Tyler Cooke

Student Teaching Spring 17

Subject/topic: Science, Matter

Grade: Kindergarten, Jones
Time: 2:45-3:15
Date: February 27- March 3
SOL: K.5 The student will investigate and understand that water flows
and has properties that can be observed and tested. Key concepts
include

a) water occurs in different phases; b) water flows downhill; and

c) some materials float in water, while others sink.

Monday 2/27

Content Outline: Key Questions will include: What do you think will
float? What do you think will sink? Why do some objects float in water
while others do not? Float: to rest on top of a liquid (things that are
lighter than water or filled with air), Sink: to go down below the surface
of a liquid (things that are heavier)

Rationale: Students already know some things that float and sink and
can now connect their new understanding to real life.

Objective(s) of the lesson: Students will understand that some

objects sink and some objects float.

Lesson Opening: To get the lesson started I will assess the students
for prior knowledge by showing them pictures of a bottle sinking and
floating. We will discuss the difference in the pictures and see who
knows the vocabulary sink and float. We will then talk about and
discuss things that we know to sink and float.

Connection: Students already know some objects that sink and float. I
will connect that prior knowledge to new understanding of the concept
of sink and float.

Instructional Strategies/Processes: As a class we will read a book

about floating and sinking and talk about some things that we may
predict would sink and float. We will discuss the book and things that
we were surprised about and things they made connections with. If
time permits we will watch a video on sink and float.
Products: No product

Assessment: I will assess for understanding by listening for student

answers

Closure: We will wrap up by discussing the essential questions

Homework: No homework

Differentiation: Students will be provided a scaffold with many

examples of objects that sink and float.

Materials/Equipment: sink and float book, video if time permits

Tuesday 2/28
Content Outline: Key Questions will include: What do you think will
float? What do you think will sink? Why do some objects float in water
while others do not? Float: to rest on top of a liquid (things that are
heavier), Sink: to go down below the surface of a liquid (things that are
lighter than water or filled with air)

Rationale: Students already know some things that float and sink and
can now connect their new understanding to real life.

Objective(s) of the lesson: Students will understand that some

objects sink and some objects float.

Lesson Opening: To get the lesson started I will assess the students
for prior knowledge by showing them pictures of a bottle sinking and
floating. We will discuss the difference in the pictures and see who
knows the vocabulary sink and float. We will then talk about and
discuss things that we know to sink and float.

Connection: Students already know some objects that sink and float. I
will connect that prior knowledge to new understanding of the concept
of sink and float.

Instructional Strategies/Processes: I will demonstrate the concept

of sinking and floating by creating an experiment for students to
watch. They will make predictions **(point out that word from
comprehension)** about what objects will sink and float by circling F or
S. The students will then glue the pictures onto the correct place on
the paper. Have the students then think deeper to see if they can come
up with items of their own that will sink or float.
Products: Sink and float predictions sheet

Assessment: I will assess for understanding throughout the lesson

Closure: We will wrap up by discussing the essential questions

Homework: No homework

Differentiation: Students will be provided a scaffold with many

examples of objects that sink and float and I will keep a record of
objects through pictures and words for all students to see.

Materials/Equipment: Clear tub full of water, sinking objects, floating

objects

Wednesday 3/1
Content Outline: Key Questions will include: What do you think will
float? What do you think will sink? Why do some objects float in water
while others do not? Float: to rest on top of a liquid (things that are
heavier), Sink: to go down below the surface of a liquid (things that are
lighter than water or filled with air)

Rationale: Students already know some things that float and sink and
can now connect their new understanding to real life.

Objective(s) of the lesson: Students will understand that some

objects sink and some objects float.

Lesson Opening: We will review what things we learned about that

would wink and float. Review essential questions. Students will be
given their own clear tubs with water and items. EXPLICIT instructions
will be given as far as mess and clean up with objects and water.

Connection: Students already know some objects that sink and float. I
will connect that prior knowledge to new understanding of the concept
of sink and float.

Instructional Strategies/Processes: Students will be in pairs of two

or three and will be each given items to put into the water tubs. The
students will record what objects sank and which objects float.

Products: Sink and Float experiment sheet

Assessment: I will assess for student understanding during the lesson
and will also check the sink and float experiment sheet

Closure: We will wrap up by discussing the essential questions and

letting students share some of the objects that they were surprised by

Homework: No homework

Differentiation: Students will be provided a scaffold with many

examples of objects that sink and float and they will be able to draw
and write the objects

Materials/Equipment: Clear Tubs, full of water, items to sink and

float, experiment sheet

Thursday 3/2

Content Outline: Key Questions will include: What do you think will
float? What do you think will sink? Why do some objects float in water
while others do not? Float: to rest on top of a liquid (things that are
heavier), Sink: to go down below the surface of a liquid (things that are
lighter than water or filled with air)

Rationale: Students already know some things that float and sink and
can now connect their new understanding to real life.

Objective(s) of the lesson: Students will understand that some

objects sink and some objects float.

Lesson Opening: We will review what items we have found that sink
and float.

Connection: Students already know some objects that sink and float. I
will connect that prior knowledge to new understanding of the concept
of sink and float.

Instructional Strategies/Processes: Each student will have a sink

and float card. The students will hold up the corresponding card in
response to the item that I display on the board.

Products: No products

Assessment: I will assess students for correct understanding when

they hold up the cards for each object that I display.
Closure: We will review the essential questions

Homework: No homework

Differentiation: Students will have cards for sink and float and will be
able use the pictures as representation for sink and float. The students
will have experimented with and seen each object and will be familiar
with whether it sinks or floats.

Materials/Equipment: Sink and Float cards, PowerPoint with objects

Friday 3/3
Content Outline: Key Questions will include: What do you think will
float? What do you think will sink? Why do some objects float in water
while others do not? Float: to rest on top of a liquid (things that are
heavier), Sink: to go down below the surface of a liquid (things that are
lighter than water or filled with air)

Rationale: Students already know some things that float and sink and
can now connect their new understanding to real life.

Objective(s) of the lesson: Students will understand that some

objects sink and some objects float.

Lesson Opening: We will review the essential questions

Connection: Students already know some objects that sink and float. I
will connect that prior knowledge to new understanding of the concept
of sink and float.

Instructional Strategies/Processes: Assessment

Products: Assessment

Assessment: Formative Assessment

Closure: Review the essential questions

Homework: No homework

Differentiation: There will be pictures and words for students. I will

read the questions to the students

Materials/Equipment: Assessment