Learning Activity Plan for PreK-Grade 2

Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher

Hanna Friedman

Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Brief description of the
lesson

How do boats float? A float and sink exploration.

Cognitive Development:
Critical & Scientific thinking

Nursery (3-4 years old)

Classroom Number

The aim of this lesson is to promote childrens ability to think critically and
scientifically. This includes observing, making predictions, formulating
hypotheses, assessing outcomes, and re-evaluating prior knowledge. From prior
lessons, children know that boats float atop water. Yet, until the children
authentically experience how boats float, the concept will remain abstract and
unattainable. In order for children to understand how boats float, they need to
understand the properties of float and sink. The children will be provided with a
variety of materials such as ping pong balls, large marbles, pom-poms, pennies,
paper clips, and twigs. First the children will observe these items, and predict
whether or not the items will float or sink on an experience chart. Children will
also explain their predictions. For example, a child may hypothesize that the
paper clip will sink because it is made of metal, while the ping pong ball will float
because it is made of plastic. Then the children will test their hypotheses in the
water table, and observe whether or not their predictions were accurate.
Following the activity, children will reconvene in a large group circle to discuss
the outcomes of the experiment, and adjust their responses on the experience
chart accordingly.

Learning Activity Plan for PreK-Grade 2

This lesson is:

Rationale

Timeframe

Objective(s) of the
activity

A new concept/activity

Children are hands-on learners. As a wise educator once said, If a child cannot
feel it, see it, smell it, and hear it, then the child has not learned it. As a result
this lesson will provide children with a hands on, sensory and cognitively
stimulating activity to solidify their knowledge of transportation, and more
specifically how boats float. Through learning the concepts of float and sink,
childrens vocabulary will also be expanded. Moreover, observing, predicting,
hypothesizing, testing, and re-evaluating will strengthen the crucial cognitive
skills of critical and scientific thinking. This will enable children to imagine
outcomes, become aware of real-world happenings, and adjust expectations. As
a result, children will be better equipped to solve problems in the future.
Total Approximate Time: 25 minutes
Small Group lesson will be approximately 15 minutes.
~Five minutes discussing how children believe boats float. (~5 Minutes)
~Five minutes introducing materials and predicting if materials will float or
sink.
~Five minutes testing predictions/hypothesis in the water.
Large group lesson will be approximately 10 minutes.
~Ten minutes reviewing outcomes of experiment and adjusting predictions
on experience chart to match real-world outcomes.
Independent practice will be conducted over a period of five days with no specific
time constraint. Children will have access to new and old material on the
discovery table and will be able to test whether the material float or sink in the
water table during free play and center time.
As a result of this learning experience, children will be able to predict outcomes
and formulate hypotheses. Moreover, children will be able to verbally explain
outcomes and adjust their previous expectations.

Learning Activity Plan for PreK-Grade 2

Connections to
standards

Language Objectives

This lesson addresses the NYS Early Learning Guidelines to promote positive
outcomes in:
Domain IV- Cognition and General Knowledge
A. Children demonstrate awareness of cause and effect: Recognizes which
element of an object causes the effect in simple relationships (e.g. the beads
inside the box make noise).
B. Critical and Analytic Thinking: Children compare, contrast, examine, and
evaluate experiences, tasks, and events: Compares experiences with adult
assistance. Organizes objects by more than one pre-selected characteristic. Uses
comparative words. Uses actions or words to justify choices.
J. Properties of ordering: Children sort, classify, and organize objects: Identifies
categories of objects. Orders several objects on the basis of one or more
characteristics through trial and error. Classifies everyday objects that go
together. Places objects in a specific position (e.g. first, second, third).
K. Scientific Thinking: Children collect information through observations and
manipulation. Identifies and distinguishes between sense (e.g. tastes, sounds,
textures). Uses nonstandard tools (e.g. blocks, paper tubes) to explore
environment. Uses standard tools (e.g. magnets, magnifying glass) to explore
environment. Participates in experiments provided by adults and describes
observations (e.g., mixing ingredients to bake a cake).
L. Scientific Thinking: Children engage in exploring the natural world by
manipulating objects, asking questions, making predictions, and developing
generalizations. Asks questions and finds answers through active exploration.
Records information from an experience (e.g. drawing, storytelling, writing,
photographing). Makes predictions and develops generalizations based on past
experiences. Uses vocabulary to show recognition of scientific principles to
explain why things happen (e.g. uses words such as sink, float, melt, freeze).
Children will be able to define the words float and sink. They will also be able to
name and identify materials that either float or sink. In addition children will be
able to verbalize their predictions, explain their hypotheses, and verbalize why

Learning Activity Plan for PreK-Grade 2

outcomes may not match their predictions.
Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)

Technology inclusion (if

applicable)
Procedures (step by
step)

Large Lined Paper/Experience Chart (for graph): Will the item float or sink?
5 Black Washable Markers
1 Clipboard with white piece of paper
Printed strips of paper that read Float and Sink
Materials to be used in experiment: spoon, penny/coin, stick/twig, little plastic
cup, feather, golf ball, ping pong ball, bouncy ball, cork, Styrofoam packing
peanuts.
Photos of the material being used in the experiment: spoon, penny/coin,
stick/twig, little plastic cup, feather, golf ball, ping pong ball, bouncy ball, cork,
Styrofoam packing peanuts.
Digital camera to document the stages and outcomes of the experiment.
Anticipatory Set (Connection/Motivation)
The lesson will be introduced in a small group circle, involving four or five
students. The children will be asked how they believe boats float on water. They
will also be asked how they believe boats sink, or go underwater. Then, the
children will be introduced to the materials that will be used in the experiment.
The materials will be passed around the circle and the children will have the
opportunity to feel and examine each item. Then, the children will predict
whether an item will float or sink when put in the water table. The childrens
answers will be recorded on an experience chart that will be revisited after the
experiment has been performed by the whole class.

Learning Activity Plan for PreK-Grade 2

Instruction/Mini Lesson
Gather the small group (four or five children) at the water tables with the items
in a bucket, a clipboard and marker in hand to record whether each item floats or
sinks, and a digital camera.
Begin by instructing each child to reach their hands into the bucket, and pull out
one item. Then, the children will take turns dropping their item into the water
table. As they drop the items, observe whether the item floats or sinks. Discuss
whether or not the outcome is in accordance with the childrens predictions. To
record responses, the teacher will write down the outcomes and childrens
reactions on the clipboard, as well as take photos using the digital camera.
When, the children are done testing all items in the bucket, choose one child to
retrieve and count the number of items that float. Then, choose another child to
retrieve and count the number of items that sink. Record these numbers on the
clipboard.
Independent Practice
Upon completion of the game, tell the children, The material used in this
experiment will be available on our discovery table for you to play with in the
water table or other areas of the classroom during free play and center time. I
will also place new items so you can make new predictions and test your them on
your own.
Closure (sharing/reflection, next steps)
To complete the experiment, when all of the children have performed the
experiment, gather them into a large group circle. Begin by reviewing the
childrens predictions. Then referencing the clipboard and photos taken during

Learning Activity Plan for PreK-Grade 2

the experiment, correct false predictions. Discuss why certain items float while
others sink. Prompt the children to elaborate on their own theories regarding why
some items stayed afloat, while other sunk to the bottom.
To ensure that the children have achieved the goals of this lesson, observe
childrens independent practice over the course of the next few days. Take note
of the childrens ability to predict, test, and adjust their expectations due to
outcomes. In addition, observe childrens references of past experience to infer
information about future outcomes.
Next, children will create their own boats using materials that float to test if the
results of their experiment were true. This will deepen childrens understanding
of scientific concepts as well as foster childrens creative development.
Method of assessing
childrens
understanding of
lesson/activity/objective
(s)
(Be sure to include any
tools, rubrics/checklists
and/or worksheets you will
use for assessment(s)

Pre-assessment
To evaluate students
prior knowledge, I will
conduct informal
observations within the
classroom before
implementing the lesson.
More specifically, I will
assess students
cognitive skills in the
realm of critical and
scientific thinking.

Assessment of Student
Learning
To assess students learning,
I will document their
predictions, and comments
using a running record. This
will begin with the
anticipatory set, extend
throughout the course of
instruction, and continue to
students independent
practice. I will also use a
camera to document
students actions
throughout the lesson.
Then, I will present the

Assessment of
Childrens Language
Learning
By listening to the
childrens recollection
of experimental
outcomes during
closure, I will assess
whether or not the
children have achieved
the intended language
objectives of this
lesson.

Learning Activity Plan for PreK-Grade 2

Plans for differentiated

instruction/instructional
modifications

Follow up/Extension
activities

Any additional
information that would
be helpful for the
observer to know

photos to the children

during closure to assess
their memory and
understanding of the
experiment.
Supporting English Language Learners
To support English Language Learners, I will use
visual cues as well as extensive labeling and print
during every element of the experiment.

Supporting children
with identified delays
or disabilities
Through dividing the
children into small
groups, I will ensure that
all children, including
those with identified
delays and disabilities will
receive adequate
attention and assistance
from the teacher.
To further students learning that day in class, I will set out a sink/float sorting
game on the discovery table. I will divide the discovery table into two sections, a
float side and a sink side. I will place a small tub with water in the middle of the
table. Children will have the opportunity to experience novel items (smell, touch,
hear, taste) and determine whether these items will float or sink by testing them
in the bucket, and then placing the items on the float side or the sink side of the
table.

Learning Activity Plan for PreK-Grade 2

Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity