Katie Buwalda 216123643

Key learning Area/Domain: Floating and Sinking Date: 19th April

2018
Topic and focus: Objects floating and the materials they are made out of. Year Level: Grade
Regardless of the material, something will float if it is a boat shape and 3/4
contains air.
Time: 1 hour Group size: 6-8

Links to the Curriculum - How does the science topic and grade level connect to the Victorian
Curriculum?
Science Inquiry Skills (Prediction and Evaluation) Level 3/4:
 With guidance, identify questions in familiar contexts that can be investigated scientifically
and predict what might happen based on prior knowledge. (VCSIS065)
 Compare results with predictions, suggesting possible reasons for findings (VCSIS070)
 Elaborations
 listing shared experiences as a whole class and identifying possible investigations
 reflecting on familiar situations to make predictions with teacher guidance

 discussing how well predictions matched results from an investigation

 comparing, in small groups, results of investigations and accounting for differences,

including explanation of their reasoning

Science Concepts (C) and Skills (S) addressed

Science Concept 1
 Whether something floats depends on the materials it is made of, not its weight.

Science Concept 2…
 Materials with a boat shape will float because they effectively have air.

Science inquiry Skill 1

 Predicting

Science inquiry Skill 2…

 Evaluating

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Description of the Activities Title, Materials, Description, Reference

How does the activity relate to the concept or skill?

‘F Floaters and Sinkers’ is the first activity that will be conducted in the lesson. This activity relates to
the first science concept mentioned previously; whether something floats depends on the
materials it is made of, not its weight. This activity involves students initially predicting if each
different object will either sink or float when placed into water. This activity also relates to both of
the science inquiry skills, being; predicting and evaluating, as students will individually get the
chance to perform and observe this experiment themselves and identify which materials sink and
which float.
The next part of this lesson will involve the teacher reading the book, ‘Who Sank the Boat’. During
the reading of this book the students will be actively involved in a group discussion, as the teacher
will be constantly questioning the students throughout the story. Probing students will primarily
involve identifying their prior knowledge of floating and sinking. Questions will also identify
students’ understandings of heavier and lighter as they will be asked questions in regards to
predicting which animal will sink the boat. This relates to the science inquiry skill of predicting as
the questions students will be asked will encourage them to make predictions about what is going
to happen next.
Floating Plasticine is the next activity for the grade 3/4 science lesson. This activity involves the
science inquiry skill of predicting, as they are to predict whether a ball of plasticine will float or sink
when placed in water. After discovering that it sinks, the students will be asked if they can mould it
to make it float. This relates to the science concept 2; that materials with a boat shape will float
because they effectively have air because, expectantly, students will make a boat-like shape from
the plasticine. The second part of this activity involves placing each boat into the bucket of water to
test its floating ability and then placing marbles into the boat one at a time, discussing what is
happening when more marbles are added. This relates to the second science inquiry skill as
students are to analysing the floating object they have made.
T These activities have been derived from ‘Ideas for Teaching Science: Years P-8’, under the floating
and sinking section (Hubber & Tytler 2005).

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Intended learning outcomes – should be realistic, achievable and begin with a strong action verb
such as observe, describe, record, classify, compare, contrast, model, represent, analyse, apply or
evaluate.

Students will predict and observe the concept that objects will float or sink dependant on the
certain material they are made of, as well as if the object contains air, e.g. a boat.
Students’ prior knowledge – what students might know about the concepts?

Student’s may have an understanding of different objects that sink and float, for example they
know that boats float and that rocks sink. They may also know that heavy objects sink in water,
whereas light objects float.
Teaching Strategies /Approaches (e.g. inquiry, questioning, POE, “Interview About Instances”,
Jigsaw, modelling, game, role play, discussion, activity, inquiry, experiment, drama etc.)

The teaching strategies that the teacher will be using during our lesson will involve inquiry,
questioning, POE (predict, observe, evaluate), and hands on activities. The whole lesson will
surround the idea of a constructivist approach to teaching science, as it is purely student centred.
This lesson is based on the first two Es of the 5Es instructional model. Students will become
engaged as the activities will increase interest, stimulate curiosity and add meaning to the learning.
Students will explore as they are provided with the opportunity to experience the concept by
investigating and problem solving, as well as being asked questions that encourage discussion.
Assessment Strategies (Formative / diagnostic/ summative)

The diagnostic assessment strategy will involve a group discussion consisting of asking questions to
find out students’ prior knowledge on the floating and sinking concept.

The summative assessment will be used in the conclusion of the lesson as students will each
receive a sentence starter card which will get them to think about what they have learnt and
achieved from the science lesson.

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The formative assessment strategy will be in place throughout the lesson as the teacher will be
constantly asking students questions to access student’s original and developing conceptions as
they try to make meaning of the content being learnt.
References Used
Hubber, P & Tytler, R 2005, ‘Ideas for Teaching Science: P-8’, Deakin University, Geelong,
<https://blogs.deakin.edu.au/sci-enviro-ed/>.
Victorian Curriculum and Assessment Authority, 2016, Science, Victoria State Government,
retrieved 26 March 2018, <http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-
10#level=3-4>.

Running Sheet
Minutes Stage of Lesson
Stage 1 Introduction
How will you engage and stimulate the interest of the students?
Include possible questions that you may choose to use

To engage the students the teacher will begin the lesson with a ‘get to know you’
5 min
activity. The activity will consist of the a small ball. When a student is given a ball
they can introduce themselves by saying their name and 3 interesting facts about
themselves (including something they may know about science).
This will allow the teacher and the students to introduce themselves and begin to
feel comfortable and confident in the environment they are in.

Students’ Prior Knowledge Pre-Assessment

What is your starting point? What do the students already know?
What have they done before?
How does this connect to or build on their existing knowledge?
How will you find this out?

The students’ pre-assessment will include a group discussion consisting of asking

5 min
questions to find out students’ prior knowledge on the floating and sinking concept.

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Questions that the teacher will ask include:

 What do we mean by the word floating? What does it mean?
 What causes things to float?
 What determines whether something will float or sink?
Stage 2 Body of lesson
Describe each distinct task in the order to be undertaken, include formative and
summative assessment

‘Predict-Observe-Evaluate’
To begin the first activity students will be shown a number of objects (metal paper
clip, eraser, candle, plasticine, aluminium foil, marble, cork). In pairs they must work
together to fill in the predict column of the Predict-Observe-Evaluate table on what
objects they think will float or sink.
5 min
The teacher will move between the groups to make sure that they are engaging in in
the activity.
An alternative conception that may arise as students predict what will float and sink
includes; predicting that something will float based on its weight, not the material
that is made of.

Activity: Floaters and Sinkers

15min
Once the students have filled in their predictions they will test each object and
observe what happens. As each object floats or sinks students must write down their
observations on what happened.
 whilst this activity is taking place the teacher will probe the students by asking
questions such as:
o Why do you think this floated and that did not?
o This did not float as you predicted. Can we work out why that is? Has
this changed your view?
o Do you think these floaters have anything in common?
After testing the each of the objects, students will discuss why some objects float and
others sink.

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The students who need an extending prompt with this activity will be given a
challenging question of; ‘This crushed aluminium foil is floating. Do you think you
could find a way to make it sink?’ They will be encourage to complete this challenge.

Read: Who Sank the Boat

The teacher will read the book ‘Who Sank the Boat’ to the students. During this time
5min
the teacher will discuss and question the students on which animals would be the
heaviest and lightest.
After the story has been read the teacher will ask the students :
 Why did the boat sink?
 Why/how did the mouse sink the boat?

Activity: Floating Plasticine

Each student will be given a ball of plasticine and asked ‘will it float’? Students will
then be able to test after their guess. Ask the students to tell you what happened?
15 min
Ask them ‘Could it ever float’? When might the plasticine float? Students will be
encouraged to make/modify the shape until it floats.
Once the students have completed this they will discuss which shapes they used and
which shapes floated the best. They will be asked to predict which shape will carry the
most marbles without sinking. The teacher will encourage the students to use the
new knowledge/concepts on floating and sinking such as materials with a boat shape
will float because they effectively contain air.

An alternative concept that may arise as students are creating their boats is that they
may think that they length of the floating material or the depth of water underneath
the object will affect its floatation level.
Stage 3: Lesson Conclusion and Share Time
How will you draw the findings of the lesson together
7 min

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To conclude the lesson students will be given a sentence starter card that encourages
them to summarise what they have learnt during the lesson, explain something they
learnt or an interesting point they .

Stage 4 Closure
How do you need to prepare the students for handing over to another
teacher? Another subject, learning space, or activity?
3min

The students will be asked to neatly pack up the materials that they used for lesson.
They will be asked to stand quietly in a line to prepare for their classroom teacher.
Materials:
 small ball
 3 buckets half full of water
 paper towel
 3 metal paper clips
 3 erasers
 3 candle sticks
 plasticine
 aluminium foil
 20 marbles
 3 corks
 3 predict-observe-evaluate tables
 pencils
 Who Sank the Boat book
 Sentence Starter cards
Anticipated Problems & Suggested Solutions
Problems that may arise include:
 Water is spilled out of the bucket
 Students may not appropriately test the materials in the water.
 The students may not make appropriate shapes with the plasticine
Solutions to these problems:

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 Make sure the buckets of water are only filled halfway maximum and make
sure to bring paper towel just in case any spills do occur.
 Keep an eye on the 3 groups of students as they are testing the different
objects. Move between the groups and questioning what they are observing
and experiencing to keep them on task.
 Encourage the students to make appropriate shapes with the plasticine by
giving them hints and ideas and challenging their understanding of the
concepts.
Contingency Plans (what will you do if you finish early, etc.)
If the lesson finishes early. The teacher will read the story Mr Archimedes’ bath
written by Pamela Allen and they will discuss the relevant concepts raised in the book
with the students.

Another activity that could be used if the lesson finishes early is circle time. The
students will sit in a circle together and the teacher will ask them questions based on
the lessons concepts.