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Sink or Float Science Lesson Lesson 1

This lesson plan outlines a kindergarten science lesson on physical properties and sinking vs floating. Students will make predictions about which cookies will sink or float, then conduct an experiment using cookies and milk. They will record their observations and check their predictions. The lesson activates prior knowledge, includes hands-on learning, and closes with a review of key concepts. Differentiation strategies such as displaying materials are provided. The plan addresses PA standards and incorporates formative assessment.

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211 views5 pages

Sink or Float Science Lesson Lesson 1

This lesson plan outlines a kindergarten science lesson on physical properties and sinking vs floating. Students will make predictions about which cookies will sink or float, then conduct an experiment using cookies and milk. They will record their observations and check their predictions. The lesson activates prior knowledge, includes hands-on learning, and closes with a review of key concepts. Differentiation strategies such as displaying materials are provided. The plan addresses PA standards and incorporates formative assessment.

Uploaded by

api-606131815
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

Subject Area: Science Grade Level: Kindergarten

GMercyU Student Name: Heather Reiff

Domain I: Planning and Preparation


PA Core/Academic Standard(s):
PA ELS: 3.2 Physical Sciences: Chemistry and Physics

____________________________________________________________________________
Big Idea: Overarching Theme
Physical properties help us to understand the world

Essential Question(s):
Students will consider and reflect on throughout the lesson:

What are physical properties of objects?


How are physical properties of objects discovered?
What effect does energy have on the physical properties of objects?

Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?

Students will be able to make predictions about which items will sink or float by completing
their lab sheet and observing the items.

Assessment Evidence/Level of Learning Differentiated Instruction:


Students will show what they know by evidence Modifications in instruction and
of/list names of formative or summative checks, assessment for students with learning
quizzes, tests which indicate evidence of learning: differences, specifically those with 504’s
and IEP’s.
Students will show what they know by completing
their lab sheet where they choose which cookies I will display the lab sheet on the board
will sink and which will float. After we do the along with the physical handouts to
experiment, they will put a check mark if their follow along and highlight which cookie
prediction is correct and an x if it was in correct. we are discussing.
Students will also show what they know by
verbally responding to the closure questions about
what happened during the experiment and why it
happened.

Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan


Domain III: Instruction
Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background,
or review previous lessons?

I will motivate students and generate interest by testing if cotton balls, a pencil, a crayon,
and a penny will float in a tub of water. I will ask them before putting each object in if they
think it will float or sink and why.

Materials Needed:
o Clear Bowl
o Water
o Cotton ball
o Penny
o Crayon
o Pencil
o Milk
o ChipsAhoy cookies
o Nilla Waffer cookies
o Oreo cookies
o Lab sheets
o Pencils
o Erasers

Vocabulary/ New or Review:


Dense

Sequence the Lesson:


What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)

 After generating interest in my lesson, I will review why each item sank or floated.
This is due to density which is how heavy something is.
 Once we have reviewed, I will explain that we will be doing a science experiment
today to see which cookies float, and which sink.
 I will hand out the lab sheets to each student, as well as having the lab sheet on the
smartboard.
 Students will circle the sink or float box on the lab sheet for each cookie based on
what they think will happen.
 I will start with the chocolate chip cookie and have students vote if it will sink or float.
 I will remind students that they can only vote one time for each cookie and that it is
okay if our guess is not what actually happens because it is just a guess.
 Next, I will ask students to stand up if they think the cookie will sink. I will ask them
to sit down after I record the number.
 I will then ask the students who think the cookie will float to stand up and once I
record the number, I will ask them to sit back down.
 This will be repeated for the other two cookies.
 Once our predictions are made, I will begin the experiment.
 I will have it set up so students can all see what is happening.
 I will begin with the cholate chip cookie again and wait one minute to see if the
cookie sinks or floats in the milk.
 After the minute is up, we will discuss what happened to the cookie and put a
checkmark on in their chocolate chip cookie box if their prediction was correct or an x
if it was incorrect.
 This will be repeated for the following two cookies.
 When all three cookies in the experiment have been completed, we will go over what
happened and close the lesson.

Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?

To close the lesson, I will remind students that we learned about sinking and floating today. I
will ask them to remind me which cookies floated on top of the milk, and which sank to the
bottom. I will also ask why each cookie did what it did. I will preview future science lessons by
letting the students know that sometime in the future we will learn more about cool science
experiments like the ones we did today.
Reflection Guidelines

The student will write lesson plans with an eye to the Danielson Framework and the Four
Domains of Professional Practice. Use this as a resource when writing lesson plans.

Domain I Planning and Preparation


 How do you know you were knowledgeable of your content?
 What is the evidence that your objective was clear in the lesson plan?
 How does the lesson address individual student learning needs?
 What variety of strategies and methodologies did you consider when planning?
 What is the evidence that lesson components were logically sequenced?
 How did your lesson plan include checks for student understanding?
 What PA Standards did this lesson address?

Domain II Classroom Environment


 How did students know the behavioral and academic expectations for the lesson?
 What effective routines and procedures did you implement for lesson efficiency?
 How did you insure the classroom was physically accessible for all learners?
 What evidence indicates that respect was shown between and among students and
teacher?
 What evidence indicates that students placed a high value on quality participation,
process, and product?
 How do you assess if the lesson was attainable for all students but also had
appropriate rigor?

Domain III Instructional Delivery

 How did you align your lesson to PA Standards?


 How did you insure a clearly stated objective, understood by learners?
 How did you provide clear explanations as to how to proceed through the lesson?
 What questioning and discussion techniques insured all-learner participation?
 What strategies did you employ to engage all students?
 Describe how you made the content meaningful due to sequencing and pacing.
 Discuss how you checked for understanding, provided feedback, retaught.
 What is the evidence that you were you flexible and responsive to the needs of the
learners?
 Describe how you made meaning of the lesson with some form of closure activity.

Overall Assessment

Briefly state any changes you will make the next time you teach this lesson or activity, to
improve any of the Domains of Professional Practice.

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