TCNJ Lesson Plan

Unit lesson 2 Solids in Water (Float or Sink)

Student Name: Samantha Bolognese

Elementary

School Name: Lawrenceville

Grade Level: 1

Host Teachers Name: Mrs. Potter

Guiding and/or Essential Questions:

How do solids react in liquid?
What objects will sink or float in water?
Why to some objects sink and other float?
Pre-lesson Assignments and/or Student Prior Knowledge
Students have previously learned about properties of liquids. Students have not conducted this
experiment before in the classroom. Students may have experiences with floating objects.
Standards:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties.
2-PS1-2. Analyze data obtained from testing different materials to determine what materials have
the properties that are best suited for an intended purpose.

Learning Objectives and Assessments:

Learning Objectives

Assessment

Students will make predictions about whether a

given item will sink or float.

Students will use prior knowledge to make

educated guesses about items ability to float.
Teacher will assess students for completeness of
prediction chart in science notebook.
Students will conduct the float or sink
experiment and make notes of their
observations in their science notebooks.
Teacher will assess students float or sink chart
for completeness and accuracy.

Students will conduct an experiment and make

notes of their observations.

Students will be able to form ideas about why

some objects may float and others may sink.

Students will engage in discussion about why

objects sink or float. Teacher will assess student
responses in the discussion for knowledge of
properties of matter.

Materials/Resources: (List materials, include any online or book references and resources)
5 bins for objects
5 water containers
5 pieces of paper
5 pencils
5 paper clips
5 pennies
5 corks
5 plastic spoons
5 pieces of aluminum foil
5 Q-tips
Science notebook
Plan for set-up/distribution/cleanup of materials:

Teacher will set up 5 bins with one item of each material in each
Teacher will fill up 5 water containers for each group
Teacher will have density anchor chart pre-written

Step-by-Step plan:
1. Lesson beginning: Teacher will have students enter the room and sit on the rug. Teacher
will as students to recall some experiment safety protocols. Teacher will call on some
students to contribute to the discussion. Teacher will reinforce classroom safety to
emphasize expectations for todays experiment that involves water. Teacher will
introduce todays activity. In this experiment we will be making predictions based on
what we know about solids and liquids so far, then we will testing them to see if we were
right or wrong.
2. Instructions: At each group there will be one container of water and one bin of objects.
Each group will look at the objects and think about whether they would sink or float in
water. On page 4 in your science notebook you will record your guesses next to the name
of the object in the prediction column. After everyone in the group has made their
predictions you will begin by testing each item by placing it in the water tub. You will

watch to see what the item does and record the answer in the next column of the chart.
Mrs. Potter and I will be walking around to help the groups. Be sure to only have one
item in the water at a time and to carefully place it in the water and not throw it.
3. Teacher will assign different groups for this experiment. Teacher will call groups by name
and designate a table for that group. Teacher will instruct students to take out their
science notebooks and begin making predictions.
4. After each group has begun making predictions, teacher will walk around to prompt
students as to why they guessed sink or float for an object. Teacher will assess students
responses for scientific reasoning. Students will begin testing each object one at a time,
teachers will monitor students to confirm they are following directions and forming
results to note in their charts. Teacher will give a 5 and 1 minute warning to finish
working. Students will clean up desks if necessary and return materials to bins.
5. Closure: Teacher will call students to the rug as they finish cleaning up. Teacher will ask
students about each items results. Teacher will ask if any groups had different answers.
Teacher will ask, Did any results differ from your predictions or surprise your group?
Class will discuss why they believe an object will float or sink. Teacher will reveal
density anchor chart and discuss the reason some items sank. Teacher will dismiss
students to their seats by groups. Students will record density definition in vocabulary
notebook and pack up.

Key Questions (that you will ask):

Which items could float?
Which items sank?
Which items surprised you with their outcome?
What do you think makes an item float/sink?
Logistics:
Timing: 30 minutes
Lesson beginning/instructions: 5 minutes
Activity: 15 minutes
Discussion: 10 minutes
Transitions:

Teacher will call students back to their seats by groups

Teacher will give 5 and 1-minute warnings before it is time to clean up

Classroom Management:

Teacher will have pre-assigned groups of 4 for each table

Teacher will have materials distributed prior to the activity
Teacher will walk around to guide groups and monitor behavior
Teacher will have reviewed classroom rules to remind students of appropriate
behavior before starting the activity

Differentiation

Teacher will move from group to group to answer questions and guide students
Teacher will prompt students to think about the properties of matter
Teacher will give extra help with students who need support with writing
Teacher will monitor E & S for behavior