Sink or Float?

Author: Brittany Meland Cooperating Teacher: Cheryl Subject/Content Area: Science Anticipated Length of Lesson: 30 minutes Grouping/Instructional Arrangement: Small Group Review of Content The key ideas to be taught during this lesson are; making predictions, conducting an experiment, and making a conclusion. This science lesson will incorporate the ideas of sink and float. Students will predict if an object will sink or float. The teacher will then assist the student and place the object in water. The student will determine if the object sank or float. Using hand-over-hand, the teacher will assist the student in filling out the worksheet provided. The knowledge of this topic requires the definitions of sink and float. The teacher will inform the students that float means an object does not touch the bottom of the container when placed in water; the object is visible above the water. Sink means an object touches the bottom of the container when placed in water; the object is not visible above the water. The only sources the teacher will use are a worksheet, adapted by Cheryl the cooperating teacher, and sink/float symbols created by Boardmaker. 1.0 Paul will be able to predict, using eye gaze, if an object will sink when placed in water with 100% accuracy. 2.0 Paul will be able to predict, using eye gaze, if an object will float when placed in water with 100% accuracy. 3.0 Paul will be able to assist the teacher in placing each object in water with 100% accuracy. 4.0 Paul will conclude, with eye gaze, that an object has floated with 75% accuracy. 5.0 Paul will conclude, with eye gaze, that an object sunk with 75% accuracy. 6.0 Paul will complete his worksheet, with teacher assistance, with 100% accuracy. 1.0 Leonard will be able to predict, using eye gaze, if an object will sink when placed in water with 50% accuracy. 2.0 Leonard will be able to predict, using eye gaze, if an object will float when placed in water with 50% accuracy. 3.0 Leonard will be able to assist the teacher in placing one object in water with 100% accuracy. 4.0 Leonard will conclude, using eye gaze, that an object has floated Date: 11/4/11 School: CHC Learning Center Grade Level: 6/7/8

Pre-planning

Behavioral Objective(s)

with 50% accuracy. 5.0 Leonard will conclude, using eye gaze, than an object has sunk with 50% accuracy. 6.0 Leonard will complete his worksheet, with teacher assistance, with 50% accuracy. List of Materials, Including Any Technology Materials: plastic containers (2), water, pumpkin (1 mini), wood (2 dinosaur shaped), coins (one quarter, one dime, one nickel, and one penny), corks (2), sponge (2), sink symbol (2), float symbol (2), smelly markers (2), worksheet (2). Technology: Dynavox of (1) student Align to Standards Standard Area: Science Level: Intermediate Standard 1 Key Idea 1 S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. S1.2c differentiate among observations, inferences, predictions, and explanations Standard 1 Key Idea 2 S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information. S2.1b conduct an experiment designed by others Standard 4 Key Idea 3 3.1 Observe and describe properties of materials, such as density, conductivity, and solubility. 3.1h Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser. 3.1i Buoyancy is determined by comparative densities. PLEP of Learners As stated in Pauls IEP; Paul will communicate when asked a question. Paul will use arm movement to complete an assigned task. Paul has previous knowledge of the sink/float topics. An introduction lesson was taught, however Paul did not meet the objectives. Therefore, I felt that a revisit was necessary. As stated in Leonards IEP; Leonard will respond when asked a question.

Leonard will keep eyes in a downward position to focus on an object. I am not aware if Leonard has previous knowledge of the sink/float topics. He was present for the previous lesson; however he was not conscious for most of the lesson. Leonard has a difficult time being motivated to stay awake. There are many materials we use to try and arouse him, such as Mylar and sensory stimuli. He did not answer any questions in the previous lesson. Therefore, I felt a revisit was necessary. Adaptations/ Considerations Paul: Paul should be placed directly in front of the teacher and objects being used, in order to maintain an upright and centered head position. Paul will be seated upright in his wheelchair, with his tray connected. Pauls Dynavox should be connected to his wheelchair, and his switch should be accessible to his left arm. Leonard: Leonard should be in a sitting position, with aide positioned directly behind him for support. There will be a mirror in front of Leonard to ensure the aide is able to follow his eye movements. A mini table, stomach/waist level, will be used and put directly in front of Leonard; should be only a few inches of space from his stomach. The container of water will be placed on this table. Leonard will be motivated to look down (he typically looks up at the ceiling). Leonard will also be given one choice; sink or float. His goal is to look at the one object. Providing two choices would not be appropriate. UDL: This lesson is accessible to each student because it incorporates participation, question and answering techniques, and a comfortable physical environment. Assessment Plan The teacher will determine if Paul has met objectives 1,2,4, and 5 by doing the following: The teacher will state a question to Paul. For example, the teacher may ask Paul, do you think the wood is going to sink or float?. While saying the word sink the teacher will shift the sink symbol up and down, and touch it to Pauls left arm. While saying the word float the teacher will shift the float symbol up and down, and touch it to Pauls right arm. Paul will gaze (maintain eye contact for 5 seconds) at the answer he chooses. Paul will be motivated to hit the symbol of his choosing with the associated arm, however this is not required. The same assessment plan will be implemented for questions given after the object has been placed in the water. The teacher will determine if Paul has met objective 3 by his willingness to participate. The teacher will ask Paul which hand he

would like to use to assist her in putting the object in the water. If Paul does not respond and is not willing to participate, the objective will not be met. A typical sign of willingness from Paul is a smile, arm movement, and having relaxed muscles in the arm he chooses. The teacher will determine if Paul has met objective 6 by his willingness to participate. The teacher will ask Paul which hand he would like to use to assist her in completing the worksheet. If Paul does not respond and is not willing to participate, the objective will not be met. A typical sign of willingness from Paul is a smile, arm movement, and having relaxed muscles in the arm he chooses. The teacher will determine if Leonard has met objectives 1,2,4,5, and 6 by doing the following: The teacher will state a question to Leonard. For example, the teacher may ask Leonard, do you think the wood will float? The teacher will hold up the float symbol, and watch for Leonards gaze to move toward the symbol. The goal for Leonard is to maintain eye contact with one object. Therefore, providing him with more than one choice would not be developmentally appropriate. Once Leonard maintains eye contact with the given object, his objective will be met successfully. Prompting is not considered an interruption of the objective. Most likely, several prompts will be used to meet objectives. The teacher will determine if Leonard has met objective 3 by his willingness to participate. Eye movements, looking down, and arm movements are all signs that Leonard is interested and willing to participate. Plan to Check for Understanding I will determine if Paul understands the lesson by using question and answer techniques. Questions will be asked before and after every object is placed in the water. I will determine if Leonard understands the lesson by using question and answer techniques. One symbol will be shown to Leonard as a reinforcer of the action. For example, if the object sank, I would ask Leonard, did the coins sink? I would hold up the sink symbol and direct him to look at it. Gain Students Attention At the beginning of the lesson, I will use the sink/float activity used in a previous lesson. I will tell students to practice floating (raising their arms up and over their head) which not only incorporates previous knowledge but also PT, and I will then tell students to

Openin g

practice sinking (lowering their arms and heads). During the lesson I will use verbal prompting such as Simon says to look at me. Review/ Activation of Prior Knowledge 1. Tell students that they are going to be conducting experiments similar to last weeks sink/float lesson. 2. Ask students if they would like the container of water near them so that they can help the teacher. 3. Remind students what it means for an object to sink. Do the same for float. The teacher will be sure to tell the students that it is important to understand the concepts of sinking and floating.

Explain to Students the Purpose for Lesson and Provide Rationale Review Behavioral Expectations

Before the lesson begins, I will tell Paul that I expect him to use his listening ears, and respond to each question I ask. His response choices are using eye gaze or using his switch. I will tell Leonard that when asked a question, he needs to look at the answer. I will also tell Leonard that he needs to keep his eyes down and maintain focus of the plastic bin where the objects will be placed into the water.

Teacher Modeling (I Do)

1. The teacher will fill containers with water and gather necessary objects (pumpkin, wood, cork, coins, and sponge). 2. The teacher will position students as described previously. 3. The teacher will hold up the first object to be tested; a mini pumpkin. Students will touch in order to gain complete sensory perception of the object. 4. The teacher will ask questions regarding the first object. 5. Paul will be asked if the object will sink or float, and will need to respond to one answer. 6. Leonard will be asked if the object will sink, and will need to respond to the answer. 7. After receiving answers from both students, the teacher will ask for assistance in placing the object into the water. Students will assist. 8. The teacher will inform the student if their prediction was correct. 9. The teacher will reinforce the outcome of the experiment. 10. Paul will be asked if the object sank or float, and will need to respond to the answer.

Body

11. Leonard will be asked if the object float, and will need to respond to the answer. Guided Practice (We Do) Guided practice will take place during the remainder of the lesson. For the remaining items-wood, coins, cork, and sponge- steps 3-11 will be repeated. Students will complete the worksheet provided (with assistance).

Independent Practice (You Do) Student Closure

The students will summarize what they have learned based on their cooperation and completion of the worksheet given to them. The teacher will reinforce the definition of sink and float, and emphasize that the size of an object does not determine the outcome. Students could test other objects at home with given sheet.

Teacher Closure Closure

Independent Work

Student Learning using the Data and Student Products to Support Reflection

Paul: Paul met each objective. I would have liked to see him use arm movements to answer a question, as well as use of his Dynavox. There could have been a number of factors that caused him to only give an eye gaze. He could have been tired, full from eating and somewhat groggy, or ready to be changed. However, using his eye movements is acceptable and even though I wouldve liked him to go above and beyond I am pleased with his ability to complete the objectives. I know that he met the objectives because he willingly cooperated by answering questions, volunteering to assist, and completing tasks given. Leonard: Leonard met objective 3. Although it took prompting and much warning, Leonard assisted the teacher in placing objects into the water. He also seemed interested in the feel of water and enjoyed placing his hand in the container. Leonard did not meet objectives 1,2,4,5, and 6 to the 50% mark. Out of five objects, Leonard only gave a solid eye gaze for 2 of the objects. I know that he did not meet the objectives fully because he did not look every time when asked questions. Examples include; looking at the ceiling, looking the opposite way of the object, etc.

Reflection

Teacher Effectiveness

This lesson was difficult due to the positioning of the students. Because Leonard was already lying down on a mat, and needed to remain down, he needed to be positioned on the floor. Paul was in his chair, and therefore the positions of the two students were at different

levels. The physical involvement of this lesson would have been easier if both students were in their chairs at a table. If I was able to sit across from both students and complete the lesson together, it would have been much easier. However, I was constantly turning to give attention to both students, and had to conduct the lessons separately. One strength of this lesson was the student involvement. The students were eager and showed enjoyment when asked to be involved. Paul showed this emotion through smiling, and Leonard showed this emotion through arm movement. One weakness of this lesson was Leonards responsiveness to questions. He did not provide solid eye gazes, which could not be counted as an answer. A way to improve this is to practice questions with him and express the appropriate way to answer. Prompting may also become necessary.

*All names have been changed

Attachment 1; symbol for float

Attachment 2; symbol for sink

Attatchment 3: Worksheet