Planning Guide

Name Mary Wilkinson________ Date_3/23/2017_ Time_30-45 Min_ Lesson Topic: Sink or Float_ Grade Level __1st__

Lesson Type: Introduction Review Reteach Ongoing Unit Group Size: Whole Class Small Group

What Taught How Taught How Evaluated

(Concept/Process) (Instructional Strategy) (Demonstrate learning)
State Core Expectations for behavior: Assessment: The student
Standard # Follow directions, stay on task, leave materials on desk until asked to touch and use them, stay will demonstrate learning by
3.2b- Analyze objects sitting at carpet, with legs crossed until asked to stand up and work at tables.
Pre-Assessment:
and record their
Ask students what
properties Objective: (At the end of the lesson you will be able to)
objects they know of
You will predict and analyze which ten objects will sink or float, and record the results on a
Concept/process
that sink or float
chart.
statement: The student will
The student will predict Introduction (5-7 minutes): Formative:
and analyze which of 1. Attitude Orientation: Walk around and
10 objects will sink or a. Anticipatory Set: Have students come into the classroom, sit on the carpet, and observe students as
float, and record the begin talking with them about your friend Mr. Quack. Discuss with them that you they carry out their
results on a chart live by the duck pond at BYU, and that you like to go and talk to Mr. Quack! But experiments
this morning, you walk outside, and noticed that Mr. Quack was missing. Then,
when you came back from lunch, you looked at your desk and found this bottle Post-Assessment:
with a note in it, and you are wondering if it was from Mr. Quack. Students will Collect prediction and
see bottle floating in the bucket. Open the bottle, and pull out the note- it is from results papers and
This is important Mr. Quack, and he is stuck on an island in the middle of the ocean, and he only check that they are
because . . . has the items in the bag to make a raft out of, he needs them to tell him what filled out with 95%
Students need to sinks and floats so that he can make a raft. Students need to help him get home proficiency
understand the basics 2. Schema Orientation:
of physical science and a. Ask students what happens when they put things like rocks in the water, do they
how to make sink or float? Why do students think things sink or float? What about when we
predictions jump in the water? Do we sink, or do we float? Can we do both?
3. Activity Orientation:
a. Tell students that they are going to be working in the groups found in their tables.
They will each be taking the items in turn and testing to see if the items sink or
float. The process will go as follows: the students will each look at the object and
make a prediction about whether or not they think that the object will sink or
float, they will circle this prediction on their worksheet. After making their
prediction, they will test out their hypothesis, by one person placing the object in
 the water, and the same person taking it out. This person is in charge of that
specific object- so only they can touch it. Once they have found out if the object
sinks or floats, they will write either sink or float on their worksheet. When we
are all finished, we will come back to the carpet and talk about it as a group.

Activity:
Each student will choose 2 objects within their groups. The students are able to choose the
objects, and they are completely in charge of those objects, only they are allowed to touch them.
The students will pass each object around so that they can make a prediction about if the object
will sink or float. Then they will test the objects one at a time. They will repeat this process for
each object- once they have found out if the object sinks or floats, they will write down either
sink or float. Once they are finished with this, the students will meet once again at the carpet.

Response:
Discussion: The teacher leads the class in a whole group discussion regarding the experiments
that they just performed. Briefly discuss the results. The teacher asks the class questions
regarding if the students noticed one object sunk and then floated, one floated and then sunk, etc.
Help the students engage in a conversation regarding this. Ask them why they think this
happened.

Closure:
Have a discussion with students regarding what caused the objects to sink and float. Talk about
the different molecules and how some were close together, and some were far away from each
other. Talk to the students about why this would cause the objects to sink or float. Then tell them
that they need to think about what they would use to build a raft for Mr. Quack, because they
will be writing him a note next class telling him.

Materials: Fast Finisher (if needed): Learner

Pencil Turn over paper and have students draw pictures of things theyd like to test if we did this Accommodations:
Sink or Float experiment again. Use pictures
results chart instead of words
Set of 10 on the paper.
objects at each Read out loud
table: Spoon,
cork, sponge,
marble, straw,
 paperclip,
toothpick,
penny, lid,
crayon.
Tack and
Rubber Band
for modeling
Paper towels for
each towel.