if they know the
FDK Curriculum,
meaning of sink and float
etc). 3. Once each of the words have been defined I will begin reading
the story
4. After the story is finished I will show the students the different
Describe the objects I brought for the experiment
experience: 5. I will then hold each object up one by one and ask the students
if they think the object will sink or float
- Who will be 6. I will count the students for each objects and write a tally on
involved in the the prediction sheet
experience? 7. Once we have predicted for each object I will call up one
- Where will the
student per object to test it in the water
experience take
place? (e.g. 8. Once the student places the object in the water I will ask the
Indoors or group of students if it floated or sank
outdoors? In the 9. We will then count the number of objects that sank and the
dramatic centre, number of objects that floated
the creative table,
- List the materials
and resources you Teaching Strategies:
will use
Sensory Engagement
- Describe the
implementation Students learn best by using their senses. With this activity the
of the experience,
students will be able to touch real life objects and place them in the
with a step by
step description water to determine if they will sink or float. They will be able to feel
- List and describe the weight of the object and make predictions.
2 teaching
strategies. How Telling, Explaining and Informing
will you use
Information such as the names of objects, facts and behaviours are
them? Why have
you chosen these learned through social interaction. With this activity the students will
strategies? be encouraged to discuss the name of the object and what it looks
like. They will also actively participate in their learning by having the
opportunity to place the object in the water and test it. Once it is
tested they will explain what happened.

- What went well?

Provide examples
for how you know
it went well.
- What didnt go
well? Provide
examples for how
you know it didnt
go well.
- What did you
- What might you
do differently
next time you
implement this
same experience
and why?
- Did you have to
make any
adaptations or
modifications? If
so, what were
- What type of
experience might
you plan to
extend on this
Field Supervisor Feedback: