Cory Atwood Title of Lesson: Will it sink or float? Teacher: Susie Coleman Date: April 25, 2010 Subject: Science Grade Level: 1st grade OBJECTIVES Students will categorize a variety of objects into groups of “sinkers” and “floaters” Students will be able to make and test predictions about sinking and floating. WV CSOs SC.O.1.1.1 Ask questions about themselves and the world SC.O.1.1.6 Collect, record and compare information using a variety of classification systems (e.g., ordering,

sorting, or sequencing) and using a variety of communication techniques (e.g., sketches, pictographs, or models) SC.O.1.2.9 Predict and investigate the buoyancy of objects in water. SC.O.1.3.4 Listen to and be tolerant of different viewpoints while working in collaborative groups SC.O.1.1.5 Use safe and proper techniques for handling manipulating and caring for science materials National Standard: Properties of Objects and Materials: Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers. RATIONALE: This lesson is designed to help students understand the importance of making predictions as well as

introducing them to the idea of observations for purposes of scientific inquiry. Essential Question(s): What are predictions and how can we use them in science? Why do certain objects sink or float? MANAGEMENT FRAMEWORK: Overall Time: approximately 45-50 minutes Special Arrangements: Computer hooked up to Smartboard Time Frames: 10 minutes- book reading 7 minutes- discussion/teacher modeling 3 minutes- Student predictions 15 minutes- student experiment time 5 minutes- interactive movie 10 minutes- assessment/closures STRATEGIES: Auditory: Teacher Led discussion/reading of book “The Puddle Pail” Visual: demonstration and modeling with tubs of water and objects/ short movie Written: completion of sink or float prediction, activity and assessment sheet, Tactile/Kinesthetic: placing the objects in the water to see if they sink or float Adaptations: -Extra guidance for students with learning disabilities - Extension activity for students who finished early. PROCEDURES: INTRODUCTION:

Begin by reading aloud a book “The Puddle Pail” to the students that can be tied into the topic of sinking and floating.

Brainstorm on what it means to sink or float. Post the two words “sink” and “float” on the board. Have the students define the words for you

and then make a class list of items they have seen float and sink as well as items they think will float and sink. EX. Can people float? How about a boat?

BODY:

Discuss what causes some things to float and some to sink. Ask the students why they think this happens. (Answers may include “because it’s heavy” or “big”.

Discuss how factors such as weight, material and the amount of air the object contains are important.

Model for the students using a tub full of water how to predict. Set the tub of water in the front of the class and have students gather around you. Examine one of the objects closely, asking students to note some of the things they observe about the object. Then ask students to predict whether they think it will sink or float. Place the object in the water and ask the students to describe what happens. Repeat this procedure with several items. Model for them how to log their prediction and result in the Sink or Float Activity Sheet (See attached)

Next gather the students in groups (6 in each group), giving each group a “grab bag” that includes 6 random items that will either sink or float.

Explain to the students that they will get to participate in a fun experiment where they get to predict what the object will do when placed in the water.

Have the students take a few moments to observe each object and write down their predictions. Now it is time to fill up the three tubs of water and place one at each table. Explain to the

students the strict ground rules when working with the water ( be careful, no splashing, no horseplay, clean up messes etc)

Give students time to do the experiment. Go around the room to guide and direct student behavior and exploration

Have the students head back to their seats when finished. Discuss their predictions and results of experiment as a class

CLOSURE:

Bring students to the carpet to sit, and have them watch a brief cartoon movie that addresses sinking and floating. (Pause the movie periodically to ask some questions. )

Students will go back to their seat and will be given the Sink or Float Worksheet (see attached) to complete.

ASSESSMENT: Diagnostic:

Asking students the meaning of sinking and floating What have you seen float? What have you seen sink?

Formative: Going around the room before experiment to see if students make can make their predictions

and then run two trials to see find the result. Summative:

Students will complete the Sink or Float Assessment Sheet that will be graded with a checklist (see attached)

Sink and Float Activity sheet will be graded by a rubric (see attached) Student Work Samples (see attached) #1 #2 MATERIALS: Tubs for water (5) Student grab bags filled with objects to test: pencil, battery, paperclip, rubber band Paper towels Newspaper (to prevent mess) Objects for teacher modeling: seashell, metal clamp, wooden ruler

Reflective Review (see attached) Back Student Checklist for Sink or Float Lesson

Student Name

Student wrote two words on lines

Words were in the correct place

included an illustration to depict both objects

Student made predictions before testing objects

Student #1 yes yes yes yes

Student #2 yes yes yes Yes

Student #3 no no yes Yes

Student #4 Yes yes yes No

Student #5 No yes Yes no

Student #6 No yes Yes no

Student #7 yes yes Yes yes

Student #8 Yes yes Yes yes

Student #9 Yes Yes Yes yes

Student #10 Yes yes Yes no

Student #11 Yes yes Yes yes

Student #12 No yes Yes yes

Student #13 Yes yes Yes yes

Student #14 Yes yes Yes yes

Student #15 No yes Yes no

Student #16 Yes yes Yes yes

Back

Worksheet Back

Process Below Avg. Satisfactory Good Great

1. made a clear prediction for all objects 1 2 3 4

3. Circled result on the 1st

trial run for objects 1 2 3 4 4. Circled result on the 2

nd trial run

1 2 3 4

Sink or Float Activity Rubric Name:

Total : _____________

Activity Sheet back to procedures

Student Sample #1

Back.

Student Sample #2

back

back

1. Planning I was able to take the objectives and formulate them into a lesson plan that first graders can

accomplish and be assessed on. My materials were also very helpful. I was able to use them as visual

aids and modeling tools to show the students exactly what they will be doing in their experiment. I

challenged students with higher order thinking and divergent thinking skills by asking them to

predict the outcome of the buoyancy of objects. I also asked questions that challenged their

understanding of why something sank to the bottom or floated to the top.

Now that I have taught the lesson, there is one major thing that sticks out to me I would change

in the lesson plan. The first thing is the book that I read to the students. I was unable to locate a

book that really was able to be tied into the lesson strongly, so I had to use my imagination and tie it

in loosely. I would have liked the book to have better introduced the concepts of the lesson and fuel

a more extensive discussion. I would have also probably shown the brief movie before I had the

students do the experiment. However; I was pleased with how the West Virginia CSO’s were

integrated into the lesson. I believe the students now have a better understanding of how to predict

using what they know and also have a better understanding of why some things float and others

sink.

2. Implementation I believe that the lesson overall went smoothly and was implemented well, but there are

some parts that need revising. The short movie that I showed the students went well. They seemed

engaged and attentive and readily answered my questions. I also feel I was successful in getting the

students to be excited about predicting what would sink or float in my modeling demonstration. I think

that my objectives and strategies were appropriate to the age level. Although we studied why things sink

or float, it wouldn’t be developmentally appropriate to tell the students the meaning of buoyancy,

displacement, and the physics behind it. The lesson’s primary goal was to get the students predicting as

scientists, and to study some factors that cause different objects to sink or float. The timing of the lesson

worked out quite well. The lesson was planned to finish in forty-five to fifty minutes and we finished in

approximately fifty one minutes. I think the pace was lively and kept the students’ attention because we

weren’t doing one part of the lesson for too long which allowed them to refocus and remain engaged. I

enjoyed this lesson because I felt more comfortable and was able to move around the room more to

manage student involvement and pace. One thing I would change in the implementation of the

experiment. Instead of placing the bag at the table I would give the objects to the students one by one

to test and record.

3. Attention to individual differences I feel as though I used a variety of strategies to help different students learn. I used oral

strategies by asking student’s questions and engaging in discussion, but I also addressed visual

strategies by writing down what we discussed and displaying by way of the Elmo. Auditory strategies

were introduced by means of the brief video. Tactile and kinesthetic learners were also able to learn

by way of the experiment. During the experiment I was able to meet the needs of the inclusion

students by providing extra attention, guidance and management for them as they completed the

task. Early finishers would have the opportunity to play an interactive game on the available

computers that further addresses sinking and floating.

4. Focus on relationship and student response The students and I related well in this lesson. They seemed excited to learn and answer the

questions that I posed for them. The students remained attentive and quite enthusiastic during the

explanation and experimental part of the lesson. In the beginning when I read the book the students

seemed sluggish, because they had just gotten back from physical education class. For the most part I

didn’t have to do any pulling of teeth to get the students to respond. They were excited because they

don’t often get to do hands on activities in the classroom. This lesson provided much opportunity for the

students to work collaboratively in groups.

5. Planning and Implementing Higher Order Thinking Skills This lesson gave students the opportunity for analyzing by having them classify objects as those

that float and those that sink. They were able to analyze what the objects were made out of, how

heavy they were and the shape of them to analyze the outcome when they placed them in the

water. The students got experience with making predictions in new ways. The students were given

opportunities to make decisions, experiment and solve problems.

6. Assessment The lesson included means of diagnostic, formative and summative assessment. Diagnostic:

Asking students the meaning of sinking and floating What have you seen float? What have you seen sink?

Formative: Going around the room before experiment to see if students make can make their predictions

and then run two trials to see find the result. Summative:

Students will complete the Sink or Float Assessment Sheet

The students were given ample feedback during discussion on their progress and understanding of

the material. We were also able to do this when we reviewed their predictions and results sheet that

they filled out during the experiment. The rubric that grades the float and sink activity sheet and

assessment sheet indicate the level of mastery of the student. I also think they have a better

understanding of why some objects sink and others float.

7. Data-Based Decision Making

There were sixteen students in the class. Out of those sixteen students, eleven of the students

mastered the objectives of making predictions and classifying objects as sinkers and floaters. Most of the

lost points from the other five students were due to the student error in circling two predictions on their

sink or float activity sheet. This data tells me that most students learned what I wanted them to learn.

Next time I teach this lesson I need to take extra time in explaining and checking for understanding to

make sure the students understand what a prediction is. Next time I will change the order of the lesson

and make sure that I give the students more explicit instructions and model correctly the desired action.

First graders are not are not accustomed to participating in such experiments, the need for this explicit

instruction is greatly increased. One area I need to work on to approve my effectiveness, is to have give

more time for student input and questioning. This will help them to explore the concept deeper and ask

meaningful and relevant questions.

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