Acacia Garcia429 Lesson Plan 3

Teacher Candidate: Acacia Garcia Subject/Grade: Science/Kindergarten

Lesson # 3 Date and Time of Lesson: 11/07/2013 @ 9:30a.m.

Learning Objective: The students will be able to identify what a prediction is, how a prediction is made, and that predictions are not always correct. Alignment with Standards: SC Science Standards: K-1.3 Predict and explain information or events based on observation or experience. K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water). Developmental Appropriateness or Cross-curricular connections: Students will have prior knowledge of explaining information and events and be able to observe a science experiment in an appropriate, well-behaved manner. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) The teacher will ask each student to explain what it means for an object to sink, what it means for an object to float, and what it means to make a prediction. Students will answer in their own words. The teacher will have students make their own predictions and give reasons as to why the students believe an object will sink or float. The students will complete a handout to identify objects that sink and float. Handout will be collected when finished. Use of Formative Assessment I will use the assessment data for future instruction on using predictions in the classroom. Students will be able to make their own predictions based on information that they know. They will be able to use predictions in other science experiments.

Pre-Assessment: Students will identify what it means for an object to sink, what it means for an object to float, and what it means to make a prediction.

During Assessment: Students will make their own predictions that identify whether an object will sink or float and why. Post-Assessment: Students will be able to identify objects and state whether they can sink or float.

Accommodations: Early finishers will be able to work at a sink and float center with teacher supervision. Slower paced learners will be given extra time to complete their handout during centers. If a student with special needs is having difficulty, the teacher will go into more depth and answer any questions that students may have.

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Materials: Smart Board Laptop Handout PowerPoint of objects that sink or float Clear Plastic Box Tray Towels Paper Towels Many items that sink or float Water Chart Paper Markers Procedures: 1. The teacher will call the students to the carpet. The students will sit on their assigned squares. 2. The teacher will ask the students: (students must raise their hands in order to be called upon). a. The difference between sinking and floating b. What it means to make a prediction 3. When students have been given the chance to answer, the teacher will explain what it means to make a prediction and what sink and float mean. a. predictions--what they think will happen before we do our activity b. Predictions are not always right c. sink--to go down below the surface of water d. float--to rest or remain on the surface of a liquid 4. The teacher will show a PowerPoint of objects that either sink or float. Students will be asked to put their thumb down if the objects sinks or thumbs up if the object floats. a. This will prepare children to think and make their predictions in the next activity 5. As a class we will conduct an experiment for items that sink or float. 6. Students will be asked to make their own predictions on whether an object sinks or floats. a. The teacher will hold up different objects, the students will put their thumbs up if they think the object floats and thumbs down if they think the object will sink b. The teacher will then place the object in the clear container to test whether it will sink or float c. This will be done with 10 or more different objects 7. The teacher will ask the students: a. Why do some objects sink and why do some float? i. Heaviness, lightness, (density) 8. When finished with the whole group experiment, students will be given a handout that they must complete. a. The handout will be placing different objects from our experiment to show whether they sunk during the experiment or if they floated.

Acacia Garcia429 Lesson Plan 3

b. When finished, students will hand their sheets in for further observation. Activity Analysis: Practicing making predictionsstudents will be able to see different objects on the smart board that may sink or float. They will have to identify whether or not they think the object will sink (thumbs down) or float (thumbs up). When we do our whole group and small group activity, the objects shown on the smart board will be used. This will get students to start thinking about their predictions and how objects in their classroom are different densities. I will use the smart board to incorporate pictures of objects that will be used in later activities. The pictures will be exactly what I use for the entire lesson (Ex. Rose Art Glue Stick picture= Rose Art Glue Stick during sink or float experiment). Sink or Float experimentstudents will be able to observe and predict whether an object sinks or floats. They will make their own predictions about the objects and as a class we will talk about why we think the objects sink or float. The objects used will be what we see in the classroom such as an eraser, glue stick, pencil, marker, crayon, scissors, etc. I will not use technology to do this because it should be hands on and students should be able to see objects sink and float in real time. The use of technology would not be implemented well into this experiment. References:
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