Buoyancy

Ryan Puz Grade Level: Kindergarten Topic: Sinking and Floating Lesson: Engage

2. Students will listen to a read aloud of "The Magic School Bus: Ups and Downs," participate in the filling out of a "what we already know about sinking and floating" chart, and each student will be able to predict (for each item) whether it will sink or float on our class table. 3. Students will begin to think about why some things sink and float and what types of items (on our list) sink and float.
 * Objectives: || 1. Students will be introduced to the concept of sinking and floating.

 || Time Frame: || approximately 30 minutes || 2. After reading the book, I will (on the large chart paper) write "What We Know about Sinking and Floating." I will say, "Using this what you have heard in the book and what you know, what do we know about sinking and floating?" 3. After filling in the "Know" chart, we will begin filling out the prediction chart for our exploration the next day. The following items will be listed on the chart (and I will have them with me for the students to pass around). I will then have dot stickers already made. Blue dots will have an "F" on them for Float and red dots will have an "S" on them for Sink. As we go through each object, I will call up a student, one at a time, and they will choose what they think will happen to that object. After deciding, they will choose the appropriate sticker and put it on the chart corresponding to that item. After that particular child makes their prediction, I will ask the rest of the class to raise their hand if they agree with the prediction. I will then write how many students agreed or disagreed with the prediction. 4. After filling in the chart, I will say, "Now that we have talked about what we know about sinking and floating and made our predictions, tomorrow we are going to actually test each one of these items to see if they sink or float...just like real scientists!" || Katie Yalch Grade Level: Kindergarten Topic: Sinking and Floating Lesson: Explore
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * Lesson Details: || 1. I will tell the students, "Today, we are going to be scientists! We are going to be scientists that investigate sinking and floating. Does anyone remember what sinking and floating mean? (Wait for response) We are going to read this book "The Magic School Bus: Ups and Downs" and look for clues so we can figure out some cool things about sinking and floating. So listen carefully!"

Objectives: Students will recognize that weight alone is not a deciding factor in whether or not an object will sink or float. They will be able to better understand why certain objects sink and others float. They will also gain a better understanding of how the shape of an object affects its ability to sink or float. Lesson details:

 After we finish testing all of the objects, I will ask the students to return to the carpet or their seats with their clipboards. We will then go over the results one at a time and compare the answers to the predictions chart. I will ask the students, "what surprised you when we were at the water table?" and "Did you get any results that you did not expect to get?" Lastly, I will ask the students, "What do you think caused objects to sink?" and What caused objects to float?" I will record their answers on another chart with this questions already written on it. I will tell the students that we will test some of their beliefs (mostly about weight) the next day.
 * This lesson will begin by having the students in a full group either at the tables or on the carpet. We will review our predictions from the previous day on the chart. Children will then be told to get a clipboard and a worksheet that goes along with their exploration. The worksheet will have a picture of each object that they are testing with the words "sink" and "float" under each. Once the children get their clipboards, all of them will gather around the large water table. At the water table, I will distribute the objects (a different one for each student). I will tell them not to put it near the water until I tell them it is their turn to do the experiment. As I call on each individual child, they will drop their object into the water, and all students will observe and record the result of sinking or floating. I will check that the students are circling the correct answer on the data sheet. For most objects, I will ask questions after they put it in the water such as, "why do you think this one floated (or sank)?" This will help me get a better understanding of their perceptions of sink and float. I will also ask more questions about objects that have surprising results. We will continue to put objects in the water until each student has had a turn. If students think of other objects that they would like to test, I will let them try them as well.

Materials used/tested:  - marbles - plastic spoons - toothpick - ping-pong balls - rock - pen cap - paperclip - penny - candle - eraser - nail polish - straw - chip clip - glue stick - button - thimble - water table - clipboards - large chart paper - worksheet ||