Science Lesson Plan

Teacher: Noelle Bough

School: Andrew Jackson School
Grade: 3rd Grade
Date: TBD

WHAT:
In this lesson, students will develop foundational understanding about what type of
objects would sink or float when placed in water. Students have demonstrated an interest in
learning about different objects sinking or floating in water through a brief inquiry activity in
their textbook (students were asked to circle which objects they think would float: watermelon,
elephant, toy truck, crayon). At the timetime, this lesson will be taught, students have yet to be
exposed to any information about density in class, or any lessons related to the concept of sink
vs. float. Students should be able to leave this lesson with some questions answered about
whether certain objects would sink or float, and be able to explain to other students what factors
(i.e. shape, weight, material) would cause an object to sink or float.

This lesson will incorporate the cross cutting concepts of Patterns and Cause and Effect.
During this lesson students should be able to observe patterns, and through classification be able
to make predictions about similar objects ability to sink/float. They should be able to recognize
the various factors that would cause an object to sink or float.

HOW:
This lesson will begin with a group discussion about different types of objects that will
sink or float, and the factors that cause objects to sink or float. Students will make predictions
about the objects provided for the experiment, and will record their predictions on their
individual data collection sheet. The students will then have an opportunity to carry out an
experiment, testing out each object by dropping placing it in a container of water. After students Commented [1]:
observe and record the results of each object, I will ask if they have anything to add/change How about investigation?
about what was said during our earlier discussion (e.g. Do you still think whether an object
sinks or floats depends just on weight?). This will lead to a conversation about an objects
weight, material, shape and itsits relationship to its ability to sink or float, followed by a
reflection question that students will have to provide a written response for in their science
notebooks.

This lesson will incorporate the practices/processes of asking questions, making

predictions, observing, compare and contrast, gathering and analyzing data, communicating
information, and constructing explanations. Commented [2]:
Great list! That is what comes of a lesson derived from a real
student question and the use of materials to answer it.
WHY:
This lesson was inspired by a page in my students science textbook. A brief 5-minute
activity asking students what objects they think will sink or float (without any conclusion)
prompted my interest in planning this lesson. The students seemed interested in this topic and I
hope some of their questions will be answered by this experiment.
 Although calculating density isnt specifically mentioned within the K-5 Next Generation
Science Standards, a few performance expectations (as well as cross cutting concepts mentioned Commented [3]:
above) can certainly be incorporated into this lesson. Within the disciplinary core idea of Matter For at least two reasons: 1) the Framework does not dig
down to this level of detail. 2) Even I chose to do this in 5th
and Its Interactions, students who demonstrate understanding can [p]lan and conduct an grade and not earlier.
investigation to describe and classify different kinds of materials by their observable properties
(performance expectation 2-PS1-1, NGSS). They will also be able to [a]nalyze data obtained
from testing different materials to determine which materials have the properties that are best
suited for an intended purpose (performance expectation 2-PS1-2, NGSS). Through this lesson,
students are asked to [m]ake observations and measurements to identify materials based on their
properties (performance expectation 5-PS1-3, NGSS). Commented [4]:
Notice that this is a fifth-grade standard. I am more
comfortable with the two that are taken from second grade.
For students to be able to grasp the idea of objects sinking or floating, they will be able to
build some understanding that different properties are suited to different purposes (disciplinary Commented [5R4]:
Will remove this standard.
core idea PS1A, NGSS). Students are also able to develop understanding of Cause and Effect as
they engage in simple tests can be designed to gather evidence to support or refute student ideas Commented [6]:
I would not worry too much about getting to this part. You
about causes (NGSS). have a lot going on already!
Commented [7R6]:
Will remove this part and focus on the first two standards.
Goals/Objectives
Students will be able to understand that an objects ability to sink or float depends on its weight,
volume, shape, and material. Applying their new understanding, students will be able to make Commented [8]:
predictions about other objects (that were not part of the experiment) likelihood to sink or float. The amount of space something takes up.

Standards
- NGSS 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties Commented [9]:
Really it is you who is designing the investigation here, but I
would argue that you have to do a few investigations before
- NGSS 2-PS1-2: Analyze data obtained from testing different materials to determine which you can design one.
materials have the properties that are best suited for an intended purpose Commented [10R9]:
- NGSS 5-PS1-3: Make observations and measurements to identify materials based on their Agree. Will expand on the explanation of this standard.
properties Commented [11]:
Leave these two out. You are not really using the data
Materials and preparation generated here to evaluate the materials on which would
make a better boat. Nor are you designing an investigation so
Each student needs: that, for example, you could tell acrylic from another plastic.
- Data collection sheet (see p. 6) (We may do a mineral identification lab later to show you
what that would mean.)
- Science notebook (every student has one for their class)
Commented [12R11]:
- Pencil Will remove.
- Glue
Instructor needs:
- Range of objects to test its ability to sink/float:
- Crayon & toy truck
- Cylinders made from various materials, each in two sizes
- A ball of clay
- Container filled with water
- Whiteboard/chalkboard & markers
Classroom arrangement and management issues
1. The lesson with the small group (5-6 students) will take place in the hallway, right outside
the classroom. There is a large table there, where we will all sit to have a discussion about
current beliefs and predictions on an objects ability to sink or float.
2. Students will be asked to bring a pencil and I will pass out the data collection sheets. Extra
pencils will be on hand.
3. For the experiment portion of the lesson, I will ask students to stand and gather around the
container of water. Students will take turns placing the items into the water.
4. Management concerns include students yelling out (from excitement), splashing the water,
playing with the objects, and not following instructions in general. I will establish norms and
expectations from the beginning of the lesson and will stop and repeat as necessary
throughout the lesson.

Plan
Total time allotment: 40-45 minutes
1) Hook (10 minutes) - ask what do you think makes something float or sink in the water?
Write down responses on the board.
- Point at each object laid out on the table, what about this, would it sink or float? Commented [13]:
It would be good to allow them to handle them, since weight
- Have the students fill out their predictions on their data collection sheet. (or mass) IS a factor.
2) Body of the lesson (20 minutes) - experiment with placing different objects into water.
Commented [14R13]:
- Ask the students to take turns placing each object into the container of water. Great point. Will add that into the plan.
- After observing each objects reaction to the water, students will record their observations
on their data collection sheet.
- Brief discussion to follow after each object - why do you think this object floats/sinks?
Was it what you had predicted?

- Start off with the large cylinders, if students come to an agreement that weight is the Commented [15]:
determining factor in an object sinking/floating, show them the small cylinders which will
challenge that belief - the smaller lighter cylinders (e.g. aluminum) will not float. Commented [16]:
- From their observations and discussion, students will learn that an objects ability to My guess is that they will think that the aluminum cylinder
WILL float. It will not.
sink/float will also depend on the material Would you want to borrow a balance so that the students can
- Have them drop the ball of clay into the water - it will sink. Have them manipulate the ball corroborate their notion that the large acrylic cylinder does
weigh more than the aluminum small cylinder?
into a flat shape (like a boat) - it will float. Students will understand that an objects ability
to sink/float will also depend on its shape. Commented [17R16]:
I have a kitchen scale that I can bring and will incorporate
3) Closure (10-15 minutes) that into this point of the lesson.
- Have a discussion on what affects an object from sinking or floating. Have their ideas Commented [18]:
changed from the beginning of the class when we made our predictions? Allow students to Does this mean that all 5 will be trying to manipulate the
turn and talk to a partner. Ask volunteers to share their responses. same ball of clay? Is this too much for one lesson? Maybe it
is enough to challenge the misconception that weight is all
- Have the students think about other objects that werent part of the experiment. Would it that matters?
sink or float? Why? Commented [19R18]:
- In their science notebooks, have students write 2-3 sentences (they can include a drawing Only one student will manipulate the clay - will revise. But
if they want) about what they learned from this lesson. Have them glue their data agree it might be too much, depending on how students react
to the lesson at this point, or if certain questions arise, I will
collection sheet in their notebook. decide if this is necessary.
Commented [20]:
Assessment How will this work with 5 students.
Informal assessment will be provided through observation during the course of the lesson. Commented [21R20]:
During the opening portion of the lesson, I will be able to get a sense of what the students Will change to 6 students.
already know about this topic when they make their predictions. Throughout the lesson, students Commented [22]:
will have a chance to share their thoughts about why each object sinks or floats, as well as any Can all of this be accomplished in 15 minutes?
questions that may arise during their observations. Students will also be expected to take notes of Commented [23R22]:
their observations, and I will be going around to read what theyve written down. Students Agree it may be challenging. Ill revise it so students should
questions or responses will be interpreted as informal assessment, as it will provide an indication write one sentence (instead of 2-3 sentences) about what
theyve learned.
of what they understand or are curious about.

Their reflection in their science notebooks in response to the question what did you learn
today? will give me an opportunity to informally assess what they took away from the lesson;
the question is intentionally broad so it allows room for students to reflect on a broader scale
instead of a more specific question such as what causes an object to sink or float?

Anticipating students responses/ Teachers possible responses

a) Management issues - as mentioned above, there is a possibility students will call out, play
around with the objects, splash water, etc. I will set expectations early on as a way to manage
some of that anticipated behavior and will stop to repeat as necessary. Behavioral issues are
expected to be minimal from the students selected for this lesson.
b) Response to content o=f the lesson - based on the brief discussion that the class had about
different objects ability to sink or float, I anticipate some of the same responses that were
brought up in class: all balls will float regardless of weight, big objects will sink, small
objects will float. The experiment portion of the lesson will address these preexisting ideas,
as well as the discussions we have throughout the lesson.

Accommodations
Accommodations for students who may find the material too challenging
For students who seem to find the lesson material too challenging, I will ask them to pair up with
a student who I anticipate will have a good grasp on the lesson - they can also work together on
filling out the data collection sheet. Throughout the lesson I will ask students to explain in their
own words what they think is happening - hopefully hearing other students explanations will
help those who are struggling with understanding the concept.

If ESL students find difficulty in responding to the reflection question, I will model a written
response on the whiteboard - Today I learned that an objects ability to sink or float depends on
a few things: its shape, weight, and material.

Accommodations for students who may need greater challenge and/or finish early Commented [24]:
The majority of the lesson will need the class working at a similar pace since they are observing Another way to go would be to have them make a T-chart
and list things that they have already seen sink or float. You
the same experiment. However, for students who seem to need a greater challenge, I will ask may need to remind them that this might have happened at
them to come up with a list of objects which theyre curious about and have them make home in a bathtub or the kitchen sink.
predictions in their science notebook about each objects ability to sink or float. The lesson itself Commented [25R24]:
wont allow time for them to test out these additional objects, but could be a fun activity that Great idea, will include.
they could carry out at home. If any students decide to do this, I will check in with them to see
their results.
Name: Date:

Sink or Float: Data Collection Sheet

Object Prediction and Reason What happened: sink or float?

Crayon

Toy truck

Large cylinder - silver

Large cylinder - white

Large cylinder - wood

Large cylinder - black

Small cylinder - white

Small cylinder - silver

Small cylinder - wood

Small cylinder - black

Clay - round

Clay - flat