2013-2014 UMU Lesson Plan Template

Name: Lauren Beil Grade Level: Kindergarten Subject: Science Big Idea/Lesson Focus: Sinking and Floating Essential Question: Will it sink or float?

Date: Thursday October 17, 2013 Class Period: N/A Lesson # & Title: Sink or Float Prediction/ Lesson 2

Context for Learning: There are 22 students, 9 males and 13 females, in a suburban kindergarten classroom. The students range in age from 4-6 years old. There is one ELL student, but there is no affect or changes needed in the classroom. There are no at risk or students on IEPs in the classroom. Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: ELA.K.3.5. Predict what will happen next, using pictures and events. Learning Objectives: Students will be able to use pictures to predict if an object will sink or float by using a cue card that says sink or a cue card that says float when answering given prediction questions with 100% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Students will be able to effectively use the following words in a sentence: science, predict, sink, float, experiment, next. Instructional Materials and Support: One-Dog Canoe by Mary Casanova, sink/float cue cards, bucket, water, prediction chart, rubber duck, play dough, rock, pumpkin, sponge, metal block, wooden block, toy boat, key, marble. Prior Knowledge: The teacher will ask the students what they remember about things that float and things that sink from the story and video from the last lesson. Assessments: Pre-Assessment for the unit: N/A

Assessment(s) during the lesson: The students will hold up a cue card that will state if the item will sink or if the item will float when answering given prediction questions. Assessment(s) at the end of the lesson: N/A Post-Assessment for the unit N/A

Strategies & Learning Tasks Introduction: The teacher will review with the students what it means to predict, making a guess about something. The teacher will then tell the students that they will be using predictions in science. The teacher will then ask the students what they remember from the story One-Dog Canoe by Mary Casanova and the video from the last lesson about sinking and floating. (10 min.) Presentation/Explicit Instruction: The teacher will show the students that they will be making a prediction chart for objects and will practice to see if they objects will sink in float. The teacher will show the students the objects they will be making predictions about to see if they will sink or float. The teacher will then demonstrate how the predication chart will be filled in. (5 min.) Structured Practice/Exploration: The teacher will distribute two cue cards to each student, one with the word and picture sink on it and the other card with the word and picture float on it. The teacher will then show the object they will be testing and will pass the object around for the students to feel it. The teacher will then ask the students to raise their card if they think the object will sink. The teacher will then ask the students to raise their card if they think the object will float. The teacher will count and write on the prediction chart how many students think the object will sink and how many students think the object will float. The teacher will then place the object in the water and they will see if their prediction was correct. The teacher will ask the students to share why they think the item sunk or floated. The teacher will then repeat the activity with the objects: rubber duck, play dough, rock, pumpkin, sponge, metal block, wooden block, toy boat, key, marble. (20 min.) Guided Practice/Specific Feedback: N/A Independent Practice/Application: N/A Closure: The teacher will review what objects sink and float with the students. The teacher will then tell the students that in their next lesson they will predict and test other items that sink or float. (7 min.) Differentiation, Individualized Instruction, and Assessment: The teacher will use a microphone and repeat directions for the ELL student. Research and Theory: This lesson follows the theories of Jerome Bruners principle that learning is an active process that the learners construct new ideas based on their current/past

knowledge. The students will be constructing new ideas based on their current/past knowledge of sinking items and floating items.