KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Val Morrison and Morgan Barr Date: 2/25/2014 Cooperating Teacher: Group Size: 24 Coop. Initials Allotted Time 20 minutes Grade Level Kindergarten

Subject or Topic: Sink and Float Section

STANDARD: 3.2.K.A1- Identify and classify objects by observable properties of matter.

I. Performance Objectives (Learning Outcomes): Kindergarten students will categorize different objects depending on if it sinks or floats. II. Instructional Materials Hand out Aluminum Plastic Sponges Pencils Apples Soda Tray Bucket Water Book III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea A. Prerequisite skills a. Record Data b. Knowledge of weight c. Know about predictions B. Key vocabulary a. Density- Mass per unit volume b. Weight- How heavy something is C. Big idea a. What characteristics do objects share and what are the differences between sinking and floating objects.

b. What items sink, what items float.

IV. Implementation A. Introduction I will play the book Who Sank the Boat? By: Pamela Allen. Questions: What animal sank the boat? Why do you think the smallest animal sank the boat? Have you ever floated in water? PowerPoint presentation on why somethings float and why somethings sink. (Basic concepts) B. Development 1. Students will be set up in groups of four. 2. Each table will have a tray full of objects and a bucket. 3. Each individual student will receive a handout to record their data. 4. Before the students test each object, they will make predictions on whether they think the object will sink or float. 5. Once they make their predictions, they will test each object individually. 6. They will circle their result on the handout whether each object sank or floated. 7. They will repeat the procedure twice for every object to make sure they got accurate results. 8. Once each group is done testing every object, we will come together as a group and discuss each tables findings. We will also talk about how many of them predicted correctly.

C. Closure 1. The students were able to find the differences of objects that sink or float and they became familiar with the term density. 2. Once each group is done testing every object we will come together as a group and discuss each tables findings. We will also talk about how many of them predicted correctly. 3. I will ask them why the certain objects floated, and why the certain objects sank. 4. Tomorrow we will learn about how pennies can affect whether aluminum foil sinks or floats.

D. Accommodations/Differentiation

We will write the steps of the experiment on the board so children can follow along and read the process as they go. Also when the video of the book is playing online we will provide certain students with the book to follow along. E. Assessment/Evaluation Plan 1. Formative- we will collect each students worksheet to make sure they completed the experiment and understand the lesson. We will also have a checklist to use during the experiment to make sure everyone is participating. Before they leave they will have to turn in an exit slip containing two questions. Checklist questions o Are they completing this assignment? o Are they working well together as a group? o Are their answers correct? Exit slip questions o Name one item that sinks o Name one item that floats 2. Summative- There is no summative for this lesson.

V. Reflective Response A. Personal Reflection Was my hook effective? How could this lesson be improved? Did I give clear instructions that were easy to follow? VI. Resources Forbes, E., & Hale, J. A. (1996). Simple science fun: hands-on science made easy. Huntington Beach, CA: Teacher Created Materials. Sink or Float. (2014, January 1). Science NetLinks. Retrieved , from http://sciencenetlinks.com/student-teacher-sheets/sink-or-float/