RU Teacher Education Lesson Plan Format

Candidate Name:Taylor Franklin

Level:
Pre-school

Date: 10/25

Grade

Lesson Title/Topic: Fall Float or Sink

Standards: Scientific Investigation, Reasoning, and Logic
d) Separate a set of objects into two groups based on one physical
attribute.
Matter
A) Identify colors (red, Orange, Yellow, Green, Blue, Purple) and white
and black
B) Identify shapes (circle, triangle, square, and rectangle) of an object
C) Identify textures (rough/smooth) and feel (hard/soft)
D) Describe relative size and weight (big/little, Large/small, heavy/light,
wide/thin, long/short)
Specific Observable Objective(s): sorting materials into two groups based on
attributes.
Essential Vocabulary:
Assessment: Each student will raise their hands when a question is asked like what
color is this, each student will have a turn to answer the questions, then each
student will raise their hand if they think the object will float and keep their hand
down it they think it will sink. I will then get a grasp on which students understand
the objective or not.
Student Considerations: If a student is having trouble sitting still or listening they
can be the helper and put each of the items into the box, this could keep them from
distracting the students around them.
Instructional Resources, Materials, and Technology: For this activity I will
need a large clear box, a sink to get water out of, water, a small pumpkin, a large
pumpkin, pinecones, acorns, leaves, apples, grapes.
PROCEDURES:
The Beginning (a.k.a. Anticipatory Set):
I will call the students over to the rug for circle time, I will have the
materials set up already. Once the students are seated I will introduce

the float or sink box by talking about how somethings will float and
some things will sink.
The Middle: (Specify time)
The students will then name all of the colors and shapes that they see in
the materials. The kids will then each get an object and decide what
they feel (smooth, soft, and rough). Next the kids will put them into two
groups, one that they think will float and one they think will sink. Then
each kids will have a turn to put something in the box to see if it sinks or
floats.
The End (a.k.a. closing):
After all of the materials have been put in the box the kids will then put
the materials into the correct groups. I will then put the box and a
center so they can put different things from the room in it. However I
will stay will the box just so it doesnt get knocked over and to make
sure only water proof things go in it.
Teacher Reflection on Practice (following the lesson):
1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
In the beginning of the lesson I asked the students to tell me
what it meant to float or to sink, the students knew what each of these meant.
Then the students separated their items into the two groups on which they
thought would happen, this shows me that they understood that they were
grouping the materials together by which they thought would float and which
they thought would sink.
2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.) I
would like to do the float or sink box again with different items or maybe they
would bring an item from home and put it in the float or sink box.
3. If you have to teach this lesson again, what might you do the same and what
might you do differently? I would plan more in depth about subjects to talk
about, and do more research on each time I put in the box so that I could
explain what was happening better in terms they would understand. I also
would bring towels to clean up the water that splashed out of box. Also I
would do this activity in small groups rather than all together so that it would
be easier to engage in conversation with the students and help them make
better connections with what was happening.