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CHD 146 Math, Science and Social Studies for ChildrenTeacher: Mrs. DonovanLesson plan on Science about Weight.OBJECTIVES: To make and test predictions about sinking and floating and then classify objects according to whether they sink or float.By: Jose Perez.Lesson Plan on Science: about weight and is it’s consistency in the way how different objects and materials behave.Lesson # 1Duration of activity: Around 20 minutes each.Targeted age: preschoolers (ages 4 and 5 Years old).Behavior: find out which fruits float Condition: explain the meaning of "float" and "sink". Whether an object or fruit will sinks or float in a liquid depends mainly on two factors: density and buoyancy.Degree: this should be fairly easy, the preschoolers will be able to see if the fruit or object sinks or floats the children need to be encouraged to observe that the same objects will sink or float every time, i.e., that there is consistency in the way the objects behave. List materials -a variety of different objects and fruits that include: wood, metal, plastic, aluminum foil, apples, oranges, plastic bottles, toy blocks, paper, bathtub toys, plastic forks, rubber balls, soda-bottle caps, pencils, erasers, and sponges.-One large, open container for water -float/sink prediction cards -float/sink graph This activity is Connect a NCTM standard as follow: Students will investigate nonstandard measurement, collect data, and create graphs. The idea of fractions will be introduced. Moreover, The NCTM Standard on Data analysis and probability states that all students should learn to "formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop and evaluate inferences and predictions that are based on data; [and] understand and apply basic concepts of probability”Virginia Literacy Foundation Block #1.Children will gain language and vocabulary skills by having multiple and frequent opportunities to talk, as well as listen to adults and peers.-The student uses concrete material to represent quantities and weight given in verbal or writing form.The goal for the activity is: explain the meaning of "float" and "sink"Behavior: find out which fruits or object will float. Degree: this should be fairly easy, the preschoolers will be able to see if the fruit sinks or floats.Before starting this lesson plan, I will read the children one of these books; I guess I would pick who sank the boat by Pamella Allen for its content.Who sank the boat by Pamela Allen. (Puffin, 1996. ISBN 069811373X. Order Info.) Picture Book. 32 pages. Grades PreK-2.Five friends: a donkey, a cow, a sheep, a pig, and a mouse, all decide to go for a boat ride. They enter the boat from biggest to smallest with each new entrant tipping the boat and causing it to sit lower and lower in the water. Guess who gets in last. Guess who sinks the boat. The rhyming text is rollicking and as exuberant as the passengers. Its predictLing and Ting: Not Exactly the Same! by Grace Lin. (2010, Little, Brown. ISBN 9780316024525. Order Info.) Easy Reader. 48 pages. Gr PreK-3.Another highly recommended easy reader. Ling and Ting are Chinese American twins, but they are not exactly the same. For one thing there is the jagged cut in Ling's haircut due to a sneeze while her bangs were being trimmed. Then, of course, there are the differences in their personalities and behavior. This beautifully done Easy Reader explores the similarities and differences while affirming their affection for each other.The napping House: by Don and Audrey Wood. (Harcourt, 1984 ISBN 0152567089. Library Binding) Picture BoIt's It is a rainy afternoon and Granny is snoring on the bed in a cozy room. A child crawls on top of her and dreams. Gradually, the pile increases with a dozing dog, a snoozing cat, a slumbering mouse and finally a wakeful flea that, by biting the mouse, sets off a chain of events which results in a broken pile and even a broken bed. Grades Pre-K+.Description of the activity.Allow 20 minutes for this activity. 2. This activity should be used as a small group teacher-directed lesson so that each child gets a turn. PROCEDURE: 1. Show the fruit or object to the group of children. Ask the children to tell you what characteristic is the same about all of the fruits or the objects 2. Discuss the meaning of "float" or "sink". 3. Give each child a float/sink prediction card. Make sure that each child can tell you which side shows float and which side shows sink. 4. Choose one fruit or object and let the children feel it. Have them indicate their predictions with the cards. 5. Discuss the predictions. Ask the children questions to make them think which fruit or object will float or that it will sink? 6. Have a child place the fruit in the water. The children tell whether it floats or sinks. 7. The child removes the fruit or object from the water and places it on the appropriate side of the graph. 8. Repeat the above procedure with the rest of the fruit or with different materials.9. Discuss the result.Next, divide the class into groups of four or five. Give each group a bucket or bowl of water, an assortment of items to test, and a Sink or Float Activity Sheet.For each item, have students:Write or draw the item in column 1. (You may want to do this for younger students before you duplicate the test sheet.)Predict whether it will sink or float and record their prediction in column 2.Place the item in the water and observe what happens.Record their results in column 3.Repeat the procedure and record the results in column 4.Place the items that sank in one pile and the items that floated in another pile.After each group has finished testing their objects discuss the results using the following questions:How many of your predictions were correct?Did your predictions get better, worse, or stay the same?Look at the pile of objects that sank. Describe them. Do they have anything in common with one another?Look at the pile of objects that floated. Describe them. Do they have anything in common with one another?Compare the results for each group. Did everybody get the same results? If any of the results were different, ask students to replicate their trial.Building upon this exploration, children should discuss similarities and differences in the material characteristics of objects that they think affect whether they float or sink (i.e. objects made of wood will usually float; objects made of metal will usually sink). Children may come to the conclusion that heavier objects generally tend to sink in water. However, make sure that children understand that weight is not the only factor.As they continue to investigate floating and sinking, they should be building the understanding that objects float because a force equal to the weight of the water they displace buoys them up. In later grades students can build a more complete understanding of these phenomena by measuring mass, displacing volumes, and calculating densities.Children might also want to explore questions such as these: Does it matter how deep the water is? Does it matter how much water there is? Have the students suggest different things to try and give them an opportunity to test their ideas.Independent Practice / Assignments (for students).Guess whether each object will sink or float when you put it in water. Circle your guess. Put the object in the water. Circle float or sink to show what happens. Put the object in the water again. Circle float or sink to show what happens the second time.SINK OR FLOAT? Chart Assessment.ObjectGuess1st Try2nd Tryfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsinkfloatsink The assessment for the lesson and the goal.The assessment would be based on student records; and the teacher observation on the student’s capabilities on weighting and recognizing the fruit during the activity. The student should be able to identify which fruit is bigger and weigh more. Ask students, "Which of these toys would sink in a swimming pool and which would float?" We can identify two levels: 1) mastered: the student is able to guess which fruit floats or sink.2) the student is able to recognize which fruit weight more, but with the assistance of caregiver or teacher. Draw the toys that sink under SINK. Draw the toys that float under FLOAT.SinkFloatExtension:For more advanced students, you can extend the ideas in this lesson by having students explore the question, "Can we change something from a sinker to a floater?" Children can try making boats from wood, polystyrene, or clay. Encourage them to experiment with different shapes or to make sails for the boats.Reflection / Self-Evaluation/Notes (added after teaching lesson)What worked and what didn’t. At this point, I am not sure if this activity would work; but if I were to follow a curriculum I would already have an idea where each child stands.What you would do differently I guess I would have to try on hands on experience. ................
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