Name: Caran Mullins Lesson Title: Sink or Float Grade & Subject: 1st Grade Science As You Begin:

Date: 3/7/14 Method: Guided Discovery Number of Students: 18

Students have learned about properties and how they can observe them. They have learned about color, texture, shape, and size. Students are now ready to learn that some objects float and some objects sink. Using their prior knowledge of what they already know about properties and how to observe, the students will be able to sort objects by whether they float or sink.

Diverse Learners: ELL: 1 This student can label objects and is progressing into writing sentences. He does well with picture representations of words. He also works well with his table team. Gifted: 1- This student gets bored easily but really enjoys helping other students that are struggling. ESE: number of students 0 RTI/MTSS: number of students 0

Vocabulary: Sink- to go beneath the surface or to the bottom of the water Float- to rest on the surface of the water Properties- something about an object that you can observe with your senses

State Standard/s:
SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float.

Objective/s: From memory, the students will sort and draw the objects that sink and the objects that float together with 80% accuracy.

Assessing Student Understanding:

Modified Assessment/s (ELL, gifted, ESE and RTI):

Formative: Numbered heads together and thinkpair-share to assess student understanding. I will also monitor their guided discovery and use this information to grade their final score. Summative: Based on the students findings they will use a worksheet a list the objects that float and the objects that sink from the guided discovery activity. (See rubric attached) Materials Needed:
Acorn squash Penny Containers of water Newspaper Float or Sink chart Variety of objects for exploring sinking and floating

ELL, ESE, & RTI- These students can draw pictures of the objects instead of listing when sorting and listing objects that float or sink.

Safety Considerations: Water needs to be cleaned up immediately if spilled to prevent students from slipping. Sequence of Lesson/Lesson Procedures: Engage:
1. Activate prior knowledge by asking students what they do when they go to the pool. What do they use or see people using to be safe in the water? What do life jackets and floaties help us do? (DOK 1) 2. Who can remember some characteristics that we used to sort the solids in our last lesson? (DOK 1) (size, texture, shape, ability to float or sink) 3. Tell students that they are going to explore one property of solids- ability to float or sink. 4. Ask students what it means to sink and what it means to float. Have them share with their partner. Listen to misconceptions and come up with definitions as a class. Write them on the smart board. 5. Show students a penny and a squash. Ask them whether they think each item will float or sink. Have students share with their partner. 6. Drop each item into the water (one at a time). Have students describe what happened with their partners. Model by marking the column on the chart that applies to

Modifications/Accommodati ons: ELL- show pictures of kids playing in the pool with floaties and at the beach with lifejackets. ELL: Draw pictures as well as write definitions on board.

When using cooperative learning strategies, high and low students are paired together. My gifted student is paired with my ELL because she provides extra support when I cannot.

each item. Float or Sink? Object Acorn Squash Key Float Sink

7. Discuss with students why they think one floated or sunk. Were they right or wrong? Why did they predict what they did and what do they think now? DOK 2 8. Tell students that they are going to learn about why objects float or sink and explore different objects on their own.

Essential Question: What happens when objects are placed in water? DOK 1 Explore:
9. Cover students desks with newspaper and give each group a container full of water. 10. Pass out float or sink charts and ten objects to each group. 11. Tell students that they will now sort the objects into two groups with their team. Objects they predict will float and objects they predict will sink. If a teammate disagrees with the group that student can make an individual prediction. Students will record their predictions by making an X with a blue crayon. 12. Teams will then place each object, one at a time, in the container and observe whether it sinks or floats. 13. After observing, students will record what happened by making an X with a red crayon.

Formative Assessment

ELL- Put pictures next to each object on recording sheet so student can find objects on their own.

Explain: (Use cooperative learning and group discussion format)

14. Bring the students back to group discussion. Ask students what happens when objects are placed in water? (EQ) 15. Was anyone surprised by what they observed? If so, what object was it and why do you think it was deceiving? DOK 2 16. Which objects floated? Record findings on smart board. (think-pairshare) DOK 1 17. Which objects sunk? Record on smart board. (think-pair-share) DOK 1 18. What are a few things that the objects that float have in common? (numbered heads together) DOK 2 19. What are a few things that the objects that sunk have in common?

Formative Assessment

20. Ask gifted student to answer

(numbered heads together) DOK 2 20. Does size effect whether an object floats? What about the shape? DOK 2 21. Did anyone notice how the weight of an object affected what happened? DOK 2 22. Show students a short brain pop video to provide content knowledge. http://www.brainpopjr.com/science/forces/sinkorfloat/prev iew.weml

Elaborate:
23. Ask students to think about an object that sunk. What could you do to make that object float? (Use numbered heads strategy to share answers) DOK 3 24. Ask students to think about an object that floated. What could you do to make that object sink? (Use numbered heads strategy to share answers) DOK 3

(Elaboration) ESE, RTI: Remind students that people use life jackets and floaties to help float. Show pictures if necessary. Have gifted partners share first and let these students process the information before sharing.

Summative Assessment

Evaluation:
25. Using a worksheet, students will take their data and sort and list the objects that float and the objects that sink and paste the worksheet into their lab book.

Closing:
26. Clean up materials. 27. Ask students why it could be important for us to be aware that some objects float and some objects sink. (Summarize findings)

Technology: TEACHER: Smart board will be used to watch brain pop video and to fill in chart. The numbered heads together cooperative strategy requires a spinner game that is used on the smart board. STUDENTS: Students will watch brain pop video on smart board. Assistive Technology: None

Inquiry Rubric The student predicted whether objects would sink or float. The student observed objects in water and recorded data about which objects floated or sank with others. The student compared observations about which objects floated or sank. The student identified patters for which objects floated or sank. The student shared observations and conclusions with other students. The student correctly sorted objects by whether they floated or sunk from their recorded data.

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

Final Score: _____/ 24

Float or Sink?

Object

Float

Sink

rubber band paper clip toy animal toy car interlocking cube golf ball pencil rock whiffle ball toothpick

penny