Writing a Lesson Plan

Esther Walker
ECE 251
Choice Activity: Sink or Float Insect/bug activity
Age: 3-4
Domain: Science
Theme: Insects/bugs
Suggested Group Size: Small
1. Objectives and Goals
• P.PK.3 Explore what happens to objects in relation to other forces (e.g., magnets,
gravity, and water).
• P.PK.4 Investigate how objects react when placed in water
• N.PK.3 Use tools safely to observe and explore different objects/environments.
• N.PK.5 Students work in small groups and share ideas with others regarding to science
related activities
• Students will be able to classify which Insects/bugs can sink or float by using their
observational skills when they interact with the prepared sink or float activity with 80%
accuracy.
• Students will be able to define vocabulary words to teacher and friends with 80%
accuracy.

2. Anticipatory Set
• Introduce a buoyancy book, video, or pictures of a boat floating and one sinking
• Connect the student’s prior knowledge to the sinking and floating.
• Ask if they have ever noticed something sinking or floating in their bath, sink,
swimming pool, ocean, ect. Let each student share
• Tell the students about the exciting Sink or Float experiment located in the
science center today and what they will do

3. Required Materials for Activity

• Sink or Float Buoyancy book, video, or sink and float boat pictures (which ever
you decide to use)
• See-though containers
• Pitcher (for water)
• Variety of Insects and bugs (plastic) make sure that some sink and some float
 • Towel
• Sink or Float word cards
• Sink or Float experiment container to hold all of the materials (pitcher, towel,
insects/bugs, see through container, and sink or float word cards.)

4. Direct Instruction
• Introduce the book about things that sink and float, video or sink and float boat
pictures
• Have a brief discussion on buoyancy (sink and float meanings)
• Connect the student’s prior knowledge to things they have seen that sink or float
• With a small group demonstrate what the children will do first (then they will do
it on their own with assistance only when needed)
• First have the children carefully go fill up the pitcher with water (only assist
when needed)
• Children will come back to the table to set up their station (remember only assist
when needed)
• They will lay out their towel
• They will lay out the sink or float word cards, insects/bugs, and see-though
container on the towel
• Have children carefully pour the water from the pitcher into the see-through
container
• Children will place the insects and bugs one by one into the water to see if they
sink or float
• Remind the children what it means to sink or float
• Ask questions about the insects and bugs they are putting in the water and have
children make their own hypothesis. What do you think will happen with this
bug? Do you think this bug will sink or float? Why? Did the bug sink or float?
How do you know? Did the bug go down all the way? Did the bug stay on the
top?
• Have the children determine whether the bug goes under their sink or float
word cards
• Children may want to do it again and again or see if other objects can sink or
float
• When children have lost interest have them clean up and put everything back in
the sink or float experiment container

5. Guided Practice
• You will model what the children will do with this experiment
 • Model getting the experiment container, filling the pitcher of water, laying towel
out, placing sink or float cards, insects/bugs, and see-through container on the
towel.
• Model dropping in an insect/bug and place it on the correct sink or float word
card (be expressive, and say things such as, “I know that this bug goes under my
float card because it stayed on top of the water.”
• I wonder if the insect/bug will sink or float?
• What do you think will happen with this “insect/bug”?
• Do you think this bug will sink or float? Why?
• Did the bug sink or float?
• How do you know?
• Did the bug go down all the way?
• Did the bug stay on the top?

6. What will you assess during this lesson?

• Check accuracy of the student’s understanding of how some things either sink or
float.
• Review and check the student’s understanding of the vocabulary words, sink, float
and buoyancy

7. Closing:
List DAP principles that relate to this lesson.
Have you looked at inclusion? Culture? Is it planned well?
• DAP pg. 173: Planning Curriculum to achieve important goals: Science: “Recognizing
preschoolers’ curiosity about the world around them, teachers focus on the uses and
processes of science in children’s everyday lives. They provide interesting experiences and
materials that covey key scientific concepts (e.g., weight, light, cause and effect), as well as
skills (e.g., predicting, observing, classifying, hypothesizing, experimenting, communicating.)
• DAP pg. 164: : Planning Curriculum to achieve important goals: Fine motor development:
“Teachers provide opportunities and support for children to develop and practice fine
motor.”
• “Play is an important vehicle for developing self-regulation and promoting language,
cognition, and social competence.
• “Children’s experiences shape their motivation and approaches to learning.”
• This “lesson/experience” can easily be modified to fit different levels of development and
learning skills.
• This is a wonderful experience you are creating for the children that will strengthen your
classroom culture. When we give the children opportunities to “experience” they are more
likely to recall later on.
• Yes, I do believe this is a well-planned lesson/experience. It is easy to modify to fit the needs
of your students or classroom theme.