5E Student Lesson Planning Template



LBS 405

5E Lesson Plan with Arts Integration: Sink or Float

NAME: Julie Williams

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GRADE LEVEL (S): 1st

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STANDARDS: 2-PS1-1. Students will plan and investigate to describe and classify different kinds of materials by their observable properties.

2-PS-2. Analyze data from testing different materials to determine which materials have the best properties for whichever purpose (sink or float).

NGSS Science and Engineering- Students will plan out, investigate, and analyze/interpret the data.

NGSS DCI’s- Different properties are suited for different purposes. (2-PS1-2), (2-PS1-3)

NGSS Crosscutting- Cause and Effect. Events have causes that generate observable patterns. (2-PS1-4), tests can be designed to gather evidence to support or decline student ideas about causes. (2-PS1-2)

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o LEARNING OUTCOME/ OBJECTIVES: Students will learn through an inquiry lesson why objects sink or float. They will understand the elements of matter, density, and floating or sinking through experimentation.

Activity Was Incorporated By:

Grade One. (n.d.). Retrieved from

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o RESOURCES/MATERIALS: Each group will need 8 items: paper clip, penny, sponge, rock, orange, soda can, rubber duck, and a marble.

- There will be 5 small buckets filled with water ½ way.

- A chart diagram will be given with 4 columns- object, prediction, result, and conclusion.

- Science Notebook

- Paper towels, pencils/pens, paper, computer/projector to display YouTube video, markers for art activity.

- Teacher will demonstrate/model with two objects (apple and glass cup) for students beforehand.

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CURRICULUM CONNECTION: This lesson fits into the larger unit of instruction by teaching the students science language, and skills, understanding the effects of certain objects in water, sink and float properties of an object, art integration of vocabulary and material properties of objects, asking science questions, collaboration work in triad groups, and through using STEAM in all sections of the learning.

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ENGAGEMENT

- Teacher begins by asking the class a question that they can relate too at home, engages the students because they understand what the teacher is asking, they have experience with the question: when students take a bath, do they sink or float to the bottom of the tub, or float on the water?

- Ask students why they think they either sink or float in a tub, processing their knowledge. Then begin a discussion on different objects, which one would sink, which one would float, why?

- Introduce vocabulary words with students before beginning the demonstration so they understand what properties to look for (density, matter) and what vocabulary words make their experiment scientific (hypothesis, prediction, outcome, conclusion).

- Then, demonstrate the experiment/engage students by taking an apple and a glass cup, ask the students which one will sink, and which will float. Why? Explain their guess is a “prediction” (vocabulary word).

- Demonstrate by placing objects into the water bucket, stop and discuss the sinking and floating properties of each object. Explain each object has a certain property/density that will either make it sink or float.

- Students will be asking themselves: Why do certain objects sink or float, why do I sink in a bathtub, why do I float in a pool, what causes an object to sink or float, what is the science behind water and why it can hold some objects rather than others?

• What is the teacher doing? – Teacher is going over new science vocabulary, demonstrating the sink or float experiment, walking around, engaging with students, asking questions about what students think will happen to their 8 objects (either sink or float).

• What are the students doing? – Students are sitting in their groups listening to the introduction of the lesson, students are writing down their predictions about what will happen with demonstration experiment (apple and glass cup), they are discussing in their groups predictions about their experiment, which objects will float, and which will sink.

• Grouping: Students will be grouped in “triads”, groups of 3, this way students will have the most success and academic discourse. They will be heterogeneously grouped, at mixed levels so that students can help each other at different curriculum levels, this will engage them in questions, connect with one another, communication and idea sharing, students will begin thinking like scientists.

- Accommodations/Modifications for EL Student-Expanding Proficiency:

- Instructions will be read out loud, before the triad group conducts their experiment, a demonstration will be done, small group work and collaboration. Heterogenous groups to expand the EL student learning.

- Model of the experiment will be done beforehand.

- Close seating for students.

- Extra time given for experiment in class and at home work, 1-week total for at home work. Quiz will also be read outload for students.

- Vocabulary will be introduced and taught before experiment. Vocabulary words will be written on the board, examples of the vocab words will be pictures on a PowerPoint slide.

- Accommodations/Modifications for Student with Auditory Processing Disorder:

- Visual representation of the experiment will be done beforehand, subtitles on YouTube video, interpreter/aid can be present.

- Close seating for student to see the board.

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EXPLORATION

- Students will get into their triad groups, each group will begin by collectively picking up their supplies, (paper clip, penny, sponge, rock, orange, soda can, rubber duck, marble, and bucket).

- Students will set up their experiment station.

- Students will write down their 8 objects (paper clip, penny, sponge, rock, orange, soda can, rubber duck, and a marble) and write a prediction about each object, will it sink or float? Why? What properties/material does this object have that will make it sink/float?

- Result and conclusion will be last, what will happen to each object.

- The big idea questions the teacher will use to encourage, and focus student’s exploration are: What objects are going to float or sink. Why? What is happening to the objects as they hit the water? Students will become engaged and focused on each object, they will be interested to see if their prediction was right or wrong.

- When set up, students will place objects into the water 1 at a time for approximately 1 minute each, time to study each object. They may place object in the water as many times as needed to see how it sinks, or floats. They may time how long it takes an object to hit the water, or even how long it stays afloat. Maybe some objects will take longer than others.

- The objects will be in order so that all groups will begin with the same object, teacher will count down 5 seconds until students place object into the water, this way no one will figure out ahead of time which object sinks or floats.

- Students will record their result after each object on their chart diagram, which will be pasted into their science notebook at the end of the lesson. Teacher will be walking around the room to make sure collaborative work is being done. Assessment will be done at the same time, asking each group questions, why is this object sinking/floating? Was your group, right? What is the vocabulary words we learned that are being introduced in this experiment? What material does this object have that creates a sinking or floating property?

- Ask inquiry questions for each group to answer, further their thinking.

Grouping: Triad heterogenous groups.

Accommodations/Modifications for EL Student-Expanding Proficiency:

- Students will have extra time to set up experiment, big idea questions will be written and orally said, small group collaboration.

Accommodations/Modifications for Student with Auditory Processing Disorder: Setting up the experiment station directions will be written on board for student/or printed out on paper for them, students may have extra time to experiment. Interpreter/aid may be involved in the triad group, instructions given through aid if student does not want to read on board/paper.

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EXPLANATION

- After 8 objects are done, students will clean up surrounding area, so lesson focus can be done. Ask students (still in their triads groups) the “why” and “how” questions of the lesson. Why did certain objects float or sink, how was your prediction either right or wrong?

- Discuss the material that made these objects sink or float (rubber, copper, metal, marble, rock, etc.). Introduce density of each object, how does density relate to this experiment? How did the density of a certain object either help or shut down a prediction the group made?

- Students will be explaining all information on their chart diagram, diagrams, science notebooks will be used to draw pictures of the experiment, 8 objects, and what happened to each object as it hit the water.

- Teacher will ask each group these questions to promote the students higher thinking, the teacher will use the questions answered by groups to assess their knowledge on the experiment, and how well they performed and understood the material given.

Grouping: Triad heterogenous groups.

Accommodations/Modifications for EL Student-Expanding Proficiency: Lesson focus will be done orally and written on the board, teacher will move from group to group, one-on-one time with groups, questions asked to group will be done on paper, so each student can see/process/and answer questions.

Accommodations/Modifications for Student with Auditory Processing Disorder: Lesson focus will have extra time, written questions for the student, one-on-one time with student/aid, and teacher, aside from the group if needed.

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ELABORATION

- To extend students’ knowledge of sink or float, students will be given another diagram chart to come up with of 8 objects of their choosing from home. This easy experiment at home can be used with a bath tub, pool, sink, or bucket. This at home experiment will be a week, so students have time to come up with their objects, make the time to experiment, and record their results. The result of their experiment will be presented back in their triad groups, small group discussion.

- Students will draw the experiment done in class with the 8 objects used (paper clip, penny, sponge, rock, orange, soda can, rubber duck, and a marble) on a piece of construction paper using markers/crayons. Students will draw and explain in the picture the process of the experiment, step by step. Students will label vocabulary words on objects: density, rubber, copper, metal, marble, etc.

- First Grade: Incorporate the artistic processes (creating, performing/producing/presenting, responding, and connecting) utilized in the NCAS into each of the artistic disciplines and ensure that creating, performing, and responding are embedded throughout. VAPA.

- Analyze Art Elements and Principles of Design: 1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.

- Students will identify the objects artistic values used in the experiment (line, shape, color, design, form, etc.)

- Teacher will then display a YouTube video to further the sink or float discussion.

- What objects in this video floated? Which ones sank? What properties/density of these objects were present? Was this a successful experiment? Were any of these objects like your triad experiment? How were they different in size, shape, density, mass?

- This knowledge is applied to student’s daily lives because they use their observation skills every day, they observe what is going on around them and make decisions based on those observations, by working in a triad, students learn how to work in small group setting, working well with others is a daily life skill they will carry in their high school, college, and career.

- Students use density in their daily lives when they use ice in their drinks, swimming, carrying heavy objects, and food choices that contain heavy density (pudding vs light and airy foods).

- An example of density in their daily lives will be used, ice in a water cup, pudding in a jar V.S. popcorn in a jar. The density of each food will be presented and discussed.

Grouping: Triad heterogenous groups.

Accommodations/Modifications for EL Student-Expanding Proficiency: Directions orally and written on PowerPoint or board, visual representation of density with food, students may move closer to front if needed, vocabulary words gone over again, repetitive.

Accommodations/Modifications for Student with Auditory Processing Disorder: Subtitles on YouTube video, directions given through PowerPoint or on board, questions asked to students on a separate sheet of paper for student. Individual jar of pudding and popcorn of student may be given.

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EVALUATION

- Sink or float card game with the class, students will be given a large card that says sink on one side, and float on the other.

- New objects will be introduced to the classroom, and when the object is presented, students will hold up their cards.

- The classroom will total up how many students answered sink/float. Addition will be written on the board for each object (math). Students can add up the classroom tally on which object had the most votes, and which had the least.

- Students will then play an interactive game and answer the questions about sinking or floating. (Technology)

- Students will write in their science notebook the entire activity they did until the end: the experiment, objects, vocabulary, what they were surprised or not surprised about, result and conclusion of the experiment.

- A 10-question quiz will be given requiring the students to circle sink or float on different objects pictured. Analysis, synthesis, and evaluation level (Formative assessment).

Accommodations/Modifications for EL Student-Expanding Proficiency: Quiz gone over orally, and given on a piece of paper, questions read out loud, pictures to objects already on quiz, technology subtitles to see scientific words visually, vocabulary gone over before quiz.

Accommodations/Modifications for Student with Auditory Processing Disorder: Quiz done on paper, visuals of objects on quiz, written questions, technology game will have subtitles, directions given on board or PowerPoint, aid may be used.

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VAPA INTEGRATION & COMMENTARY

The arts instruction in this lesson supports learning of other academic subjects when students tally and add up how much of the class picked sink or float in the card game activity, art integration when students are asked to create their own representation of each object by creating the artwork elements based on each object (line, color, shape, form, texture), visual literacy by identifying and sorting pictures into categories according to the elements of art emphasized in the works (color, line, shape/form, texture). Students identify the elements of each object, (line of the rubber ducky, shape, texture, color, form, etc.). Language arts is used to further their development in art and science vocabulary (line, shape, texture, color, form, density, material, conclusion, result). Science is used through experimentation, observation, making predictions, recording results and conclusion into science notebooks and understanding the sink or float properties an object has.

This lesson fosters engagement in school through group work and experimentation when students work in heterogenous triad groups have greater chance to understand the material given when others in their group are at different learning levels, learning through others. Motivation to learn because students are using their hands, ideas, creativity, and teamwork to accomplish an experiment. They are actively engaging in their learning rather than just reading the science language/what this experiment looks like in a book. Students are involved and aware of their learning by performing a hands-on science lesson.

Students build skills in collaboration in heterogenous triad group work, they learn communication skills when working with others, taking turns, asking questions, coming up with a conclusion, and recording results together. Students will understand to work with others just as they will learn in high school, college, and future career, they will appreciate other opinions, share ideas, and discuss solutions. In a small heterogenous triad groups, there is additional conversation and collaboration where all members have a say in work done and can give their opinion without having to fight for attention.

References

Kotwica, L. (2015, February 01). Sink or Float?? Retrieved from



Grade One. (n.d.). Retrieved from

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