Learning Cycle Lesson Planning Form

Science Topic/Content Area:

Grade Level:

GLEs to be Addressed:

Physics
Matter/Investigating Solids in Water

2nd

2.2.2 Observe and describe physical properties of objects (freezing

and melting, sinking and floating, color, size, texture, shape,
weight)
2.2.3 Describe the properties of solids, liquids, and gases

1. What concepts/big
ideas do you intend
students to learn?

What makes an object float or sink?

2. What do you
expect students to
understand about this
concept and be able
to do as a result?

Students
Students
Students
Students

3. Why is it important
for students to learn
this concept?
(Rationale)

Students will understand density, or how closely packed together the molecules of a substance are.
There are several examples of why it is important for students to learn about density. Ask the students
who likes to go fishing? Who has been on a boat? Who has been in a pool or the ocean? All of these
things involve density. For those who like to fish, why might density be important? Allow some
discussion about this. Then ask, if you had to make a boat on a budget, what would you make it out of?
What things are important to consider when making a boat? These questions can be asked in the
engage section below.

Whether an object sinks or floats depends on its density. Students will experiment with objects and
make predictions while learning about density.
will
will
will
will

investigate what happens when they place solids in water.

describe their observations of the solids in water.
perform a test to determine which solids float and which solids sink.
describe and compare the similarities among the solids that float and those that sink.

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

4. Provide an
overview/ explain
what teachers should
know about this topic.
What miscon-ceptions
do students typically
have about this
concept? (Lesson
Background Info)

In this lesson, students will perform a simple test by placing solids in a cup of water. The investigation
is the source of a wealth of observations and student discussions. For example, some solids float and
others sink. Some sinking solids drop to the bottom of the cup immediately, while others drift down
slowly. The floating solids are submerged in the water to different degrees. Discussions of the
similarities and differences among the objects that sink and those that float deepen students
understanding of the properties of solids. Molecules are tiny particles that can only be seen with a
microscope. Some objects have molecules that are packed closely together. Others have molecules
that are packed more loosely. This is density. Objects with tightly packed molecules are denser and
sink. Paper clips ad pennies are dense. Objects with more loosely packed molecules are less dense and
float. Wood, cork, and sponges float.
Misconceptions:
Things float if they are light and sink if they are heavy.
Students consider irrelevant factors such as whether it has a hole, its size, or the volume of the liquid.
Students consider mass or volume instead of density.

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

5. What specific
activities might be
useful for helping
students develop an
understanding of the
concept in each
phase of the Learning
Cycle?

Engage:
Ask the students to think about what they have seen in the water. Have them describe what they
remember about these items. For example, students might describe their observations of toys in the
bathtub or rafts in a swimming pool. Next, ask the students who likes to go fishing? Who has been on a
boat? Who has been in a pool or the ocean? All of these things involve density. For those who like to
fish, why might density be important? Allow some discussion about this. Then ask, if you had to make
a boat on a budget, what would you make it out of? What things are important to consider when
making a boat?
Preparation:
1. Hand out a blank sheet of paper to each student.
2. Write Our observations of solids in water on the top of a large sheet of paper.
3. Create a Venn diagram on another large sheet of paper. Label one circle Float and the other
Sink.
4. Make sure each tray contains one complete set of the 20 solids. Place the trays and the paper
towels at the distribution center.
5. Pour water into plastic tubs so each is about 2/3 full.
Exploration:
1. Set out the 20 solids (listed in materials) and have students predict if each object will sink or
float. Students can pick up and explore each object before making a prediction.
2. Have students collect the trays of solids, the tubs of water, and the paper towels.
3. Ask students to divide their paper into four columns, labeled object, prediction, sink, and float.
Students will record the name of the object first and write either sink or float in their prediction
column. Then they will perform the test and see if the object sinks or floats and put a check
mark in the appropriate column.
4. Give students a few minutes for free exploration. Then, encourage them to place the solids in
the water, one at a time, and to carefully observe what happens. Ask questions such as the
following:
a. Does the solid sink or float?
b. Do all the solids that sink move to the bottom of the cup at the same speed? Do some sink
faster than others?
c. Do all the solids that float sit on top of the water? If not, how are they different?
d. Do the solids look the same when you observe them from the side of the cup as when you
look at them from the top of the cup?
Explanation:
1. Invite a few students to describe what might happen if they placed the steel ball and the Ping-

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

2.
3.
4.
5.
6.

7.

8.

Pong ball in a cup of water. Then, let students know they will have the opportunity to test a set
of solids to see what happens when they place them in a cup of water.
After students have had ample time to investigate, invite them to sort the solids into two groups
those who sink and those that float. They can use the trays to separate the two groups.
Ask students to draw a Venn diagram and write the names of the solids in the appropriate
sections of the Venn diagram on the basis of the results of their investigations. Encourage
students to discuss with each other why they think some solids both float and sink.
Ask students to empty the water into the sink. Have students return the solids and trays to the
distribution center. Ask them to wipe any water that has spilled on their desks. Have them keep
their completed record sheets at their desks.
Display the chart Our Observations of Solids in Water. As students share their observations,
record their comments on the chart. You may want to ask some of the questions listed in step 4
of the procedures to help focus students observations.
Display the class Venn diagram with the circles labeled float and sink. Ask students to
inform you where you should place each picture. Use this opportunity to discuss any solids that
can be placed in the intersection of the two circles. (The only solids that may be appropriate are
the plastic cup lid and the spoons.)
Use the class Venn diagram to help students summarize what they discovered about the solids
that float and sink. The following questions may facilitate the discussion:
a. How are the solids that float similar?
b. How are the solids that sink similar?
c. How are the solids that float different from the solids that sink?
d. Why do you think the plastic cup lid and the blue plastic spoon floated at first and then sank?
Have students take out their science journals and turn to the page from Lesson 2 on which they
drew and wrote about one solid. Ask them to draw and write about something new they learned
about this solid. Does it float? Does it sink? If it floats, how does it sit in the water? If it sinks,
does it sink quickly or slowly?

Extension:
Set up a learning center with a large container of water and some clay, such as Plasticine. Invite
students to make balls of clay, place them in the water, and observe what happens. Ask them to find a
way to make the clay float and then challenge them to design clay boats that float. You can also give
students a ball of aluminum foil and ask them to make a boat. As a final activity, invite them to design
a clay or aluminum boat that will hold 10 marbles or pennies.

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

6. In what ways would

you assess students
understanding or
confusion about this
concept?

Formative Assessment:
Engage: Students will participate in a class discussion about water, including sinking, floating, fishing,
and boats.
Explore: Students will predict whether the objects will sink or float.
Explanation: Students will record what they learned about their solid in their science journals and
complete a Venn diagram.
Extension: Students will try to make a clay or aluminum boat that holds 10 pennies.
Summative Evaluation:
The LPS Science Matter CSA will be used for the summative assessment of the matter unit.

7. What materials/
equipment are
needed to teach the
lesson?

For each student:

*Science Journal
*Pencil
*Blank Paper
For every two students:
*2 Plastic Trays
*1 Set of 20 Solids (blue plastic spoon, blue rubber ball, blue wood cube bead, blue Unifix cube, red
wood golf tee, red pipe cleaner, red octagon jewel, red plastic button, ping pong ball, small white plastic
spoon-taster spoon, plastic cup lid, stainless steel ball, steel washer, steel nut, jumbo metal paper clip,
brass washer, bobby pin, acrylic cube, acrylic cylinder, cork)
*1 Clear Plastic Tub

8. References (Please
list all resources
consulted in
developing this form)

For the class:

*2 Large Sheets of Paper
*1 Marker
*Water
*Paper Towels
LPS Science Standards
LPS Matter Grade 2 Unit 2
Solids and Liquids Teachers Guide (NSRC/STC)
http://www.ied.edu.hk/apfslt/v6_issue1/costu/costu5.htm
http://www.homeofbob.com/science/misconceptions/densitySurfTensi.html
http://www.indypl.org/kids/blog/?p=9042
https://learningcenter.nsta.org/discuss/default.aspx?tid=DEmgaykYMe8_E
http://easyscienceforkids.com/all-about-sink-and-float/

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)