10 Day Unit - Materials - Lesson Planning Ks

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TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support
Name of Teacher Candidate: Kaylee Stubbs Date: 10-24-2022

Central Focus: Materials and Their Multiple Different Grade Level: Kindergarten
Purposes
Lesson Title:
Introduction to Materials
Curriculum Areas Addressed:
STEM, Science, ELA, MATH, Art
Time Required: 20 minutes plus sensory bins during Instructional Groupings: Are you using whole group, small
play center time for exploration group, partners, quads, homogeneous, heterogeneous?
Whole Group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each of
the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SKP1. Obtain, evaluate, and communicate information to describe objects in terms of the materials they
are made of and their physical attributes.
a. Ask questions to compare and sort objects made of different materials. (Common materials
include clay, cloth, plastic, wood, paper, and metal.)
ELAGSEKL5 With guidance and support from adults, explore word relationships and nuances in word
meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the
categories represent.
MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and
sort the categories by count.
MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object
has “more of”/“less of” the attribute, and describe the difference.
VAKMC.2 Formulates personal responses. d. Expresses individual ideas, thoughts, and feelings through
drawing
As a result of this lesson/unit students will…
Be: (State the BE Bridge for the unit.)
Students will BE problem solvers and become critical thinkers when deciding what materials to use and when.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to …..)
The purpose of this lesson is to introduce the 6 common materials and recognize their physical attributes.
Essential Question(s): (Essential questions should be used to guide instruction.)
What are the 6 common materials? What makes the 6 common materials different?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)
Students will list the 6 materials used most often, including clay, plastic, wood, cloth, metal, and paper.
Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area.
These may be derived from the standards.)
Materials: The basic elements from which something can be developed
Cloth: a woven or knitted material (as of cotton or nylon)
Plastic: capable of being easily molded or modeled
Paper: a thin sheet material produced by mechanically or chemically processing cellulose fibers derived from wood, rags, grasses, or other
vegetable sources in water, draining the water through fine mesh leaving the fiber evenly distributed on the surface, followed by pressing and
drying
Clay: a stiff, sticky fine-grained earth, typically yellow, red, ore bluish grey in color and often forming an impermeable layer in the soil. It can be
molded when wet and is dried to make bricks, pottery, and ceramics.
Metal: a solid material that is typically hard, shiny, malleable, fusible, and ductile, with good electrical and thermal conductivity.
Wood: the hard fibrous material that forms the main substance of the truck or branches of a tree or shrub, used for fuel or timber.
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse, syntax)
is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary
Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College
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understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary understanding:
reading, writing, listening, or oral language.)
Listening: Vocabulary will be heard within the video
Oral Language: Vocabulary will be talked about
Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions
in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.
Identifying the 6 common materials. Identifying the different properties of the 6 common materials.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Anchor Chart Graph – Students will work together to describe the properties of each of the 6 materials and the graph will be
made whole group. Teacher will write students ideas on the chart.
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
Students will demonstrate understanding of the academic language through conversation in creating the graph. Students will
also demonstrate understanding of academic knowledge through the Lumio sorting activity.
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students’ understanding/mastery of the
lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.)
Students will be assessed through a journal entry. On the journal entry, there will be 6 blank boxes. In each box they much draw
a picture of each of the 6 materials disused throughout the lesson.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
3- Draws a picture of all 6 materials
2- Draws a picture of 3-5 materials
1- Draws a picture of 1-2 materials
0- Draws 0 materials.
Differentiation for IEP and Focus Students:
No IEP Students
Focus Student 1 (A)- As A is quite advanced in his reading and writing abilities but struggles to retain
information, I will push him in his assessment, asking him to write a sentence regarding the physical attributes
of the material in each of the boxes. This will push him in his writing as well as allow him to express all that he
retained of each of the materials.
Focus Student 2 (C)- This lesson fits the needs of C as she loves to draw, does well in whole group settings, and
follows along well in classroom conversation.
Focus Student 3 (W) – As W struggles to stay on task and follow directions when doing individual work, I will be
differentiating this assessment time by moving him closer to me for more redirection and reminders as to what
is expected of him. This will help him keep up with others without causing a disruption of the whole class.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Guess the sound! Play 6 different sounds for the 6 different materials, students will guess what they think the
sound is.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
After the hook, I will play a YouTube video regarding the 6 materials we will be learning about this unit. It will give
a synopsis on the materials names, uses and purposes.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical
development along with their cultural backgrounds should be evident.)
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- After hooking and introducing this unit, I will create an anchor chart with my students based on the 6 materials
covered. I will have the 6 names written, and students will share what they learned from the video about the 6
materials. I will write what students say and draw pictures to help students recall when looking back on the chart. All
students will be involved as I will be sure to call on each student to recall their gained knowledge (social, cognitive).
- After completion of this conversation, I will transition students back to their seats.
- I will have a Lumio sorting game on the interactive board, and students will take turns sorting objects into their
correct area. The board will have images of the materials alone as well as made into objects. Students will sort them
into their categories and can work together if need be (cognitive, social, emotional).
- After all the photos have been sorted, students will be asked to count how many objects are in each group. After
doing so, they will also figure out which groups have “more than” another, and by how much, as well as which group
has “less than” another, and by how much.
- Finally, the students will complete a formative assessment. On the assessment there will be 6 boxes. Students are to
recall the 6 materials and draw a picture of each of the materials discussed, one per box (physical, cognitive).
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)
To close, I will ask a few students to share what they drew for each of the six materials. I will also review the core concepts by
referencing back to the anchor chart made as a group. Students will be prompted to reiterate which material is which, and the
properties that correlate.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
The product will be differentiated.
How will differentiation be accomplished?
The product will be differentiated for students that need expanded instruction, or students that need scaffolded
instruction.
What strategies will be used to differentiate for focus student 1? A
To differentiate for A, I will have him write alongside his drawing assessment. Not only will he be asked to draw
a picture of the 6 materials, but he will also write the name of each material within the box in a sentence. “A”
can find some activities to easy, especially if it is just drawing, and as he loved to be pushed in writing this will
meet his needs.
What strategies will be used to differentiate for focus student 2? C
To differentiate for C, as I am fully aware she enjoys being heavily involved in classroom conversation to get a
better grasp on the subject at hand, I will be sure that she is called on throughout the process of creating our
anchor chart. Along with this, I will be meeting her need by allowing her a chance at the Lumio game, along with
the rest of the class. Through this instruction, I am meeting the needs of student C.
What strategies will be used to differentiate for focus student 3? W
To differentiate the product for W, he will be moved to the desk with the teacher to provide redirection when it
is needed. He can often be found spacing out when given individual work, so moving him next to the teacher
will allow him to stay focused and be scaffolded through redirection.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides,
and interactive white board images.)
ClickView. (2020, July 22). Materials and their properties. YouTube. Retrieved September 3, 2022, from
https://www.youtube.com/watch?v=340MmuY_osY
YouTube. (2018, March 17). Royalty Free Background Noise Construction Noise. YouTube. Retrieved
October 17, 2022, from https://www.youtube.com/watch?v=Wc1Ae0kWdQ0
YouTube. (2018, January 19). Tear paper sound effects all sounds. YouTube. Retrieved October 17, 2022,
from https://www.youtube.com/watch?v=Z8J0xTVlUOo
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YouTube. (2018, May 31). Cloth rip sound effects all sounds. YouTube. Retrieved October 17, 2022, from
https://www.youtube.com/watch?v=cH02FkkFc7M
YouTube. (2022, July 8). Metal bar sound (to use in commentary videos). YouTube. Retrieved October 17,
2022, from https://www.youtube.com/watch?v=fjxmkBFwyiA
YouTube. (2018, July 14). Plastic bag sound effects all sounds. YouTube. Retrieved October 17, 2022,
from https://www.youtube.com/watch?v=9WVEzVYodP4
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
IAC Publishing. (2020, March 26). What is paper used for? Reference. Retrieved September 3, 2022,
from https://www.reference.com/world-view/paper-used-6862fd00685010e
Perez, Z. (2021, July 29). What are metals and what do we use them for?: Ini Goblog Politik. Ini Goblog
Politik | Bersatu Muafakat. Retrieved September 3, 2022, from https://www.inigoblogpolitik.com/what-
are-metals-and-what-do-we-use-them-for/
Rodriguez, F. (2022, May 12). Plastic. Encyclopædia Britannica. Retrieved September 3, 2022, from
https://www.britannica.com/science/plastic
Turner, E. (2021, August 12). 15 types of fabric and what to use each for. Skillshare Blog. Retrieved
September 3, 2022, from https://www.skillshare.com/blog/15-types-of-fabric and-what-to-use-each-
for/#:~:text=Essentially%2C%20fabric%20is%20a%20material%20made%20of%20fibers,
it%E2%80%99s%20made%20from.%20Learn%20More%20About%20Sewing%20Fabric s
What is Clay? Science Learning Hub. (2010, April 27). Retrieved September 3, 2022, from
https://www.sciencelearn.org.nz/resources/1771-what-is-clay
Woodford, C. (2021, March 16). Wood - an introduction to its structure, properties, and uses. Explain
that Stuff. Retrieved September 3, 2022, from https://www.explainthatstuff.com/wood.html
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Vygotsky – Use of Scaffolding and “More Knowledgeable Other” learning be used to differentiate for my
focus students. Scaffolding is very helpful within my classroom and will be constantly used throughout
this teaching practice. Modeling will be used often referencing step 1 of sociocultural development.
Gardner’s Theory of Multiple Intelligences – directions are given orally, auditory. Lumio interactive
game, kinesthetic/bodily. Whole group discussion and anchor chart creation, interpersonal. Making
anchor chart together and drawing 6 materials, visual/spatial. Relation to the outdoors through sounds
and conversation, naturalist.
Piaget Pre-Operational stage of Cognitive Development – Students will use symbolic thinking to
recognize sounds played during the guessing activity. Students will use the proper syntax in conversation
and hear it in conversation as well as in the video.
Dewey – Hands-on experiential learning will be included through sensory bins that will be introduced
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after the lesson for students to play with and explore during play centers.
Physical- Lumio interactive game will get students up and moving and dragging photos on the board. Art
activity will push fine motor development.
Social- Students will communicate ideas as a group, sharing what they learned through the video. Along
with this, students will take turns answering questions on the board, and expressing their answers to
their group and their reasoning.
Emotional- Students will be sharing in front of the group. Students at this age desire attention and want
to be liked and accepted, sharing in front of the class encourages students to be accepting of others.
Cognitive- Students at this age are active learners. Through the interactive conversations, the video,
sounds, and the game, students will be very active in the learning environment.
Connections to Technology and/or the Arts:
Technology: Guess the sound game will use audio attributes of technology. Along with this, students will
interact with a Lumio sorting game with pictures of different materials where they will drag and drop images on
the interactive smart board.
Arts: Students will draw a picture of each of the 6 materials learned throughout the lesson. They will have
freedom to draw the material as itself or the material used to make an object.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Family – Homework will be sent home for family exploration (due by Thursday)
Partner Teacher – Mrs. Wilson
Kindergarten STEM Coordinator – Mrs. Andrews
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Central Focus: Materials and Their Multiple Different Grade Level:
Purposes Kindergarten
Lesson Title:
Digging Deeper: Cloth, Plastic, Paper
STEM, Science, Math, Art, ELA
Time Required: 20-minute lesson plus sensory bin Instructional Groupings: Are you using whole group, small
exploration during play centers group, partners, quads, homogeneous, heterogeneous?
Whole Group and small group
b. Use sense and science tools to classify common objects, such as buttons or swatches of cloth,
according to their physical attributes (color, size, shape, weight, and texture).
VAK.CR.4 Understand and apply media, techniques, and processes of three-dimensional art b.
Experiment with clay to create forms (e.g., rolling, pinching, modeling).
MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, besides, in front of, behind, and next to
ELAGSEKRI5: Identify the front cover, back cover, and title page of a book.
ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding.
The purpose of this lesson is to further students’ understandings on the properties and purpose of 3 of the 6
materials including Cloth, Plastic, and Paper.
What makes Cloth, Plastic, and Paper different? Why do we use cloth, plastic, and paper for different reasons?
Students can describe an object based on its physical attributes including its size, color, shape, and texture.
Students can communicate objects texture, using words including smooth, rough, bumpy, hard, and soft.

drying
Rough: Having an uneven or irregular surface; not smooth or level
Smooth: Having an even and regular surface or consistency; free from perceptible projections, or lumps.
Listening: Book will be read about the 3 materials. Students will hear academic language throughout the reading.
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Oral Language: Students will talk about the book, using academic language. Students will also converse with others using
academic language during activity.
texts; and so on.
Identifying which material is which, and why. Explain the textures and physical attributes of each material, and what makes
them purposeful.
Sentences: Students will do their best to describe their material in a sentence form using physical attribute terms.
Students will express their understanding of the academic knowledge through the assessment activity “What is in my bag”. In
each small group there will be a bag with a different material. Students are supposed to only feel the object and describe it use
academic language and decide as a group what the object is and what material it is made of. This this conversation with
groupmates, and the written activity, students will demonstrate their understanding of the academic language.
The “What is in Your Bag” Worksheet will be used as our assessment strategy for this lesson. Students will have to draw what
material they feel, as well as write the physical attributes they feel when solving the mystery.
Draws a picture of what they think they feel. Writes words describing the physical attributes of what they
feel in their bag.
Does not try writing out attributes they feel within their mystery bag.
No IEP Students
Focus Student 1 (A): Student A is a strong writer and will be asked to write thoughts and ideas in complete
sentences.
Focus Student 2 (C): Student C will receive scaffolding when spelling on her assessment sheet. She struggles
sounding words out and listening to each individual sound, therefore, I will sound out her thoughts nd have her
write what she hears.
Focus Student 3 (W): Student W will be asked to verbally communicate what he feels within the mystery bag, and
the teacher will scaffold by writing in highlighter and having him trace his words.
Mystery bags on tables. Book propped up with anchor chart.
To introduce the lesson, I will activate students’ prior knowledge through a turn and talk. My students love talking
to one another therefore this will be an opportunity to use their interests. Students will talk to their neighbor
about what they remember of the materials cloth, plastic, and paper from our lesson the day prior.
- After the turn and talk introduction, I will read a book to my students about the materials. I will only cover cloth,
plastic and paper, and save the other 3 materials for the following days lesson. The book will speak on the different
attributes and purposes of the 3 materials covered. During the reading I will stop and ask students questions in
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relation to what they may see about these materials in the real world to keep them engaged (cognitive, social). I will
also play our community clay miner video from Mr. Fowler, and speak on what he does with materials, especially clay,
during his workday.
- After, we will discuss what we have learned about the 3 materials through the book. (Social, emotional, cognitive).
- After discussion, we will transition to our small group tables. At each table there will be a mystery bag, and I will be
sure to emphasize that students do not touch or look into the bags on their table until instructed otherwise.
- I will then give students instructions. I will explain that there is a mystery to solve within each group’s bag. They must
use only their sense of touch to figure it out as a group.
- Each student will be given 5 seconds to initially touch the object in their bag and pass it to their neighbor. When each
student has gotten their opportunity, then the bag will go back around. Each student will then get one more feel and
must describe what they feel and ideas as to what it may be regarding how it feels (social, cognitive).
- When each student has gotten an opportunity to discuss, they will write about their predictions and draw a picture of
what they feel (physical, cognitive).
- Finally, the group must come to a consensus of what is then their bag, and when they have decided they will pull the
object out of the bag to decided.
After each group has pulled their object out of the bag, we will close with a time of sharing. One student from each group will
share what their object is, what they felt when it was in the bag, and how they came to the conclusion that it was that object
based on its properties.
The process will be differentiated for the whole group. The product will be differentiated specifically for my focus
students.
The process will be differentiated dependent on students’ pre-assessment scores. Those that struggled most
recognizing cloth and explaining its purpose, will be placed in a group together with the mystery bag containing
cloth to extend knowledge. I will do the same with those that struggled more with plastic, and paper.
What strategies will be used to differentiate for focus student 1?
Focus student 1 (A) will have his product differentiated as I will ask him to express his thoughts in complete
sentences rather than just a word or two because he is very advanced in this area of writing.
Focus Student 2 (C) will be provided some extra differentiation regarding the writing assessment. As she is writing,
she will be provided some scaffolding to help her sound words out and spell them to the best of her ability. C
writes well but struggles to take the time to listen to each sound, therefore, she will be provided this support when
needed.
Focus Student 3, W, will be scaffolded in his product as well. As W struggles with letter sounds and writing, he will
verbally express his thoughts to a teacher in the room, and from there the teacher will write his ideas in higher.
After doing so W can than trace over what was written. This will help him with pen to paper writing and even
sounding out words as he can sound out each individual letter written and know what word is written as he
previously spoke of it.
Casey. (n.d.). Australian curriculum - materials and Their Properties - Foundation Science Unit. Teachers
Pay Teachers. Retrieved September 5, 2022, from
https://www.teacherspayteachers.com/Product/Australian-Curriculum-Materials-and-their Properties-
Foundation-Science-Unit-3143879?st=6cbcb3ef65dd7f23545c531b7dc1465a
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H., R. M. E., & Schneider, C. (2016). What is it made of?: Noticing types of materials. Millbrook Press.
Wikimedia Foundation, Inc. (2020, August 15). Wikimedia Commons. Retrieved October 17, 2022, from
https://commons.wikimedia.org/wiki/Wikimedia_Commons
What are the different types of steel?: Metal exponents blog. Metal Exponents. (2020, August 18).
Retrieved October 17, 2022, from https://metalexponents.com/blog/different-types-steel/
Bouzourene, S. (2019, September 23). Five ways to re-use plastic bottles in a primary class. British
Council. Retrieved October 17, 2022, from https://www.britishcouncil.org/voices-
magazine/reuse-plastic-bottles-young-learner-class
HarperCollins Publishers Ltd. (n.d.). Paper definition and meaning: Collins english dictionary. Paper
definition and meaning | Collins English Dictionary. Retrieved October 17, 2022, from
https://www.collinsdictionary.com/dictionary/english/paper
11 different types of sculpting clay (plus 4 sculpting techniques). Home Stratosphere. (2022, September
28). Retrieved October 17, 2022, from https://www.homestratosphere.com/types-of-sculpting-
clay/
Colorful, fabric HD wallpapers / desktop and mobile images & photos. HD Wallpapers -
HdWallpaperim.com. (2022, October 17). Retrieved October 17, 2022, from
https://hdwallpaperim.com/colorful-fabric/
Worksheet will be made by Ms. Stubbs

Kitchen Table Classroom. (2019, May 4). The element of texture in art with free printable. The Kitchen
Table Classroom. Retrieved September 5, 2022, from https://www.kitchentableclassroom.com/texture-
Stubbs 10
in-art/
Gardner’s Theory of Multiple Intelligences – directions are given orally, auditory. Mystery Bag activity,
kinesthetic/bodily. Whole group, partner, and small group discussion and activity, interpersonal.
Reviewing anchor chart and drawing imagination, visual/spatial.
Piaget Pre-Operational stage of Cognitive Development – Students will use the proper syntax in
conversation, in description of what they feel, and through listening to the teacher, the book, and to
others’ ideas.
Dewey – Dewey emphasizes that people learn best through a hands-on approach. Through the
implementation of the “Mystery Bag” activity, students will receive a very hands-on learning experience
to recognize the attributes of the 3 materials discussed this lesson. Along with this, sensory bins will be
provided during play centers regarding the materials. This is also hands-on/experiential learning.
Physical- Drawing what they imagine the object to be will emphasize students fine motor development.
Students will also feel and interact with objects and recognize their physical attributes.
Social- Students will communicate ideas with a partner in their turn and talk. Students will communicate
ideas whole group, and even in small group conversations during the Mystery Bag Activity.
Arts: Students will be connecting with visual arts as they imagine what they think is in the bag based upon its
texture and ways it feels, and they will draw the material/object they are imagining
Community – Clay Miner, Mr. Fowler BASF
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Central Focus: Materials and their Multiple Different Grade Level:
Lesson Title:
Digging Deeper: Wood, Metal, and Clay
STEM, Science, Math, Art, ELA
Time Required: Instructional Groupings: Are you using whole group, small
20-minute lesson plus sensory bin exploration during group, partners, quads, homogeneous, heterogeneous?
play centers Whole Group and Small Group
a. Use sense and science tools to classify common objects, such as buttons or swatches of cloth,
VAK.CR.4 Understand and apply media, techniques, and processes of three-dimensional art b.
Experiment with clay to create forms (e.g., rolling, pinching, modeling).
MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, besides, in front of, behind, and next to
ELAGSEKRI5: Identify the front cover, back cover, and title page of a book. ELAGSEKRL10: Actively
engage in group reading activities with purpose and understanding.
The purpose of this lesson is to further students’ understandings on the properties and purpose of 3 of the 6
materials including Wood, Metal, and Clay.
What makes wood, metal, and clay different from one another? Why do we use wood, metal, and clay for different
reasons?
Students can describe an object based on its physical attributes including its size, color, shape, texture, and/or its
ability to sink or float.
Students can verbally communicate objects texture, using words including smooth, rough, bumpy, hard, and soft.
Stubbs 12

Listening: Book will be read about the 3 materials. Students will hear academic language throughout the reading.
Oral Language: Students will talk about the book, using academic language. Students will also converse with others using
academic language during activity
texts; and so on.
Identifying which material is which, and why. Explain the textures and physical attributes of each material, and what makes
them purposeful.
Sentences: Students will do their best to describe their material in a sentence form using physical attribute terms
Students will express their understanding of the academic knowledge through the assessment activity “What is in my bag”. In
each small group there will be a bag with a different material. Students are supposed to only feel the object and describe it use
academic language and decide as a group what the object is and what material it is made of. This this conversation with
groupmates, and the written activity, students will demonstrate their understanding of the academic language.
The “What is in Your Bag” Worksheet will be used as our assessment strategy for this lesson. Students will have to draw what
material they feel, as well as write the physical attributes they feel when solving the mystery.
Draws a picture of what they think they feel. Writes words describing the physical attributes of what they feel
in their bag.
Does not try writing out attributes they felt within their mystery bag. Does not draw a picture of what he
predicts the mystery material to be.
No IEP Students
Focus Student 1 (A): Student A is a strong writer and will be asked to write thoughts and ideas in complete
sentences.
Focus Student 2 (C): Student C will receive scaffolding when spelling on her assessment sheet. She struggles
sounding words out and listening to each individual sound, therefore, I will sound out her thoughts nd have her
write what she hears.
Focus Student 3 (W): Student W will be asked to verbally communicate what he feels within the mystery bag, and
the teacher will scaffold by writing in highlighter and having him trace his words.
Mystery bags on tables. Book and Anchor chart on display.
To introduce the lesson, I will activate students’ prior knowledge through a turn and talk. My students love talking
to one another therefore this will be an opportunity to use their interests. Students will talk to their neighbor
about what they remember of the materials wood, metal, and clay from our first lesson, or where they see it in
their worlds.
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- After the turn and talk introduction, I will read the book we started the day prior to my students about the materials
left. I will only cover metal, clay, and wood. The book will speak on the different attributes and purposes of the 3
materials covered. During the reading I will stop and ask students questions in relation to what they may see about
these materials in the real world to keep them engaged (cognitive, social).
- After the read, we will discussed what we have learned about the 3 materials through the book. (Social, emotional,
cognitive).
- After discussion, we will transition to our small group tables. At each table there will be a mystery bag, and I will be
sure to emphasize that students do not touch or look into the bags on their table until instructed otherwise.
- I will then give students instructions. I will explain that there is a mystery to solve within each group’s bag. They must
use only their sense of touch to figure it out as a group.
- Each student will be given 5 seconds to initially touch the object in their bag and pass it to their neighbor. When each
student has gotten their opportunity, then the bag will go back around. Each student will then get one more feel and
must describe what they feel and ideas as to what it may be regarding how it feels.
- When each student has gotten an opportunity to discuss, they will write about their predictions and draw a picture of
what they feel 9Physcial, cognitive).
- Finally, the group must come to a consensus of what is then their bag, and when they have decided they will pull the
object out of the bag to decided.
After each group has pulled their object out of the bag, we will close with a time of sharing. One student from each group will
share what their object is, what they felt when it was in the bag, and how they came to the conclusion that it was that object
based on its properties.
The process will be differentiated for the whole group. The product will be differentiated specifically for my focus
students.
The process will be differentiated dependent on students’ pre-assessment scores. Those that struggled most
recognizing cloth and explaining its purpose, will be placed in a group together with the mystery bag containing
cloth to extend knowledge. I will do the same with those that struggled more with metal, wood, or clay.
Focus student 1 (A) will have his product differentiated as I will ask him to express his thoughts in complete
sentences rather than just a word or two because he is very advanced in this area of writing.
Focus Student 2 (C) will be provided some extra differentiation regarding the writing assessment. As she is writing,
she will be provided some scaffolding to help her sound words out and spell them to the best of her ability. C
writes well but struggles to take the time to listen to each sound, therefore, she will be provided this support when
needed.
Focus Student 3, W, will be scaffolded in his product as well. As W struggles with letter sounds and writing, he will
verbally express his thoughts to a teacher in the room, and from there the teacher will write his ideas in higher.
After doing so “W” can than trace over what was written. This will help him with pen to paper writing and even
sounding out words as he can sound out each individual letter written and know what word is written as he
previously spoke of it.
Stubbs 14
H., R. M. E., & Schneider, C. (2016). What is it made of?: Noticing types of materials. Millbrook Press.
Wikimedia Foundation, Inc. (2020, August 15). Wikimedia Commons. Retrieved October 17, 2022, from
https://commons.wikimedia.org/wiki/Wikimedia_Commons
Kitchen Table Classroom. (2019, May 4). The element of texture in art with free printable. The Kitchen
Table Classroom. Retrieved September 5, 2022, from https://www.kitchentableclassroom.com/texture-
in-art/
Gardner’s Theory of Multiple Intelligences – directions are given orally, auditory. Mystery Bag activity,
kinesthetic/bodily. Whole group, partner, and small group discussion and activity, interpersonal.
Reviewing anchor chart and drawing imagination, visual/spatial.
others’ ideas.
implementation of the “Mystery Bag” activity, students will receive a very hands-on learning experience
to recognize the attributes of the 3 materials discussed this lesson. Along with this, sensory bins will be
provided during play centers regarding the materials. This is also hands-on/experiential learning.
Physical- Drawing what they imagine the object to be will emphasize students fine motor development.
Students will also feel and interact with objects and recognize their physical attributes.
Social- Students will communicate ideas with a partner in their turn and talk. Students will communicate
ideas whole group, and even in small group conversations during the Mystery Bag Activity.
Stubbs 15
Arts: Students will be connecting with visual arts as they imagine what they think is in the bag based upon its
texture and ways it feels, and they will draw the material/object they are imagining
Kindergarten STEM Coordinator - Mrs. Andrews
Stubbs 16

Lesson Title:
Sorting Materials by Physical Attributes
STEM, Science, ELA, Math
25 minutes group, partners, quads, homogeneous, heterogeneous?
Whole Group and Small Group
a. Ask questions to compare and sort objects made of different materials. (Common materials include
clay, cloth, plastic, wood, paper, and metal.)
meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts
the categories represent.
MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to ….)
The purpose of the lesson is to acknowledge materials by their given names and sort by such, but also sort by
other physical attributes.
What are the different ways in which we can sort objects?
Represent there are multiple ways to sort by categories including by size, color, shape, and textures.
drying
Strong: Able to withstand great force or pressure.
Weak: Liable to break or give way under pressure; easily damaged
Stubbs 17
Sorting: Students will sort based off their knowledge of the academic language.
Listening: Students will listen to the academic language spoken about.
Oral Language: Students will talk to one another using the academic language.
texts; and so on.
Identifying the physical attributes or materials and sorting by them.
Sorting chart will be completed by students based on their knowledge of the academic language.
Students will demonstrate their understanding of the academic language through their assessment as well as within each small
group activity.
Students will be assessed in one of the small groups through the completion of a materials cut and paste sorting worksheet. On
this worksheet they will sort by different physical attributes of the objects provided.
3- Sorted all materials and objects correctly in 3 different ways.
2 – Sorted more than 5 objects correctly in 3 different ways.
1- Sorted 1-4 objects correctly in less than 3 different ways.
0- Unable to sort in any way.
No Students with IEP.
All three of my focus students struggle with sorting as seen in my pre-assessment. To differentiate their
assessment, they will be provided with a key of different ways in which they may be able to sort so that they may
reference it when needed.
Stations around the room on display. I will hook students with the idea that they will be moving around
interacting with many different objects they do not normally get to play with.
To introduce the lesson, I will reference the anchor chart, reminding students of the materials we have been
learning about. I will then dig into their attributes and what makes each of them different. Then I will introduce
the attribute words and begin instruction.
- I will begin this lesson by checking in on students’ prior knowledge of materials and physical attributes. I will
reference the anchor chart we created as a class, and ask questions pertaining to each material, what they are, and
the physical attributes regarding each. (cognitive & social)
Stubbs 18
- After conversing through this, I will then give instructions as to what we will be doing for the next 20 minutes. I will
explain to students that they will be traveling to 3 different small groups. 1 small group will be on iPad’s where
students will complete a shapes sort. They will sort the shapes in multiple different ways according to their physical
attributes (fine motor-physical). The 2nd group will be a cut and paste materials sort. Students will cut out the images
of different objects and paste them into their specific materials category (physical, cognitive). Finally, in the last
group, students will be provided with a variety of objects. With these objects they will work together to sort them by
their materials and by their attributes, as many ways possible.
- Students will be given 5-6 minutes per station. When the time limit is up, the lead teacher will ring a bell to signify
that groups will be switching.
- When all 3 groups have gone to all 3 stations, teacher will gather the students back on the carpet and recap. I will ask
questions as to how we can sort and by what features we may sort by. A variety of students will be asked to share,
and we will conclude the lesson with that.
To close, the class will be gathered back on the carpet and recap the lesson. Students will be asked why we sort and what
different ways in which we may sort by, etc. Recap the anchor chart. Transition to play centers.
The process will be differentiated.
The process differentiation will be accomplished through more or less scaffolding, depending on the needs of
each student, provided throughout the sorting stations.
What strategies will be used to differentiate for focus student 1? A
I will provide a reminder key, with words and images, for each of my focus students regarding the many ways in
which they might consider how to sort. I will give them a small, laminated card that can travel with them to each
station and can be referenced when sorting at each of the groups. Each of my focus students were seen to struggle
sorting on the pre-assessment as they did not know the different ways in which they could sort by, therefore this is
the best way they can be silently reminded at each station when sorting.
What strategies will be used to differentiate for focus student 2? C
I will provide a reminder key with words and images, for each of my focus students regarding the many ways in
What strategies will be used to differentiate for focus student 3? W
I will provide a reminder key with words and images, for each of my focus students regarding the many ways in
Casey. (n.d.). Australian curriculum - materials and Their Properties - Foundation Science Unit.
Teachers Pay Teachers. Retrieved September 5, 2022, from
https://www.teacherspayteachers.com/Product/Australian-Curriculum-Materials-and-
their Properties-Foundation-Science-Unit-
Stubbs 19
3143879?st=6cbcb3ef65dd7f23545c531b7dc1465a
Seesaw. (n.d.). Retrieved October 17, 2022, from https://app.seesaw.me/#/class/class.aff9bcfe-

b7d2-4d60-b6e5-5f83b8af502a
(Many activities will be physical toys and objects for sorting)

Warner, K. (2010, July 20). Sorting by Attributes. Kindergarten kindergarten. Retrieved September 5,
2022, from https://www.kindergartenkindergarten.com/sorting-by-attributes/
ClariClass. (n.d.). Unit 2: Physical attributes. clariclass. Retrieved September 4, 2022, from
https://www.clariclass.org/learn-play/kindergarten/science/unit-2-physical-attributes
Simpson, L. (2020, July 2). 12 quick tools to teach sorting in Kindergarten. KindergartenWorks. Retrieved
September 5, 2022, from https://www.kindergartenworks.com/teacher tools/sorting-
in kindergarten/#:~:text=Sorting%20is%20a%20basic%20skill%20covered,using%20are%20
sorting%20by%3A%20color.%20shape.&text=Sorting%20is%20a%20basic,sorting%20by
%3A%20color.%20shape.&text=a%20basic%20skill%20covered,using%20are%20sorting %20by%3A
Stubbs 20
Gardner’s Theory of Multiple Intelligences – directions are given orally, auditory. Sorting games,
kinesthetic/bodily. Whole group and small group discussion and activity, interpersonal. Reviewing
anchor chart and drawing imagination, visual/spatial.
others’ ideas.
implementation of the different sorting games, students will receive a very hands-on learning
experience to recognize the attributes the materials and shapes discussed this lesson.
Physical- Sorting different objects into their desired section requires fine motor development.
Social- Students will communicate ideas with whole group, and even in small group conversations
during the sorting games.
Cognitive- Students at this age are active learners. Through the interactive conversations, and the
sorting small group stations, this lesson will be very active.
Technology: I-pad Sorting game will be one of the centers students interact with. On the iPad they will drag and
drop different images and draw different pictures by their attributes
Partner Teacher - Mrs. Wilson
Kindergarten Grade Level STEM Coordinator – Mrs. Andrews
Student Teachers on Grade Level – Lindsey and Dani
Stubbs 21

Lesson Title:
My Favorite Toy
STEM, Science, Math
Whole group and partners
MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.
The purpose of this lesson is to have students practice recognizing what materials are used when making objects
and why certain materials were used over others.
What materials are used to make up your favorite toy? Why were those materials used over other materials?
Students can identify/name what material is used to make an object including plastic, wood, cloth,
metal, clay, and paper.
Students can verbally communicate objects texture, using words including smooth, rough, bumpy, hard,
and soft.
Students can describe an object based on its physical attributes including its size, color, shape, texture,
and its ability to sink or float.
drying
Strong: Able to withstand great force or pressure.
Weak: Liable to break or give way under pressure; easily damaged
Stubbs 22
Oral Language: Students will share using the academic language when presenting and talking about their toy.
Listening: Students will listen to others using the academic language when talking about their toy.
texts; and so on.
Identifying what materials are used to make different toys. Identifying why different materials are better to use than others.
Written or drawn on a Chart.
Students will express their understanding of the academic knowledge through the sharing of their findings in the activity.
Students will be assessed through the sharing of their favorite toy. In the sharing process, they will be asked to
consider the materials used to make their toy, and why those materials were used rather than other materials.
Able to describe what materials are used and why to make their toy.
Unable to describe the materials used to make to and why.
No IEP Students
FS1 (A)- A will be provided scaffolding when presenting his information. As he lacks in the area of social
development, he is often shy and scattered. To keep him on track he will be scaffolded through questioning and
redirection when it is seen fit while presenting his findings on his toy.
FS2 (C)- C will need no further differentiation as this assessment fits her needs. C is very confident socially and
has interacted well with this sort of activity within our classroom.
FS3 (W)- W will be provided scaffolding when presenting his information. As he lacks in the area of social
development, he is often shy and scattered. To keep him on track he will be scaffolded through questioning and
redirection when it is seen fit while presenting his findings on his toy.
Students will be told to go grab their favorite toy that they were to bring (student interests).
Students will interact in a turn and talk (social, emotional). They will choose one person to share their experience
on their scavenger hunt with their parents. They will be prompted to talk about what materials they saw, how they
were being used, etc. After 2 minutes talking with their neighbor, we will then share a few findings whole group.
- After hooking and introducing the lesson via turn and talk plus sharing, we will engage with some student’s findings.
We will have student led conversations regarding the purpose of the different materials in their findings and why
certain materials were used in certain ways around their homes (social, emotional, interests).
Stubbs 23
- After wrapping up this conversation, I will then transition students off the rug and to their seats.
- At their seats students will be provided 5 minutes to look over their homework activity with their parents about their
favorite toy, reference their toy and consider its materials and purposes. They will be asked to draw a picture of their
toy, and label the materials used (cognitive, physical). Teachers will be walking around, promoting further thinking
(cognitive).
- When the timer runs out, we will transition to our closing circle.
To close, we will have a sharing circle. Students will share their favorite toy, the materials used to make it, and the purpose of
those materials over others (Social/emotional).
The product, being the presentation of their findings, will be differentiated through the use of scaffolding.
Students that struggle more with sharing in front of the group will be given guidance through questioning as to
what they are to be sharing about.
A will be provided scaffolding when presenting his information. As he lacks in the area of social development, he
is often shy and scattered. To keep him on track he will be scaffolded through questioning and redirection when
it is seen fit while presenting his findings on his toy.
C will need no further differentiation as this assessment fits her needs. C is very confident socially and has
interacted well with this sort of activity within our classroom.
W will be provided scaffolding when presenting his information. As he lacks in the area of social development,
he is often shy and scattered. To keep him on track he will be scaffolded through questioning and redirection
when it is seen fit while presenting his findings on his toy.
Stubbs 24
Gardner’s Theory of Multiple Intelligences – directions are given orally, auditory. Whole group and
partner discussion and activity, interpersonal. Drawing their toy and labeling, visual/spatial.
conversation, when presenting on their favorite toy and what they now know about its materials and
purpose with the whole group.
implementation of the favorite toy activity, students will receive a very hands-on learning experience by
using their toy, investigating it, and pointing out the materials used to make it and the purpose of those
materials.
Physical- Measuring their toys, investigating it, and comparing its materials, and sharing.
Social- Students will communicate ideas with partners and with the whole group when presenting on
their findings of their favorite toy.
to be liked and accepted, sharing in front of the class encourages students to be accepting of others. For
this activity they will also get to share about their families, this is something dear to their hearts will
touch on their emotional development.
favorite toy presentation, this lesson will be very interactive.
Arts: Students will use visual arts by drawing what their toy looks like and labeling the materials used to create
their toys.
Families – Scavenger hunt list due, favorite toy brought.
Partner Teacher - Mrs. Wilson
Stubbs 25

Lesson Title:
ASK – Sink or Float Boat Introduction
STEM/Science, ELA, Math, Art
20 Minutes group, partners, quads, homogeneous, heterogeneous?
Whole Group
are made of and their physical attributes. c. Plan and carry out an investigation to predict and observe
whether objects, based on their physical attributes, will sink or float.
ELAGSEKRI5: Identify the front cover, back cover, and title page of a book.
ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding.
drawing
MGSEK.G.1 Describe objects in the environment using names of shapes and describe the relative
positions of these objects using terms such as above, below, besides, in front of, behind, and next to.
The purpose of this lesson is to have students understand what it means to sink or float, and how they can know
what materials might sink or float and why.
What does it mean to sink or float? How will I know if an object will sink or float?
Students can begin to wonder what materials will sink or float.
Students can consider building an object, and based off its materials, determine if it will sink or float
Materials: the matter from which a thing is or can be made.
Sink: Go down below the surface of something, especially of a liquid; become submerged.
Float: Rest or move on or near the surface of a liquid without sinking.
Air: The invisible gaseous substance surrounding the earth, a mixture mainly of oxygen and nitrogen.
Heavy: difficult to move or carry
Light: easy to move or carry
Weight: a body’s relative mass or the quantity of matter contained by it, giving rise to a downward force
Listening: In video and in conversation
Oral Language (Speaking): Conversation
Stubbs 26
texts; and so on.
Predicting what objects/materials are going to sink or float.
Chart/Journal Prompt
Students will demonstrate their understanding through their assessment, as well as in classroom conversation.
Students will be assessed through a journal prompt chart. They will be provided a sink/float t-chart and will be asked to
consider which of the 6 materials we have discovered will sink and which will float. Once considered they will draw the
materials on whatever side of the chart they belong.
Draws all 6 materials on the sink/float t-chart, based on their knowledge of sinking and floating,
deciding which materials might sink/float.
Does not draw objects based on whether they might sink or float.
No IEP Students
FS1 (A) – So that the assessment isn’t too easy for A, he will be asked to write a sentence next to his 6 drawing,
as to why he thinks it will sink or float. This will keep him challenged as drawing activities are found to be too
easy for A, so he does not try.
FS2 (C) – Student C will be given a laminated card with images of the 6 materials we will consider using to build a
boat. With this reminder she can then consider whether they might sink or float and draw hem on her t-chart.
FS3 (W) – Student W will be given a laminated card with images of the 6 materials we will consider using to build
a boat. With this reminder he can then consider whether they might sink or float and draw hem on her t-chart.
Cruise Ship image on Promethean board. I will ask questions as to why something so heavy does not sink.
To introduce, I will activate students’ prior knowledge of sinking and floating. I will ask students what make
something sink or float, and white students’ ideas on a T-chart.
- After introducing the idea of sink/float, I will read the book “Things That Float and Things That Don’t” constantly
stopping to ask questions pertaining the parts of a book. (Where is the cover page? The title? What is an author vs
illustrator, etc.” (cognitive, social). Along with this, I will also ask students questions pertaining to sinking and floating
and considering the boats shapes, and their positioning along the way (social, cognitive).
- After reading the story, we will return to the t-chart and decide if we want to change any of our ideas to the sink/float
t-chart, or if we would like to add anything new, we learned (cognitive, social). This will be done in a different color to
recognize the additions (social, cognitive)
- After discussion, I will transition students to their seats in a tiptoe manner.
- Students will then be provided with their own t-chart journal prompt. On one side of the t-chart it will say “sink” and
Stubbs 27
on the other side it will say “float”.

- On the t-chart, students will be directed to draw a picture of each of the 6 materials dependent upon if they may sink
or if they may float.
- The teacher will create an overall chart of student’s responses to recall as students’ knowledge grows throughout the
week.
To close, I will have a few students share their ideas along with why they might think those materials will sink or float. Finally, I
will play a song about sinking and floating, allowing movement for students, then transition to play centers.
The product will be differentiated dependent upon the needs of my students.
Some student’s products will be differentiated through a laminated reminder card of the materials we will be
using to make a boat in the future. Some student’s products will be differentiated through the addition of
writing factors with their drawings.
So that the assignment isn’t too easy for A, he will be asked to write a sentence next to his 6 drawing, as to why
he thinks it will sink or float. This will keep him challenged as drawing activities are found to be too easy for A,
so he does not try.
Student C will have her process differentiated through a laminated card. On the card, she will have an image of
the 6 materials we will consider using to build a boat. With this reminder she can then consider whether they
might sink or float and draw hem on her t-chart.
Student W will have his process differentiated through a laminated card. On the card, he will have an image of
the 6 materials we will consider using to build a boat. With this reminder he can then consider whether they
might sink or float and draw hem on her t-chart.
Family Cruise Companion. (2022, August 24). Why do cruise ships float when they're actually really
massive? The Family Cruise Companion. Retrieved October 17, 2022, from
https://familycruisecompanion.com/why-do-cruise-ships-
float/#:~:text=So%20why%20do%20cruise%20ships%20float%3F%20Basically%2C%20the,the%20
buoyant%20force%20pushes%20upwards%20against%20the%20ship.
Adler, D. A., & Raff, A. (2014). Things that float and things that don't. Holiday House.
YouTube. (2019, June 7). CBeebies | do you know songs | sinking and floating. YouTube. Retrieved
October 17, 2022, from https://www.youtube.com/watch?v=s2DTW0EMigk
Stubbs 28
State Government of Victoria, Australia. (2018, September 5). Floating and sinking. Department of
Education and Training Victoria. Retrieved October 17, 2022, from
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continu
um/Pages/floatsink.aspx
Family Cruise Companion. (2022, August 24). Why do cruise ships float when they're actually really
massive? The Family Cruise Companion. Retrieved October 17, 2022, from
https://familycruisecompanion.com/why-do-cruise-ships-
float/#:~:text=So%20why%20do%20cruise%20ships%20float%3F%20Basically%2C%20the,the%20
buoyant%20force%20pushes%20upwards%20against%20the%20ship.
discussion and creation of question to “ASK”, interpersonal. Creating of the t-chart and drawing,
visual/spatial. Drawing the materials putting them into a t-chart, visual/spatial.
conversation, when communicating about objects that might sink or float. Along with that, students will
represent their knowledge of the syntax in the assessment.
Physical- Fine motor will be encouraged through drawing. Students will dance to sink/float song.
Social- Students will communicate ideas with whole group about what materials may sink or float and
why.
Emotional- Students will be speaking in front of the group. Students at this age desire attention and
want to be liked and accepted, sharing in front of the class encourages students to be accepting of
others.
Stubbs 29
Cognitive- Students at this age are active learners. Through the interactive conversations, and the t-
chart creations and drawing, this lesson will be very interactive.
Arts: Students will be given an opportunity to work with their visual arts through the implementation of drawing
on a t-chart. They will draw images of what materials they think might sink and what materials might float, and
how they would have to look if they were to sink or float.
Kindergarten Student Teachers – Dani and Lindsey
Stubbs 30

Lesson Title:
IMAGINE/PLAN – Boat
STEM/Science, Art, Math
Whole Group and Partners
drawing
The purpose of this lesson is to imagine the creation of our own floating boats, and plan what materials we can
use to make our boat float.
What materials will sink? What materials will float? What might our boat look like?
Students can design an object, and based off its materials, determine if it will sink or float.
Students can identify/name what material is used to make an object including glass, plastic, wood, cloth,
metal, and paper.
Students can describe the purpose/use of each material, and what makes some materials better than
others when building certain things.
Paper: a thin sheet material produced by mechanically or chemically processing cellulose fibers derived from wood, rags,
grasses, or other vegetable sources in water, draining the water through fine mesh leaving the fiber evenly distributed on the
surface, followed by pressing and drying
Clay: a stiff, sticky fine-grained earth, typically yellow, red, ore bluish grey in color and often forming an impermeable layer
in the soil. It can be molded when wet and is dried to make bricks, pottery, and ceramics.
Metal: a solid material that is typically hard, shiny, malleable, fusible, and ductile, with good electrical and thermal
conductivity.
Stubbs 31
Wood: the hard fibrous material that forms the main substance of the truck or branches of a tree or shrub, used for fuel or
timber.
Listening: Conversation, video
Oral Language (Speaking): Whole group conversation.
texts; and so on.
Identify what materials will sink and float based off their properties
Charts
Students will demonstrate their understanding of the academic language through the planning process of their boat. By
understanding sinking, floating, and each of the materials properties, they will demonstrate what materials will be good to
make a floating boat out of.
Students will be assessed on the planning of their boat as well as thei ability to describe or lable what materials were used and
why.
Draws a plan for their boat using materials that will be able to float because of their properties.
Does not draw plan or does not use materials that can float.
No IEP Students.
FS1 (A) – A will label on his own and be given the opportunity to write in complete sentences.
FS2 (C) – C will be provided scaffolding to help her sound out words she wants to spell/label.
FS3 (W) – W will verbally express what materials he used and why he used them, rather than writing/labeling.
DIY Boat video pulled up on interactive board, materials laid out.
To introduce, students will interact in a turn and talk with a partner about what they think may be the best
materials to build a boat that floats, and what materials they think will be the worst to build a boat with.
- After hooking and introducing the lesson, I will play the Science Experiment float/sink video. (Student interests)
- I will pause the video frequently to interact with students about the materials being used and the purpose of that
(cognitive, social).
- I will also ask questions regarding the number of materials used to create their boats, and how many more or less the
other used in comparison. I will also ask if the shapes of each material matter, and what shapes are being used.
- After watching video, students will find their partner and turn and talk again regarding ideas they may change after
Stubbs 32
watching the video (social, cognitive, emotional).

- I will transition students to their seats. Students will be provided with a blank piece of paper and writing/drawing
utensils.
- Students will be asked to image what they may use to make their boat and what their boat may look like. After
imagining students will be given the opportunity to plan their creation through drawing a labeling their materials to
make their boat (physical, cognitive).
To close, students will share, and class will discuss the pros/cons of the materials used.
The differentiation will be accomplished through the different ways in which some students may express their
knowledge of the materials they planned with and why.
A will label the materials he used on his own and he will be given the opportunity to write in complete
sentences, the purpose of each material he chose in his planning.
C will be provided scaffolding to help her sound out words she wants to spell so that she can label each of the
materials she used to make her plan of her boat. C will verbally express the purpose of what she used each
material she did.
W will verbally express what materials he used and why he used them, rather than writing/labeling.
YouTube. (2020, April 18). Float or sink boat science experiment | easy kids project with pennies (5 ways
to make boat or raft). YouTube. Retrieved October 17, 2022, from
https://www.youtube.com/watch?v=OF7vPqd1z_8
(Worksheet will be made by Ms. Stubbs)
Stubbs 33

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pa
ges/floatsink.aspx

partner discussion of planning and imagination, interpersonal. Drawing their boat plan and labeling,
visual/spatial.
conversation, when we talk as a whole group regarding the materials and what properties make an
object sink or float. Students will also demonstrate the syntax through their planning process.
implementation of planning for our boats, students will receive a very hands-on learning experience the
Physical- Drawing their plans will engage their fine motor development.
Social- Students will communicate ideas about what materials might be best to use when creating our
sink/float boat.
Emotional- Students will be communicating with their peers. Students at this age desire attention and
others.
planning of student’s boat creations, this lesson will be very interactive.
Art: Students will be imagining and planning their boats through visual arts. They will draw what they imagine
they might make their boat to look like the next day.
Kindergarten Student Teachers – Lindsey and Dani
Stubbs 34

Central Focus: Materials and Their Multiple Grade Level:
Different Purposes Kindergarten
Lesson Title:
CREATE - Boat
STEM/Science, Math, Art
Time Required: Instructional Groupings: Are you using whole group, small group,
25 Minutes partners, quads, homogeneous, heterogeneous?
Whole group and Partners
VAK.CR.4 Understand and apply media, techniques, and processes of three dimensional art. a. Create
sculpture using a variety of media and techniques. b. Experiment with clay to create forms (e.g. rolling,
pinching, modeling). c. Create works of art using traditional and/or contemporary craft materials and
methods
has “more of”/ “less of” the attribute, and describe the difference.
The purpose of this lesson is to, understand what causes objects to sink or float, and create a boat using
materials that will allow it to float.
What materials will sink? What materials will float? How will I make my boat so that it will float?
Students can build an object, and based off its materials, determine if it will sink or float.
Stubbs 35
conductivity.
timber.
Listening: Instructions, and conversation
Oral Language (Speaking) – Talking about the materials used.
texts; and so on.
Identify what materials will sink or float, and what materials will be best to make a boat out of
Chart
Students will demonstrate their knowledge of the academic language by creating their boats, and by sharing what they created
it the way they did.
Students will be assessed on their creation of their boat, along with their explanation of why they created it the way they did.
Students will all describe verbally.
Created their boat with purpose behind each material.
Did not create their boat with any logic or reasoning behind the materials.
No IEP Students
FS1 (A) – A will be provided will scaffolding through the building process. “A” can be seen to struggle with fine
motor skills in the classroom like cutting and gluing therefore, the teacher will provide scaffolding where it is
seen fit.
FS2 (C) – C will not need any scaffolding for this activity as she is well developed in her fine motor skills, and she
is very strongly socially, when sharing whole group.
FS3 (W) – W will be provided will scaffolding through the building process. “W” can be seen to struggle with fine
motor skills in the classroom like cutting and gluing therefore, the teacher will provide scaffolding where it is
seen fit.
To hook, building materials will be arranged throughout the classroom.
To introduce the lesson, I will provide models for students to look at. We will discuss the materials used in each
model, as well as why the model is good or how it could be fixed.
Stubbs 36
- After hooking and introducing the lesson, I will transition students to their seats. Students will have a plate over each
material at their tables and will be given their models created the day prior.
- Students may review that model and begin to build (physical, cognitive).
- Teachers will be walking round scaffolding and differentiating where it is needed.
- After 12 minutes, students will be asked to clean up.
- I will place a big bucket of water in the middle of each table, and one at a time students will test their boat structure
and see if it sinks or floats.
- After each student has gotten the chance to explore if their boat sinks or floats, I will transition students back to the
carpet to close.
To close, class will sit in a circle and share their final product and whether their boat sank or floated. If their boat sank, they
would describe what materials may have gone wrong and why. If their boat floated, they would explain what materials helped
their boat float and why. Students will also discuss the shapes used and the number of materials used and who had more or
less and by how many. They will also discuss if this could have played a roll in the sinking or floating of one’s boat.
The differentiation will be accomplished through scaffolding certain students who struggle in fine motor, during
the building process.
“A” will be provided will scaffolding through the building process. “A” can be seen to struggle with fine motor
skills in the classroom like cutting and gluing therefore, the teacher will provide scaffolding where it is seen fit.
C will not need any scaffolding for this activity as she is well developed in her fine motor skills, and she is very
strongly socially, when sharing whole group.
“W” will be provided will scaffolding through the building process. “W” can be seen to struggle with fine motor
skills in the classroom like cutting and gluing therefore, the teacher will provide scaffolding where it is seen fit.
All materials for this lesson will be physical objects and materials used to make their boat.
Stubbs 37
ges/floatsink.aspx

partner discussion of creation of their boats, interpersonal. The creation of their boats,
bodily/kinesthetic.
object sink or float. Students will also demonstrate the syntax through the creation of their boat.
implementation of creating our boats using the materials we have been learning about and exploring to
see if it will sink or float, students will receive a very hands-on learning experience.
Physical- Creating their boats will engage their fine motor development.
Social- Students will communicate what they used to create their boat, as well as why their used specific
materials.
Emotional- Students will be communicating with their peers and their whole group. Students at this age
desire attention and want to be liked and accepted, sharing in front of the class encourages students to
be accepting of others.
creation of student’s boat using materials and placing it in tubs of water to see if it will sink or float, this
lesson will be very interactive.
Arts: Students will interact with the Arts through the building/sculpting of their boats.
Kindergarten Student Teachers – Dani and Lindsey
Stubbs 38

Lesson Title:
IMPROVE/SHARE – Boat Book Creator!
STEM/Science, Math, Art
Partners and Whole Group
VAK.CR.4 Understand and apply media, techniques, and processes of three dimensional art. a. Create
sculpture using a variety of media and techniques. b. Experiment with clay to create forms (e.g. rolling,
pinching, modeling). c. Create works of art using traditional and/or contemporary craft materials and
methods
The purpose of this lesson is to consider how we could have improved our models and use technology to share
our outcome.
What materials could I remove or replace to make my boat float? What could I have done to make my boat
stronger?
Students can describe the purpose/us e of each material, and what makes some materials better than
Stubbs 39
conductivity.
timber.
Oral Language (Speaking): Sharing their findings
texts; and so on.
Identify what materials worked when making a boat and what materials did not work.
Book
Students will demonstrate their knowledge of the academic language through their sharing process.
Students will be assessed on their understanding of the materials purpose through sharing how their boat worked or didn’t and
why certain materials were good, and others were not.
Shares with a clear understanding of what materials were purposeful when making their boat, and
what materials were not so helpful to float their boat and why.
Cannot explain why some materials were more useful inn this creation than others.
No IEP Students
FS1(A) – “A” will be provided scaffolding in his sharing. He will be scaffolding through his thinking, as he often
gets very distracted and off task when sharing.
FS2 (C) – C will not need extra scaffolding further than the questions, as she is very vocal and loves to share her
thoughts will the class
FS3 (W) – “W” will be provided scaffolding in his sharing. He will be scaffolding through his thinking, as he often
struggles to think broadly and share what he was thinking.
Boats out on desk and photos of students building on the white board.
To introduce the lesson, we will have a whole group discussion about what students enjoyed about creating the
boats, what they learned about materials, and so on.
- After discussion, I will transition students back to their seats. Students will have 3 minutes to consider what they
Stubbs 40
could have changed, what they that went well, and why they used the materials they did.
- After 3 minutes, one by one students will take turns sharing their thoughts. Sharing why the went with the materials,
the shape, the number of objects etc. A picture of each student will be taken after they share.
- After each students shares and gets a picture taken I will screenshare them to the interactive board into a book
format. I will express keep points students stated and they will watch as I share their thoughts into a book. When the
whole class has shared, I will share the book with families.
To close, we will have a whole group conversation regarding what makes materials important and what makes each material
different and purposeful
The Process will be differentiated.
Differentiation of the process will be accomplished through scaffolding in some students sharing time.
“A” will be provided scaffolding in his sharing. He will be scaffolding through his thinking, as he often gets very
distracted and off task when sharing.
C will not need extra scaffolding further than the questions, as she is very vocal and loves to share her thoughts
will the class.
“W” will be provided scaffolding in his sharing. He will be scaffolding through his thinking, as he often struggles
to think broadly and share what he was thinking.
Create digital flipbooks. Issuu. (n.d.). Retrieved October 17, 2022, from
https://issuu.com/offers/flipbook?device=c&placement=&network=o&creative=&adgroupid=115
0089881822988&msclkid=ef790f4a6c1816325d7d6c07d7edb863&utm_source=bing&utm_mediu
m=cpc&utm_campaign=nam_b_dg_search_generic_en&utm_term=interactive+flipbook&utm_co
ntent=flipbook
Worksheet handmade by Ms. Stubbs

Stubbs 41

ges/floatsink.aspx

Gardner’s Theory of Multiple Intelligences – directions are given orally, auditory. Whole group
discussion of improvements, interpersonal. The improvements of their boats, bodily/kinesthetic.
object sink or float, and when making our book. Students will also demonstrate the syntax through the
creation of their boat.
implementation of making fixed or improvements to our boats using the materials we have been
learning about and exploring to see if it will sink or float, students will receive a very hands-on learning
experience.
Physical- Making changes to their boats will engage their fine motor development.
Social- Students will communicate what they used to create their boat, what they might change to their
boat, and what went well or did not go well.
Emotional- Students will be communicating with the whole group. Students at this age desire attention
and want to be liked and accepted, sharing in front of the class encourages students to be accepting of
others.
changes made to student’s boats, and the creation of our class book, this lesson will be very active and
engaging.
Technology – Whole Group Book Creator on media board. Students will take a picture and share what they
learned. Teacher will make book with them as they are sharing.
Stubbs 42

Stubbs 43

Lesson Title:
Materials Review and Post Assessment
STEM/Science, ELA, MATH
25 Minutes group, partners, quads, homogeneous, heterogeneous?
Whole group, Small group and individual
a. Ask questions to compare and sort objects made of different materials. (Common materials include
clay, cloth, plastic, wood, paper, and metal.)
c. Plan and carry out an investigation to predict and observe whether objects, based on their physical
attributes, will sink or float.
meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts
the categories represent.
MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes
The purpose of this lesson is to review the unit and post-assess to account the student’s new knowledge in
comparison to their preassessments.
What are materials? What is the purpose of each material? How can I sort by physical attributes? How can I
compare numbers in sorting?
Students will list the other the 6 materials used most often, including metal, wood, and clay.
Students can identify/name what material is used to make an object including plastic, wood, cloth,
metal, clay, and paper.
Students can describe the purpose/use of each material, and what makes some materials better than
Stubbs 44

Students can describe an object based on its physical attributes including its size, color, shape, texture,
and its ability to sink or float.
Students can sort objects based on their physical attributes, including its size, color, shape, and textures.
Students can verbally communicate objects texture, using words including smooth, rough, bumpy, hard,
and soft.
conductivity.
timber.
Post-assessment – writing/showing
Oral language (speaking and listening) - Conversation during interactive game
texts; and so on.
Identifying what materials are, their purpose, and their physical attributes.
Chart on game
Students will demonstrate their understanding of the academic language through the Lumio game, as well as on the post-
assessment.
Summative post-assessment. Students will take the same assessment that was given before the implementation of this unit.
They will be assessed upon their knowledge of all the learning objectives throughout the unit.
Stubbs 45

Scale of 0-100 points
List all the 6 common materials – 24 points
Identify the material – 12 points total
Purpose of Material – 30 points total
Sorting by Attributes – 6 points total
Texture – 3 points total
Sink and Float – 25 points total
No IEP Students
FS1 (A)- As this post-assessment is given verbal, individually, and hands-on each of the needs of my focus
students are met, therefore there will be no need for further differentiation in the assessment process.
FS2(C)- As this post-assessment is given verbal, individually, and hands-on each of the needs of my focus
FS3(W)- As this post-assessment is given verbal, individually, and hands-on each of the needs of my focus
To hook the lesson, the Lumio game with be pulled up on the board and students will be placed in groups.
To introduce the lesson, I will have an open conversation with students, letting them know we will be playing a
review game and taking a checkup. I will encourage students to ask any last-minute questions and review the
materials anchor chart with them.
- After hooking and introducing I will transition students into their “teams” of small groups.
- We will play a series of games regarding materials, their purpose, and so on until a piece o each learning objective is
covered. Students will work in their teams to answer questions on the interactive board, and will receive points
(cognitive, social, physical, emotional).
- After each question has been answered and covered, students will be provided 1 last chance to ask any questions,
then we will begin post-assessing each student.
- While students are being post-assessed, the rest of the class will be provided with clay to sculpt and make different
provided images on their table (physical).
To close each assessment, I will talk students through their strong suits, and the areas in which they struggled to reinforce the
information. When all assessments are complete it will be rest time.
The process with be differentiated.
This differentiation will be accomplished through the teams. I will decide teams about based off students’ needs
and knowledge expressed throughout the week to make each team environment positive and strong.
All 3 of my focus students will be placed in a group together. “A” is a very strong ready and writer, C is very
social, and W is very hands-on. With each of their differences, I feel as though they will bounce off each other
very well in a group and I feel that this differentiation will be very beneficial.
Stubbs 46
Lumio - the digital tool for today's Changing Education Environments. Lumio - the digital tool for today's
changing education environments. (n.d.). Retrieved October 17, 2022, from
https://go.smarttech.com/en/what-is-lumio
Post-assessment was handmade by Ms. Stubbs

ges/floatsink.aspx
Stubbs 47
Gardner’s Theory of Multiple Intelligences – directions are given orally, auditory. Small group
discussion, interpersonal. The completion of our interactive game and post-assessment,
bodily/kinesthetic.
conversation with their small group during the game. Along with this, students will use the syntax when
taking our post-assessment.
Dewey – Dewey emphasizes that people learn best through a hands-on approach. Our post-assessment
is very hands on and fits the needs of these hands-on learners.
Physical- Post-assessment is hands on and requires much use of fine motor skills. Movement to the
board and drag drop game.
Social- Students will communicate with group members to answer questions on the game.
Emotional- Students will be working with others in a group. Students at this age desire attention and
others.
Cognitive- Students cognitive development will be assessed through the implementation of our post-
assessment. Students are active learners and will be engaging with the materials through an interactive
game, and an interactive assessment.
Technology – Lumio game will be implemented to review our materials, physical attributes, sinking and floating,
shapes, sorting, etc.
Team Student Teachers – Dani and Lindsey

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Stubbs 1

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 10-24-2022

Support for Academic Language

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 10-25-2022

Support for Academic Language

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Worksheet will be made by Ms. Stubbs

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 10-26-2022

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

reading, writing, listening, or oral language.)

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

development along with their cultural backgrounds should be evident.)

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 10-27-2022

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Seesaw. (n.d.). Retrieved October 17, 2022, from https://app.seesaw.me/#/class/class.aff9bcfe-

(Many activities will be physical toys and objects for sorting)

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 10-31-2022

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 11-1-2022

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

on the other side it will say “float”.

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 11-2-2022

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

watching the video (social, cognitive, emotional).

(Worksheet will be made by Ms. Stubbs)

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

September 3, 2022, from https://www.skillshare.com/blog/15-types-of-fabric and-what-to-use-each-

Other Relevant Information

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 11-3-2022

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Other Relevant Information

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

Name of Teacher Candidate: Kaylee Stubbs Date: 11-4-2022

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support

TWS9 - Detailed Plans for 10 Learning Experiences/Planned Support