Name: Mary Ellen Yaklic

Date:

3/22/15

Lesson Title: Creating Boats Part 1

Grade Level: Pre-K

Developmental Domain: Cognitive

Standard(s)/Guideline(s):
Uses imagination and creativity in interactions with materials and objects.
Engage in simple investigations.
Pre-assessment of current knowledge: After predicting and testing objects sinking and floating, the teacher will prompt students and ask
them what they remember about the objects. The students will be able to remember that heavy things sink and are dense and buoyant things
are light and have air.

Instructional Objectives (1-2)

One/Two Assessed Instructional
Objective(s):
The student will be able to identify
characteristics of what would make
their boat sink or float and form a
design a boat that fits these
characteristics.
One Assessed Developmental Skill:
The student will be able to manipulate
materials creatively to create a boat.

Safety Considerations:
Being careful that children dont slip in
spilled water, or cut themselves on
tinfoil or other materials.

Assessment of Student Learning

Identify Evidence: (What will you collect or
record as data to demonstrate students have
met your objective(s) and skill?)

Learning Experience
Academic Language:
boat, foil, paper, float, sink, buoyant

Procedural steps:
The student will draw a picture in their journal of
1. The teacher will sit down with the students and
their boat and explain to the teacher to write why ask them what they remember about sinking and
their boat sunk or floated. The teacher will also floating.
2. The teacher will then ask them if they remember
take a picture of each boat.
why things sink and why things float.
3.
Then the teacher will ask the students what are
Program Monitoring: (How will you aggregate
some things that float that we use?
or compile your evidence into a class or group
4. If boat was not suggested, the teacher will
view?)
mention it.
5. The teacher would explain to students that we will
I will use a check sheet to check off which
be making boats and show them all of the
students are meeting the objectives. This will
materials they have to use.
affect instruction because I will know as the
6. She will have them feel the tinfoil and the pennies
teacher who to focus a further explanation of
and discuss the properties of each.
sinking and floating.
7. The students will take materials and create boats.

Authentic Materials: (Describe authentic real life,

hands-on materials.)
water, foil, markers, paper
Adult Roles:
Mary Ellen: Facilitate question asking and sinking
and floating of boats.
Janine: Help students with boat making as well as
moving about the room.

Resources & References:

http://kidsactivitiesblog.com/16046/buoyancy-experiement-for-kids
http://lifewithmoorebabies.blogspot.com/2014/04/aluminum-foil-boats.html

Name: Mary Ellen Yaklic

Date:

3/22/16

Lesson Title: Creating Boats Part 2

Grade Level: Pre-K

Developmental Domain: Cognitive

Standard(s)/Guideline(s):
Uses imagination and creativity in interactions with materials and objects.
Engage in simple investigations.
Pre-assessment of current knowledge: The teacher will begin by asking the student to predict if their boat will sink or float when we put pennies on it.

Instructional Objectives (1-2)

One/Two Assessed Instructional
Objective(s):
The student will be able to identify why
their boats are sinking or floating.
One Assessed Developmental Skill: The
student will be able to draw a picture of
their boat in their journal and explain why it
is sinking or floating.
Safety Considerations:
Being careful that children dont slip in
spilled water, or cut themselves on tinfoil or
other materials.

Assessment of Student Learning

Identify Evidence: (What will you collect or record as
data to demonstrate students have met your
objective(s) and skill?)
The student will draw a picture in their journal of their
1.
boat and explain to the teacher to write why their boat
sunk or floated. The teacher will also take a picture of
2.
each boat.
Program Monitoring: (How will you aggregate or 3.
compile your evidence into a class or group view?)
4.
I will use a check sheet to check off which students are
meeting the objectives. This will affect instruction
because I will know as the teacher who to focus a
further explanation of sinking and floating.

Learning Experience
Academic Language:
boat, foil, paper, float, sink, buoyant
Procedural steps:
Once each individual student has finished their boats,
they will bring them up to the water. The student will
place their boat in the water and see if it floats or sinks.
If it floats the teacher will take a picture of the childs
boat.
Student and teacher will add mass (pennies) to the
boat to see if they can make it sink by adding mass.
The student will draw a picture of their boat in their
science journal as well as having a teacher annotate
what they have to say about why it sinks or floats.
Authentic Materials: (Describe authentic real life,
hands-on materials.)
water, foil, markers, paper
Adult Roles:
Mary Ellen: Facilitate question asking and sinking and
floating of boats.

Janine: Help students to draw their boat in their journals

and annotate what the students say.
Mrs. Stacy: Help students with boat making as well as
moving about the room.

Resources & References:

http://kidsactivitiesblog.com/16046/buoyancy-experiement-for-kids
http://lifewithmoorebabies.blogspot.com/2014/04/aluminum-foil-boats.html