Sink or Float Lesson Plan

1 General Information Lesson Title: Sink or Float Subject(s): Science Grade/Level/Setting: First Grade 25 students total (12 boys and 13 girls) • 12 students are on-grade-level readers • 6 students are two grades above reading level (2 is identified as gifted and talented) • 4 students are English learners at the intermediate level • 3 students who are identified as having special needs Prerequisite Skills/Prior Knowledge: ● Students know the difference between sink and float. ● Students are able to participate in work stations. ● Students are capable of cleaning up spills. Standards and Objectives State/National Academic Standard(s): Indiana Department of Education (2016) stated: ● SEPS.3 Constructing and performing investigations - Scientists and engineers are constructing and performing investigations in the field or laboratory, working collaboratively as well as individually. Researching analogous problems in order to gain insight into possible solutions allows them to make conjectures about the form and meaning of the solution. A plan to a solution pathway is developed prior to constructing and performing investigations. Constructing investigations systematically encompasses identified variables and parameters generating quality data. While performing, scientists and engineers monitor and record progress. After performing, they evaluate to make changes to modify and repeat the investigation if necessary. ● SEPS.8 Obtaining, evaluating, and communicating information - Scientists and engineers need to be communicating clearly and articulating the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations, as well as, orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs. Learning Objective(s): ● The students should accurately organize a variety of objects 80% according to observable characteristics by completing hand-on activities. ● Students should accurately predict 90% of time whether an object sinks or floats. ● Students will be able to pass a quiz using the clickers with 75% accuracy. Materials ● ● ● ● ● ● Small plastic container Water Random objects that will both sink and float (Ex: rock, paper, pencil, leaf, marble, sticker). Paper towels Floating and Sinking worksheet Glue sticks Technology ● ● SMART Response Clickers SMART Board Interactive Whiteboard The SMART Response Clickers and SMART Board Interactive Whiteboard supports student learning by allowing effective independent learning. Using the clickers students will also be able to take their quiz, and receive instant feedback anonymously. 2 ● Scissors The teacher will be able to use the interactive whiteboard, so the students will be able to take and get their quiz graded all at once. Language Demands Language Function(s): ● Students will be able to explain the difference between the following words: science, sink, observe, float, experiment, predict. Vocabulary: 1. Sink 2. Float 3. Predict 4. Observe 5. Experiment 6. Science 7. Density Discourse and/or Syntax:. ● While in pairs, students will participate in conversation with lesson specific vocabulary. Planned Language Supports: ● Throughout the lesson, students will be given a picture of a bucket of water to use as an anchor chart for discussing lesson vocabulary. Instructional Strategies and Learning Tasks ● ● Anticipatory Set: Activity Description/Teacher Student Actions Teacher will present to the class a ● The students will listen and watch the bucket filled with water, and tell them teacher test some items. they’re going to test some items to see if they sink or float. The teacher will tell the class going to guess if their items will float or sink, and then they’ll get to test each object at their table. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions ● ● ● Have students gather in a group and explain to them that they will learn about floating and sinking. Show them the bucket filled with water and all of the items that will be used. Define the terms sink and float. When an object is submerged, it sinks. When an object lies on top of liquid, it floats. ● ● ● ● Students listen for key words and read them aloud. Students pay attention, while the teacher presents and explains each term.. Students repeat the key words aloud. Students predict whether various objects will sink or float. 3 ● ● ● ● ● ● ● ● ● ● Have students guess which items would sink and which ones will float. Remind students that lighter items are more likely to stay on top of the water, while the heavier objects will most likely sink to the bottom of the bucket. Drop a few items into the water to show the students how you would like the items to be placed. While avoiding splashing, show them what to look for to determine whether the item floats or sinks. Make a “sink” and a “float” pile to separate your items in the correct corresponding pile. Guided Practice: Activity Description/Teacher Student Actions Match students up in pairs. Make a ● Students will predict whether an object in poster called "Working Like Two Peas the water will sink or float. In A Pod" to review the guidelines for ● Students predictions will be recorded on interactive group conversations. the Sink or Float activity sheet. 1. Listen carefully to others. ● One at a time, students will put an item 2. Only one person speaks at a into a bucket. Students will then watch time. and record the outcome on their activity 3. Talk about the topic or text. sheets. Have the students raise their hands, if they agree to follow these rules for group discussions. Allow students to test one item at a time, putting them in their respective item piles as they complete them. Assign each paired group to another group, and have them discuss which objects sunk and which objects floated in their new group. Go around and check their piles for correctness, as groups finish. Make sure students return to their seats, after they clean up any accidental spills. Independent Student Practice: Activity Description/Teacher Student Actions The teacher will read and explain the ● By themselves, the students will cut out worksheet directions to the students pictures located on the bottom of the 4 ● ● ● ● ● aloud. Teacher collects each student's data sheet and checks their predictions. The teacher will observe the student's progress, while they are completing the experiment. worksheet and place them in the correct position, either on the left if the object floats or on the right if the object sinks. ● Students need to raise their hand, after they have placed the pictures so their work can be checked by the teacher ● The student may glue down the pictures, after the teacher checks it and it is correct. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions Ask students if anything surprised ● Gather students into a group. them, when they were doing the ● Ask students to discuss the material as a experiment. class and share specific information from Review the students' understanding the book. between sink and float. Read a book to the students about sink and float. Differentiated Instruction Gifted and Talented: Students will be given an opportunity to draw and label each object. EL: Students will be given a picture glossary to refer to when needed. Students with Other Special Needs: ● Educational interpreter (ASL, signed English, cued speech, oral) ● Extended response time. Assessment Formative ● Examine students' worksheets as well as their "float" and "sink" piles to determine, if they accurately organized a variety of objects 80% according to observable characteristics. ● While the students are performing the experiment, the teacher monitors their progress. ● In their own data sheet, have students focus on their predictions and outcomes. ● Collect students' data sheets and review their predictions to ensure that students correctly predicted whether an object will sink or float at least 90% of the time. Summative ● Students will use clickers to complete a multiple-choice quiz. ● Students will be given clickers and will be able to demonstrate their understanding of sink or float by passing a quiz with a score of at least 75%. The quiz consists of ten questions, with one point awarded for each correct answer. 5 6.a. The gifted and talented students will have a separate worksheet than the other students that allows them to draw and label each object in a provided box. 6.b. Non-English students will be provided with a picture glossary. Students will be able to follow along while using a picture glossary. 6.c. Students who have special learning needs specifically deafness, will be provided an educational interpreter and extended response time. Using both methods will allow the students to communicate effectively and in a timely manner. 7.a.A 1 - minute reflection writing assignment will be used for the formative assessment. Using the 1 minute reflection writing assignment helps monitor student progress, because the reflection allows the teacher to see how well the student understands the sink or float concept. 7.b. Multiple-choice questions will be used in this lesson for the summative assessment. The clickers can be used for grading a 10 question quiz, because the instant feedback allows both the teacher and students to see if the students have reached at least 80% competency. 8. Skills: ● Students will be skilled at organizing objects. ● Students will be skilled at developing a T-graph. State/National Academic Standard(s): Indiana Department of Education (2014) stated: ● PS.4: Model with mathematics - Mathematically proficient students apply the mathematics they know to solve problems arising in mathematics. everyday life, society, and the workplace using a variety of appropriate strategies. They create and use a variety of representations to solve problems and to organize and communicate mathematical ideas. Mathematically proficient students apply what they know and are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. ● 1.M.1 - Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight,and temperature. Indiana Department of Education (2016) stated: ● SEPS.3 Constructing and performing investigations - Scientists and engineers are constructing and performing investigations in the field or laboratory, working collaboratively as well as individually. Researching analogous problems in order to gain insight into possible solutions allows them to make conjectures about the form and meaning of the solution. A plan to a solution pathway is developed prior to constructing and performing investigations. Constructing investigations systematically encompasses identified variables and parameters generating quality data. While performing, scientists and engineers monitor and record progress. After performing, they evaluate to make changes to modify and repeat the investigation if necessary. ● SEPS.8 Obtaining, evaluating, and communicating information - Scientists and engineers need to 7 be communicating clearly and articulating the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations, as well as, orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs. Plan: 1. The teacher will display random objects, while asking the students if the items would sink or float. Students will then observe the teacher dropping random objects into a bucket of water. 2. In pairs, students will test three objects and make a tally mark chart. They will discuss the results with their partner, and retest their items if they don’t agree. 3. Coming back together as a class, the teacher will reference the tally mark chart. The teacher will ask, “What item(s) out of these 3 floats? Which item(s) sank?” 4. These questions lead to the objective for the day. Students will test 10 items off of an assigned 5. table. These items are to be from the table only. Students have freedom in which item from the table they choose, as these items are all teacher approved. a. Students will be given 15 different item options. They are to make predictions on which item will sink and float. b. Students will put one item in a bucket. c. After the item sinks or stays afloat, students will record this information on their blank tally mark chart. Sink Float d. Repeat with each item until all items have been tested. 6. The students will organize their data into a T-chart. Using this T-chart, they will write 3-5 sentences about their results in their math journals. 8 Assessment: Formative: 1. Have students complete an exit slip about what they have learned and their overall results. 2. Informal observation by the teacher. Summative: 1. Students will demonstrate their understanding T- charts and buoyancy by passing a quiz with at least 85% competency. The quiz contains 10 questions, one point will be given for each answer. B2. Cross-curricular modifications will help students engage in the sink or float lesson by using a tally chart. Using these modifications will help students make more relevant connections and create more understanding.