DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELED 4300 SCIENCE LESSON PLAN TEMPLATE

(8/23/14)
Teacher Candidate Christine Capel Grade Level 1 Title Sink or Float Observations
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
18 students, 10 girls, 8 boys
ELL students
All WIDA level B (tested last spring)
Diana, Alexa, Christopher, Evelyn, Alan
SPED referral
Alexa
Behavior students
Talon- restless, moves around a lot
Sela- attitude
High level learners
Ryne, Jaxon
IEP
none
Classroom environment:
There are five tables with 3-4 students are each table. There is a rug in from of the tables and a small group table in the
front right corner of the room. Teachers desk is in the left front corner. There is a small class library by on the back left side
of the room by the door. There are also some computers in the back of the classroom. The class has a computer, Elmo,
smart board, and white board.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)

State Standard/Objective:
Objective 2 Analyze objects and record their properties.
B. Predict measurable properties such as weight, temperature, and whether objects sink or float; test and record
data.
Content Walk-Away: I will be able to predict whether objects sink or float, test my predictions and record data.
Language Walk-Away: I will be able to record data.
Vocabulary: sink float, data, hypothesis, observations

TEACHER BACKGROUND INFORMATION:

Displacement explains why objects sink or float. Displacement occurs when you place something in a fluid, or any substance
that flows, and it moves the fluid out of its way. You can watch displacement at work when you drop an object in a cup of
water and the water level rises. The object pushes the water out of its way, making the water rise. An object will sink if it
weighs more than the water it displaces, and an object will float if it weighs less than the water it displaces. The Greek
mathematician Archimedes discovered that the amount of water displaced by an object depends on the mass of that object.
Mass is the amount of matter in a substance, and dense objects have more mass than less dense objects. Dense objects that do

not displace much water will sink, while less dense objects that displace a lot of water will float.

Shape can also help an object float. A ball of clay will sink, but a canoe shape made from the same amount of clay can float
because it pushes more fluid out of its way in relation to its weight. The amount of air inside of an object can also help it float.
Boats can float despite the heavy and dense materials used to build them because of the large amount of air inside the hull.

Hollow objects, such as table tennis balls or an empty plastic bottle, are able to float better than solid objects like baseballs or
filled water bottles.
Many children believe that heavy objects sink and lighter objects float. Point out that some heavy objects like boats float, while
relatively lighter objects such as coins sink. Encourage them to hypothesize why objects sink and float. Have them draw on
prior knowledge and describe observations they have made of sinking and floating objects. Encourage them to make
comparisons and connections.
http://www.brainpop.com/educators/community/lesson-plan/sink-or-float-background-information-for-teachers-and-parents/
Buoyancy
Why do some things float and others sink? The first thing that comes to mind for many people is that it depends on how heavy
an object is. While an object's weight*, or more properly its mass** does play a role, it is not the only factor. If it were, we
could not explain how a giant ocean liner floats while a small pebble sinks. Mass matters, but there is more to it.
The ability of an object to float is described as its buoyancy. The buoyancy of an object is its tendency to float on or rise in a
liquid. An object that floats in water is said to be positively buoyant. An object that sinks is negatively buoyant. To determine
an object's buoyancy, both its mass and volume* must be taken into consideration. The relationship between object's volume
and mass is called its density*. Density is defined as the mass of an object per unit volume. Mathematically, this relationship is
described using the following equation
density = mass / volume
The standard metric unit for density is grams per cubic centimeter (g/cm3).
In order to explain how an object's density influences its buoyancy, the behavior of an object placed in water must be
understood. When an object is placed in water, even a floating object displaces some of that water. The amount of water
displaced is a function of the object's mass. The object sinks into the water until it displaces an amount of water equal to its
own mass. A 1 g object will sink until it displaces 1 g of water. This is independent of its size or shape. Since water has a density
of 1 g/cm3, a 1 g object will displace 1 cm3 of water.
http://scienceprimer.com/buoyancy
Why does an object float? To answer this question return to the principles of pressure with depth. Water has a much higher density
than air and can therefore exert more pressure on objects. This is true not only when an object descends in the water but also when an
object is supported in the water by floating. The pressure of all of the water below an object pushes up on the object. That pressure is
greater than the downward pressure exerted by gravity. A boat, while its materials may be more dense that the water uses its shape to
distribute that pressure in such way that the upward pressure exceeds the downward pressure. Not until the objects overcomes the
pressure of the water (like when the Titanic filled with water) does the object sink.
Buoyancy force is the upward force exerted on an object. Archimedes principle states that any floating object displaces its own weight
of fluid. Thus any object that floats does so because the force pushing it up is equal to the weight of the fluid that was displaced. As a
sinking ship takes on water, that water is no longer being displaced, but sucked in. The boat increases its weight, giving gravity a
stronger edge. Eventually, the boats weight overcomes the upward pressure and goes down. The Archimedes principle
did not consider surface tension of fluid, but as this only modifies the amount of fluid that is displaced, the principle of buoyancy holds
true.
Objects that float on or toward the surface of the water are said to be positively buoyant. Objects that sink are negatively buoyant. And
objects that hover, that is neither rise or fall, are said to be neutrally buoyant. The experiments done in this lesson allow students to
discover these various positions. Any submersible vehicle must be designed to achieve negative buoyancy so that it can dive, positive
buoyancy so that it can ascend, and neutral buoyancy if it is to move along at a certain depth to gather information.

http://www.darkenergybiosphere.org/classroomconnection/assets/Do-objects-float-or-sink_Instructions.pdf

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) 5E-Evaluate
Formative Evidence (checking for understanding throughout the lesson):
Students are engaged and making predictions, students are charting data, and
participating.
Content Walk-Away Evidence (Summative):
Students will predict whether objects sink or float, test predictions and record data.
SIOP 1
Language Walk-Away Evidence (Summative):
Students will record data. SIOP 2

Approx.
Time

ACTIVE LEARNING PLAN

Approximate length of entire lesson: 40 minutes.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL: Examples, visuals,

explicit vocabulary instruction
Gifted and HLL: Students will
be able to use high level
thinking to make predictions
Talon: Class is moving around
the classroom

Teaching time: from 12:00 to 12:40

Activate/Building Background Knowledge

Boys and girls! Today, we are going to be learning some very exciting things and doing some fun
experiments. What kind of behavior do I need to see for us to learn AND have fun? Good, I need
students to be listening, no chatting, and keeping your hands to your self. Thank you! Put your
thumbs up if you have ever been swimming. Good, most of us. Have you ever used toys in the pool.
Some toys float like noodles and other sink like diving rings. Have you every wondered why? Have
you ever wondered why a heavy boat will float and a light coin will sink?SIOP 7,8 Today, we are
going to be scientists and do an experiments on what objects float or sink and why!

Our goal for today is to predict whether objects sink or float, test predictions and record data. SIOP 1,2 What
does predict mean? Good, it is when we think about what we will happen. Everyone say predict. Tell your
shoulder partner that a prediction is when you make a guess about something that will happen. Sometimes we
make predictions about whats going to happen next in a story we read. Today, we are going to make
predictions about if we think an object will sink or float. Use powerpoint to present. We will also be
recording our data. The data is what we are going to find about the objects, whether they float or sink. We are
going to be recording our data on this paper. SIOP 9, 10show students the paper. If an object floats we will
circle it and if it sinks we are going to put an X through it.
Formative assessment:
Learning Goal- Students will know the objective and begin understanding vocabulary.
Success Criteria- Students will say objective and vocabulary.
Assessment Strategy- Students talking and answering questions.
Modification/accommodations: (ELL, IEP, GATE, etc.)
ELL- Visuals, hand motions,
GATE- vocabulary
Focus Lesson (I do it) 5E-Engage
Show an interactive video (students will chose objects and make predictions).
https://www.youtube.com/watch?v=dy0S1Pv0eOE
We are going to practice making predictions while we watch this video. SIOP 12,14,11
Formative Assessment:
Learning Goal- Students will begin to understand how to make predictions.
Success Criteria- Students will decide if they think an object will sink or float.
Assessment Strategy- Students will make predictions and participate in class discussion.
Modification/accommodations:
ELL- Students will be able to see how things sink/float
Guided Instruction (We do it) 5E-Explore
Students will stay at rug while I bring a tub of water over. I have a ball of play-doh and a flat piece of playdoh. They both weigh the same. Do you think they will sink or float. Tell you shoulder partner if you think that
the ball will sink or float. SIOP 16,18Good, If you think ball will float stand up. If you think the ball will sink
stay sitting. Feel free to change your mind. Do the same for the flat piece. Good!! Now, lets test it. I will chose
two students sitting quietly to come help me. Chose two- One ELL and Talon. Drop the play-doh in. Wow!!
The sunk and the flat piece floated. Why do you think that is?? The two pieces of play-doh weigh the same but
one sank and one did not! This is because of surface area, or the amount of area an object takes up. The flat
piece did not move enough water out of the way for it to sink like the ball. SIOP 11
Now, lets try a can of pepsi and a can of diet pepsi. Talk to your shoulder partner about whether you think they
will both sink, float, or if one will sink and one float and why. Stand up if you think the pepsi will float, stay
sitting if you think it will sink. SIOP 25, 19 Do the same for the diet. Good, everyone sit!! You can change your
mind at any time. Have two students come up and drop the cans in the water. Wow!! The diet pepsi floats but
the regular pepsi sinks! Why do you think that is?? Good, its because of density. Density is how compact an
object or liquid. The regular pepsi is more compact because it has sugar in it.
Formative Assessment:
Learning Goal: Students will know that some things float and others sink.
Success Criteria: Students will be able to better predict if an object will sink or float.

Assessment Strategy: Students are discussing and making predictions.

Modification/accommodations:

Collaborative/Cooperative (You do it together) 5E-Explain

Before we start to test the other objects we have today we need to make predictions if we think the objects will think he
objects will sink or float. Use the powerpoint to drag the items to the spot the students think it should go.
Stand up if you think the apple will float. Good. Count the number of students standing. Sit down. Why do you think that
it will float? Why do you think it will sink? Continue this with the all other objects and leave on board during the
experiments.
Split the students up in their three centers groups. There will be three stations that students will work at. Now, we are
going to split up in groups to test more items. Each person will need a clip board and a piece of paper to record you data!
Remember to circle the items that float and X out the ones that sink and we will compare this data with our predictions.
Walk around and guide discussions. SIOP 15,16,17,20,21,2324,25
Formative Assessment:
Learning Goal- Students will predict if objects sink or float and will test them.
Success Criteria- Students will make predictions and do the experiment.
Assessment Strategy- Students are participating.
Modification/accommodations:
ELL- Support these students and help them use the new vocabulary.
GATE- they will be able to make predictions as they do the experiments.
Behavior- getting up and moving, active
Independent (You do it alone) 5E-Elaborate
Students will fill out data on their own as group does the experiment together. SIOP 30
Summative Assessment: Data worksheet
Modification/accommodations: ELL- pictures and works for objects
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Good work students!! Its time to come back to the rug to see if our predictions were correct. Check the students
predictions with what really happened. Our goal for today was to predict whether objects sink or float, test predictions

and record data. Did we do that? Yes! What did it mean to predict? Good, we make predictions when we used our minds
to think it the object would sink or float. How did we record our data? Yes, on our papers. SIOP 27,28
http://teachers.henrico.k12.va.us/staffdev/clough_d/DragDrop/SinkFloatDrag.swf
http://www.brainpopjr.com/science/forces/sinkorfloat/draganddrop/

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of
content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills
(reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to
improve my practice and student learning?

Note: You must arrange to have at least 40 minutes to teach your lesson.