Professional Documents
Culture Documents
Standard(s)/Guideline(s):
1. Make inferences, generalizations, and explanations based on evidence (Cognition and General Knowledge: Science - Science and Inquiry Application Inquiry)
2. Use language to communicate in a variety of ways with others to share observations, ideas and experiences; problem-solve, reason, predict and seek new
information
(Language and Literacy - Listening and Speaking- Expressive Language)
Pre-assessment of current knowledge: Students predicted and tested the buoyancy of various objects in the previous lesson.
Learning Experience
Academic Language:
Buoyancy, egg, sink, float, clay, density, air,
Procedural steps:
The teachers will call students over in small
groups of 2-3. We will review the chart of
predictions and what actually happened in our
previous experiment about sinking and floating
various objects.
Then we will look at the characteristics of objects
that sunk and those that floated. (hopefully
students will understand that the things that sank
were heavy and those that floated were lighter).
We will then use an empty plastic egg without the
holes covered. Students should see bubbles
coming out and the air escaping and water
coming in the egg and how it goes from floating to
sinking.
4. The teacher will ask students why they think that
happened. The other teacher will write down
student quotes about why they think it sunk or
floated.
5. The teacher will then move on asking students will
the egg with the holes covered with duct tape sink
or float.
6. The students will drop the egg in the water and
observe it floating.
7. The teacher will ask what do we need to do to this
egg to make it sink? The teacher will prompt the
students as needed to say something about
making it heavier.
8. The teacher will say we can add this clay into the
egg to make it heavier. We are taking out the air
and making the egg more dense.
9. Students will add clay in different amounts up until
the egg sinks. The teacher will talk about how the
eggs were more densely filled.
10. The teacher will again ask the students why the
egg sank rather than floated. The other teacher
will record student responses.
11. The students would then wash their hands after
finishing the experiments and go to the next area
to draw a picture in their journal of which egg sank
and which floated. The teacher will write their
quote in their journal.
Authentic Materials: (Describe authentic real life,
hands-on materials.)
Water, plastic eggs, clay
Adult Roles:
Janine and Mary Ellen will take turns asking
questions and facilitating the experiment and
when it floats. This informs our future instruction because instead of having some students talk about how the object floats due to it having air, we
can have them use buoyant instead.