Lesson Plan Template
Pre-Planning:
OBJECTIVE
What will your students be able to do?
SWBAT: define float as “stay on top of water”
SWBAT: define sink as “go underneath water”
SWBAT: define predict as “make a guess”
• NS.K-4.1
All students should develop abilities
necessary to do scientific inquiry and
understanding about scientific inquiry.
• PS.NS.1
Create sets with up to 10 objects
PREREQUISITE SKILLS
What will your students need to know to master
the grade-level objective?
In order to master the grade level objective of
creating sets, students need to be able to count
with one to one correspondence with up to 10
objects and count with understanding to at least
10.
Preplanning
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Lesson Plan Template
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CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your
achievement goal?
My goal for the year is for students to make
authentic connections to material they’re learning
through hands on activities. In this activity,
students will engage in a hands on activity while
working to develop their understanding of set
creation. Additionally, the end of year goal is for
students to achieve mastery on the set creation
assessment and score in the 63rd percentile for
TEMA. Working on the set creation standard in
this lesson with further prepare them to be
successful on both assessments, and thus
achieve their EOY goals.
DIAGNOSTIC
How will you assess students’ mastery of these
foundational skills?
To assess mastery of foundational skills, students
are assessed weekly in small groups on their
ability to count orally. Additionally, I can use
previous assessment data and small group notes
to determine if students have mastered the
necessary foundational skills.
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Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?
The purpose of this lesson is to incorporate science into a math objective. In our preschool curriculum,
we currently do not have any formal science assessments. I plan to use this lesson as a way to
measure students’ understanding of set creation. After students engage in this activity I will assess
students on their ability to make sets of up to 5 objects using the oral assessment below:

Give me 1_________
Give me 3 _________
Give me 5__________

Mastery=3/3
Progressing=2/3
Emerging=1/3
Not Yet=0/3

KEY POINTS
What three to five key points will you emphasize?

1) A set is a group of objects; we can make sets of anything we’d like in our classroom.
Scientists create sets in their experiments.
2) When we create a set we need to pick up each object one at a time and say “STOP”
when we say the number we were asked to create
3) Before scientists begin an experiment they need to make a guess, or prediction about
what they think may happen
4) A prediction does always have to be correct, that’s how we learn
5) When you put an object in water it either sinks or floats
6) Float means to stay on top of the water
7) Sink means to go under the water
8) Good scientists ask questions when they don’t understand why something happens

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Lesson Cycle
OPENING (2 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Friends we have been learning all about different community helpers. Who can
name some community helpers in our classroom?

I know one of our tables is the scientist table. A scientist is a community helper.
Scientists ask lots of questions and do experiments to find out answers. Would you
guys like to be scientists?

Okay I need you to put your thinking caps on because today we have some
experiments to do. It’s important we think like scientists because there are lots of
things we need to learn about and we can learn a lot by completing experiments.
Are you guys ready to grow our brains just like a scientist?!

Notes:
Four-year-olds use science processes, just as professional scientists do. They
observe, hypothesize, play with variables, and have some understanding of cause
and effect. Even more, they can imagine, create, and invent (McCormack 2010).
This entire lesson is designed to allow students to hone their natural inquiry skills. In
the lesson students will engage in an experimental process by creating a
hypothesis, acting on that hypothesis, observing what they see and creating their
own rationale about why the event occurred.

INTRODUCTION OF NEW MATERIAL 6 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

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Lesson Cycle
Today we are going to do an experiment called the floatation station. -anchor chart for
Wow I heard a college kid in there. Does anyone know what float means? Float sink and float
means to stay on top of the water. I have a picture of some objects that float. I see
a boat floats. TURN AND TALK: Tell your partner some things that float. (Have -anchor chart for
students share out). I know those things float because they are on top of the water. predictions

Sometimes things do not float; sometimes they sink. Sink means they go -red cards/green
underneath the water. They go under the water just like mermaids. Look at the chart cards
I’ve made. TURN AND TALK: What are some items you notice that sink? (Have
students share out). I know those thinks sink because they are at under the water.

Today we are going to be scientists and complete an experiment. We need to see if

these items will sink or float. Before a scientist completes an experiment they need
to make a prediction. A prediction is a guess. We need to guess, or predict if these
items will sink or float. I am going to pass out some objects. I want you and your
partner to make a prediction or guess about if you think your item will sink or float.

Students will each receive an item and will discuss with their partner if they think it
will sink or float.

Okay friends, I have a chart with all of the items you guys have. I want you to hold
up a green card if you think your item will float or stay on top of the water. I want
you to hold up a red card if you think your item will sink or go under the water.

Students will share out, I will record with red and green marker what the class
predicts. Students will be engaged in the lesson because they will have
opportunities to discuss with their partners, will be using familiar materials and are
preparing to complete an activity that doesn’t happen often in our classroom.

Notes:
Students need basic skills of observing, comparison, classifying, measuring, and
communicating to develop inquiry (Charlesworth 2013). This activity is intentionally
designed to target multiple skills necessary for inquiry. In this activity students are
observing what they see, communicating what they saw through a whole group
discussion and are classifying the materials based on their abilities to float.

Predicting ability and willingness to take a risk and form a prediction is of great
importance in developing an awareness and understanding of cause and effect
(Charlesworth 2013). It is important for students to understand it is okay to make a
prediction that is wrong. In this experiment students are being encouraged to make
a prediction and then ask questions about what they’ve observed. These are skills
relevant in science, but are also applicable across all content areas. If students feel
comfortable in a guided scenario, they will feel more prepared to make predictions
regarding other material they may be unfamiliar with. This lesson is an excellent
opportunity to hone student’s understanding of making predictions and then
experimenting to determine if those predictions are right or not.

Each lesson should have a focus question. In this lesson the focus question for
students is “Do you think your item will sink or float?” (egret584 2010)

“We have all different kinds of learners, their learning styles are vast and we are
trying to tap into all those learning styles in different ways” (Laurate Education
2013). This lesson incporporates mulitiple modalities for students to access the

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Lesson Cycle
material. Students will engage in turn and talks, have anchor charts for references,
will get to have hands on experiments with manipulatives and can contribute to the
conversation using cards or by raising their hand in group share outs.

GUIDED PRACTICE (3 min.) MATERIALS

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
Do you guys know what’s really cool about scientists? Scientists are really good -red and green
mathematicians, that’s right they use their counting brains just like you. We have cards
been learning all about how to make sets. A set is a group of objects (students
complete hand motions). Scientists make sets all the time -anchor chart

In order to do our experiment correctly we need to make some sets. I have an -sand and water
anchor chart up here. We already made our predictions about if our item will sink or table filled with
float. Before I can put the items in the water I need to make sure I have the correct water
set. That means we have to count them one at a time and say STOP when we get
to the number.

Let’s look at our first object. I see a number next to it, that number tells me how
many objects I need for my experiment. I need to find out if 1 pencil will sink or
float. You guys predicted that it will _______. Let me get 1 pencil and see if our
prediction was correct. When I get to 1 pencil you say STOP.
Now that I have my set it’s time to drop it in.

Okay friends. What happened? Did the pencil sink or float? Hold up your cards to
show me?

Was our prediction correct?

Notes:
Behavior expectations will be set during the introduction of new material. Students
will need to keep their cards in their laps unless prompted.

The lesson will be scaffolded because different levels of students will be asked to

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Lesson Cycle
identify and create different sets. For example “higher” friends may need to identify
a 4 and make a set of 4, whereas other students may need to work on identifying 1
and creating a set of one.

Students are learning beginning to understand we can label groups of objects with
numbers and the numbers we write represent the amount of objects we have; this is
a complex concept for students to understand. Students are using manipulatives-
hands on, concrete objects in order to help them understand the abstractions we
call numbers (Laureate Education 2013).

INDEPENDENT PRACTICE (6 min.) MATERIALS

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Now it’s your turn to be the scientists in this experiment. I am going to give you -pebbles,
each some items for you to make a set with. You and your partner will make that pencils,
set. Once everyone has a chance to practice making their set you will get to drop crayons, paper
you items in the water and we’ll see if it sinks or floats. clips, math
counting bears,
Students will be handed out items that will be used in the experiment: plastic tool set
Examples: A number card with a 3 on it and some pencils, a number card with a 5
on it and some pebbles. Students will need to make a corresponding set. -sand and water
table filled with
Both teachers will go around on the carpet to determine if the students are making water
sets, using materials appropriately and to correct any errors. If students finish early
they will have the chance to make a set of objects with a different number.

Okay friends now that you’ve made your sets it’s time to drop them in!
Each group will get to go.
Class will count out the set and yell STOP
Students will drop in
Students will say if the item sunk or float
Students will determine if their prediction was correct or not.

Notes:
Three things must be considered when selecting science and math materials.
1) good materials should be sturdy, well made, and constructed so that they are
safe for children to use independently
2) must be designed for the acquisition of the selected concepts.
3) must fit the children’s level of development.

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Lesson Cycle
(Charlesworth 2013)

All of the above are taken into account when considering this lesson. Students have
a relationship with these materials because they use them daily in their classroom
and are relevant to all levels of development. Additionally, all of the objects students
are using will clearly float or sink, which makes acquisition of the selected concepts
tangible.

Creating sets incorporates the four-step process of mathematical thinking and

problem solving. First students must understand the problem by identifying their
number and determining how many objects they need for the experiment. Then they
must devise a plan for solving it, which involves counting out each item individually.
When students have completed the task they must examine their solution and
determine if they have the correct set before dropping it into the water
(Charlesworth 2013).

CLOSING (2 min.) MATERIALS

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
Now friends before we close out, there’s one more important thing scientists must -anchor chart to
do, they need to ask questions about what they saw. Does anyone have any write student
questions about what you saw when we dropped our items in the water? (have questions
students share out and write questions on paper). I am going to save these
questions and we are going to talk all about them a little bit later.

Friends, how cool was that. You guys got to be real life scientists and completed an
experiment. We learned about two new college words. Who can tell me what sink
means? How do I know if something is floating? You guys did a great job. You got
to be scientists and mathematicians at the same time. You completed an
experiment and made a set. You guys made groups of objects and then
determined if they could float and then you asked questions. It’s important to ask
questions because that’s how we learn and we can use math to help us learn even
more.

I have some exciting news, for the rest of the week, this is going to be your centers
activity in the sand and water table. You guys can practice making sets and
predicting if you think your items will float or not. Great job Catholic!

*Students will be assessed on the set creation skill informally during centers and
formally in an upcoming weekly assessment

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References:
Charlesworth, R., & Lind, K. K. (2013). Math and science for young children (7th ed.).
Belmont, CA: Wadsworth.

egret584. (2010). Best practices: Inquiry based 2nd grade science [Video file].
Retrieved from http://www.youtube.com/watch?v=b133AGFclCY (approx
imate length: 7 minutes)

Laureate Education (Producer). (2013f). Representation [Video file]. (approximate

length: 20 minutes)
McCormack, A. (2010, December 7). It’s time for early childhood science. Retrieved
from http://www.nsta.org/publications/news/story.aspx?id=58029

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