Laura Johnson's Sink or Float Lesson Plan.pub, Study Guides, Projects, Research of Childhood Development

Download Laura Johnson's Sink or Float Lesson Plan.pub and more Study Guides, Projects, Research Childhood Development in PDF only on Docsity! Sink or Float? Suggested Grade Level: Third Grade Concept: Recording data, learning what sinks and floats Materials: • Water • Big clear bin (that can hold water) • Smaller clear water-holding containers (for each table) • Varying objects to measure sinking or floating—I’m using; chocolate egg, button, crayon, rubber band, paper clip, cotton ball, apple, ice cube, play dough, tweezers, penny, q-tip, rock, key, rubber band, Troll doll, plastic egg, bal- loon, index card, tea bag, comb, eraser, foam cup, plastic knife • Can of colored soda and diet colored soda • Float or sink prediction worksheets • Float or sink results worksheets Measurable Objects: • Students will make predictions about what sinks or floats • Students will record data Anticipatory Set: Show the class your container of water and tell them you’re going to test some objects to see if they sink or float. Tell them they’re going to get to guess if their objects will sink or float and then they’ll get to test each object at their table. Instructional Input: Prior Knowledge: Sink, float, predict or guess, writing Procedure: 1. Show them your container of water and tell them how to properly use the water, not splashing or playing in it. 2. Show them a worksheet like they’ll be using and tell them what each column is for. USDA-NRCS South Missouri Water Quality Project Earth Team Early Childhood Education Program 3. Take an object that you know will float and one that will sink (ones they’re not using) and show them how to pre- dict, then put them in the water and show them how to re- cord their data. 4. Pass out the worksheets. 5. Pass out the water containers and objects. 6. Have them test their objects and record their information. 7. After everyone’s tested all their objects, pass out t-chart sheets and have them complete those sheets using their first sheets for reference. 8. After everyone’s finished, have them share what floated and sank. 9. Show them the colored soda and diet colored soda and ask if they think they’ll float or sink. 10. Put them in the water—the colored soda will sink and the diet colored soda will float. 11. Tell them it’s because the diet colored soda has no sugar but the colored soda does, and it’s heavier than the artifi- cial sweetener. 12. Collect the worksheets. 13. Have the students write a journal entry about why they think things float and sink based on what they saw in the experiment. Modeling: 1. Show/explain proper “water etiquette” - not splashing or spilling or playing in the water. 2. Pick one object that you know sinks and one that floats (ones that you’re not giving the kids) and using the sheet they’re going to use or on the board show them how to predict whether they will float or sink. 3. Put the object in the water and tell the class whether it sank or floated, then record it under 1st try, then do it again for 2nd try. Check for Understanding: 1. Pass out prediction worksheets. 2. Ask the students which column they will put their marks in for predictions, 1st try and 2nd try. Guided Practice: 1. Pass out the objects (one for each person in the group, USDA-NRCS South Missouri Water Quality Project Earth Team Early Childhood Education Program Name __________________________________________________ Will it Sink or Float? Write the name of the objects you’re testing, whether you think it will sink or float, and for each trial, whether it sank or floated. USDA-NRCS South Missouri Water Quality Project Earth Team Early Childhood Education Program Sink Float USDA-NRCS South Missouri Water Quality Project Earth Team Early Childhood Education Program