LESSON PLAN

Grade: _______2________ Lesson Title: _Fruit Float or Sink Experiment_ Lesson Duration (mins): _45 min___

Overview of lesson
In this lesson, students will begin by creating a hypothesis using the knowledge they have gained from previous
lessons. They will then rotate from station to station to observe and test the fruit at each station recording their
observations. This will allow them to work in groups to practice working with others and talking with class mates
to see what they have each found out. The last thing they will have to do is to create a list of the fruit that floated
and sunk and come up with a reason why they think this is the case. This allows them to have to think about why
the fruit floated or sank instead of just observing.

Alberta Program of Study:

GLO /GLE
2–7 Construct objects that will float on and
move through water and evaluate various
designs for watercraft.
SLO/SLE
Describe, classify and order materials on the basis of their
buoyancy. Students who have achieved this expectation will
distinguish between materials that sink in water and those that
float. They will also be aware that some “floaters” sit mostly
above water, while others sit mostly below water. The terms
buoyancy and density may be introduced but are not required
as part of this learning expectation.

Learning Objectives
Students will…
 Observe a variety of fruit and experiment to see if they float or sink
 Demonstrate how they create a hypothesis and test to see if its accurate

Material and Equipment

 Fruit (Apples, Cantaloupe, Orange, Lemon, Japanese Pear, Banana, Grape, Blackberry, Strawberry, Kiwi)
 Knife
 5 containers filled with water
 Sheets for students to fill in
 Labels for the fruits

Lesson Procedures
Introduction (_15_min.):
 To begin this lesson, I will talk about how over the last little while we have been talking about buoyancy
and why some things sink and float
 I will explain to them that today we will be observing what fruit sinks and floats
 I will then remind them about how the best scientists have a question and then have a hypothesis
 Then will look over the question on the sheet and then fill in their hypothesis
Body (_30_min.):

1
Steps and Procedures Identify Teaching Strategies:
 After they fill in their hypothesis I will divide them into  Group Work when they are in groups of
the groups I decide and go to a station that we will have 3-4 for the experiment
prepared  Experimental Learning when they have
 They will work together to test each fruit that is at that to test things themselves to provide the
station and record the observation on their sheet answer
 Once they have finished at that station they will rotate Assessments
until they have been through each station and have
recorded their observation for all the fruit Formative:
 Once they have all the observations done I will get them  I will walk around and observe the
to come back to their desk to finish the rest of the sheet students putting the fruit in and ask
asking them to list which fruits floated and which ones them what they are noticing
sunk. I will then have them tell me why they think this  I will also look over their work and see
happened how they are understanding the
 After they have completed the worksheet they will be experiment
asked to put the work into their duo tangs and then
allowed to taste the fruit Summative Assessment:
Differentiation
 I will be sure to explain things in different ways to make sure that all the students understand what is being
asked and what they are going to do throughout the experiment

Consolidating and Closure:

 They will clean up and get ready for recess at the door

Reflective Notes: You will only fill out this section after your deliver your lesson.

This lesson went very well, students were very engaged and had a lot of fun testing the fruit and observing
whether it floated or sunk. This hands-on experience was great, and I believe they learned a lot from it. They were
able to tell me from previous knowledge of lessons leading up to this one why some may float and sink. If I did this
again I may talk about each of the fruit having different things that may cause it to float more specifically. This
would just reinforce that they understood every part but other than that I was very happy with how this lesson
went.