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Daily Lesson Plan #1

Teacher: Chloe Corley


Overall lesson topic/title: Will it Float or Sink?
Process and content GLCEs or NGSS for this lesson:
P.PM.02.12 Describe objects and substances according to their properties (color, size, shape, texture,
hardness, liquid or solid, sinking or floating)
P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape,
size, sinking or floating.
Rationale:
This lesson is important for students to discover patterns in order to answer the question of what makes an
object float or sink?. Students will begin to see common characteristics in things float and sink and will
can use this finding to narrow down reasons for why an object floats or sinks. Students will also learn the
importance of naming characteristics and why classifying helps in explanations of patterns.
Materials & supplies needed:
Clay ball
Dice
Rubber Whale
Sponge
Marble
Flat clay (in boat-like shape)
Ping pong ball
Plastic bottle
Fish Tank
Water
Worksheet (See Attached)
Introduction to the lesson
Lets think about some of our answers to our question of
how do you know if an object will sink or float?.
Some of you said that it depends on the texture, size,
roundness, or heaviness of an object.
Based on your reasons, we are going to test different items
to see if we can find patterns in objects that float or sink.
What are characteristics?
How do we know what characteristics are important to look
at?
What are characteristics about Luis?
Teacher will write characteristic categories on the board
Color, Shape, Weight, Texture,
Hardness, State of Matter

Differentiation
Based on the science talk, students used
terms to describe typical objects that
sink such as hard, smooth, round,
but isnt exclusive to an object that sinks
or floats. More academically advanced
students mentioned the weight of an
object, while other students mentioned
specific objects that they have seen sink
or float. This lesson allows all students
to discover patterns and combine ideas
to see why a plastic bottle (mentioned
by lower academic level students) is
lighter (higher academic level students).
Students can test their theories with each
item and will see whether their
hypothesis was correct or not.

Formative assessment
OUTLINE of activities during the lesson
Ground Expectations (3-5 minutes)
Today we are going to be doing a lot of whole group work.
What does this mean for us?
What should our classroom look and sound like?
You are not to touch anything unless you get permission
from the teacher and when I pass around each item.
Whole Group (20 minutes)
Using this worksheet (see attached), I want you to make a
hypothesis of each item by checking the float or sink
box.
You will write the item in the first box and I will write it on
the board.
You will feel and observe the item and make a prediction of
whether or not the object will sink or float.
You will then put at least five characteristics based on the
categories we listed on the board.
After we have each item written down, we will test each
item to write in sank or floated in the last column.
Whole Group (20 minutes)
We will start with the clay.
Raise your hand if you think it will sink.
Raise your hand if you think it will float.
Students will see each item tested and will write floated or
sank based on what each item did.
Individual (20 minutes)
I want you to look at your predictions and see whether your
prediction was right or wrong.
On the back of the paper, I want you to write about why you
think your prediction was wrong and what might be the
reason for it.
Try looking at the characteristics that you have and see if you
notice any patterns.
When your group is done, I want you to compare your
thoughts by reading what you wrote to your group mates.
Write one similarity and one difference between you and your
group members.
Closure for the lesson
Whole Group (5-10 minutes)
Now that weve tested each item, tomorrow we will sort
out our findings to see if we can answer our questions.
You were able to see different items that floated or
sinking, even some being the same shape.
Tomorrow we will see if we can answer why something
that is the same shape and color can float.
It will be a process, just as we did with testing our states

-Students will be assessed based


on the worksheet provided.
-Students would have needed to
list characteristics based on the
listed categories (at least 5
accurate characteristics)
-Students will be assessed based
on whether or not they listened to
other group members and found a
similarity and different.
Differentiation during assessment

Students may be assessed


differently based on academic
level. Students needing academic
assistance will be assessed based
on oral response. One student
will special needs will be
assessed based on the accuracy of
writing whether the item floated
or sank either by writing or
orally.

of matter, but after collecting data, we reached a


conclusion.

Item

Sink

Float

Characteristics of the
Item

Did it sink or
float?