Science Lesson Plan #1 Grade 3

North Carolina Essential Standards

3.P.2.1 Recognize that air is a substance that surrounds us, takes up space
and has mass.
3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
Goal
Students will make predictions and investigate using simple objects to find
the answer. They will put their results in a chart or graphic organizer.
Background information
The lesson is aimed for grade 3 students. There are 15 average-level
students, 5 below-average students and 3 above-average students. The class
is organized in groups of 5 and one group of three. Students sit on the carpet
located in the front left corner of the class near the board for min-lessons.
Then they go back to their seats to complete their activities. In the back of
the classroom, there are 3 long rectangular shaped tables used for math
center, language center and science center. The tables have materials
needed for each subject. In the back right corner we have the class library
and the reading corner. This lesson is an example of how we teach students
to investigate and solve a science problem through inquiry. I planned this

lesson with the 5 Es in mind. In this sink or float activity, students will
discover why objects float or sink. Students should be able to see that
objects made of wood float and objects made of metal sink. Heavy objects
sink while lighter objects float.
Material
-aluminum foil, paper, wood spoons, rock, soda-bottle caps, pencils, paper
clips, corks, metal coins, and sponges.
-Water, Cup
-Float or sink worksheet.
Introduction
To introduce the lesson, I will engage the students attention by reading to
them the story Sink or Float? By Lisa Trumbauer. It is an interesting ageappropriate story and directly linked to our lesson topic. Then, we will have a
brief discussion about which objects sink or float to link the introduction to
the lesson, which is an experiment. Students will explore this concept by
experimenting with a few objects to see whether they sink or float.
Lesson
I will model and explain to students how to do the experiment.
1. I will stand in front of the class and ask the students to look at my
table. I will show them a glass container with water and tell them that

they will test each of the objects provided for them to see whether
they sink or float.
2. Before you begin the experiment, you will predict or guess the result
and record it on the worksheet. I will ask them not to play with the
water or splash your friends. (We had a discussion previously about
dangers of not being cautious during experiments.)
3. I will place an object (different from theirs) in the water. I will wait
about a minute and write down whether the object sank or floated. I
will instruct them to repeat the three steps for all the objects I provided
to them.
4. I will point to the science corner table at the back of the class and tell
each group leader will take one cup of filled water and 1 tray of objects
to test when I signal to them by the time the minute stopwatch
whistles.
5. I will pass out the worksheets to the students after I finish giving the
instructions and will monitor students behavior while they are doing
the experiment and check if any students need assistance.
6. I will ask them to put away all the materials and wipe their desk with
paper towel once they are finished.
7. If they finish early, they can go on to the extension activity of their
choice.
Differentiation
The activity is so engaging for all types of learners. It uses hands-on
manipulation, data collection for the visual, logical, social and physical
learners. As for the extension, Ive created three different extensions to suit

all levels in the class. The students can also pick how they will be assessed
whether by writing a journal entry or an exit card
Extension
For below-average students, I will ask them to get a paper and coloring
pencils from the art corner to explain his logic of the experiment on paper.
The student will color half of the paper in blue to represent water. Then, he
will draw the items that floated on the upper half of the page and the sunken
items on the bottom half. The average-level can use the computer to play
the sink or float game. For the high achievers, I will extend their learning by
asking them to make a boat from paper and foil to check how long it will take
each boat to sink.
Assessment
I will evaluate the students by checking their prediction and answers on the
worksheet. They will receive points for knowing how to collect data and chart
information after completing the experiment. I will also ask for a journal
entry or exit card from each student to explain why objects sink or float
based on what they witnessed throughout the experiment.
Note: This lesson plan was inspired by:
http://www.sedl.org/afterschool/toolkits/science/pr_investigating.html

Float or sink activity worksheet

Object

Prediction

Float

Sink

Pattern Activity Sheet:

Instructions:
Each hat can only be: yellow, orange, blue, or red. Each scarf can only be:
brown, black, green, or purple. How many different outfits can be made? No
two outfits should be the same. Before actually coloring the outfits, make a
prediction. After you have colored your different outfits, count the total
number of outfits possible.