5E Lesson Plan

Teacher: Paige Woodall

Date: 11/ 22/15
Subject / grade level: Science/ 3rd Grade
Lesson objective(s):
By the end of this lesson, students will understand scientific inquiry through questioning, predicting,
observing, recording and interpreting data concerning whether or not an object will sink or float, and
communicating results through keeping records of scientific investigations using graphic organizers.
TEKS
3. (4) In Grade 5, investigations are used to learn about the natural world. Students should understand that
certain types of questions can be answered by investigations and that methods, models, and
conclusions built from these investigations change as new observations are made. Models of objects
and events are tools for understanding the natural world and can show how systems work. They have
limitations and based on new discoveries are constantly being modified to more closely reflect the
natural world.
(A) Within the physical environment, students learn about the physical properties of matter, including
magnetism, physical states of matter, relative density, solubility in water, and the ability to conduct or
insulate electrical and heat energy. Students explore the uses of light, thermal, electrical, and sound
energies.
3 .(5) Matter and energy. The student knows that matter has measurable physical properties and those
properties determine how matter is classified, changed, and used. The student is expected to:
(A) measure, compare, and contrast physical properties of matter, including size, mass, volume, states
(solid, liquid, gas), temperature, magnetism, and the ability to sink or float;
TEKS Rationale:
The idea of this inquiry lesson is to teach students the importance in forming their own predictions and
experiments. In this lesson, the students will predict which objects sink or float in water. They will observe,
describe, and keep records about what happens when objects are placed in water, and determine whether there
is consistency in their own and classmates' results. They will generate ideas about characteristics of materials
that sink or float, and will ask questions about physical properties of matter. Students will make and test
predictions about sinking and floating. This lesson is important because it teaches students to classify objects
according to physical properties and helps them to develop process skills in observing, questioning,
predicting, interpreting, and communicating results.
Materials:
Large container for each group filled with water
Penny, toothpick, unwrapped and wrapped butter finger candy bar, plastic knife, clothes pen, play
dough, golf ball, volleyball, and ping pong ball for each group
Recording worksheet for each group
Resources:
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5E Lesson Plan

Camera that projects work onto the board

You-tube video on density

Preparation:
Worksheets printed and placed on each students desks
Desks are arranges in groups
Tub filled with water on each desk
Sink or float materials on each groups desk
Background Knowledge:
Students know how to observe and record properties of objects
Students are able to classify objects by observable properties including shape, relative mass, relative
temperature, texture, flexibility, and whether material is a solid or liquid
Safety Issues:
If water spills, students cold slip
Students could get water in their eyes
Sink or float materials could potential puncture students skin if misused
ENGAGE
Create Interest:
Introduce the study of sinking and floating by asking the students what they know about things that
sink and float, and why some things sink and other things float. Record their statements on a large
KWL chart
On the middle of each groups table will be a large clear container filled of the way with water along

with a penny, toothpick, clothes pen, plastic knife, an unwrapperd butter finger candy bar, and a
wrapped butter finger candy bar.
The teacher will explain to the class that they will be looking at different objects and determining if

they sink or float.

The teacher will tell the students to Use the materials on their desk to determine whether an object

will sink or float.

During the activity, the teacher will walk around to each group, monitoring their experiment and

guiding them with questions to think about. The teacher will ask one group to raise their hands if
they think the unwrapped candy bar would sink. The teacher should then call on an individual
student and ask them why they think the candy bar will sink. After the first student answers ask the
group if anyone has a different reason why they think the candy bar will sink (answers will vary).
The students will then drop unwrapped butter finger bar into the water. The unwrapped bar will sink to
the bottom. Say "It looks like some of your predictions were true. The unwrapped candy bar will sink.
Now try this again with the other candy bar and see what happens?"
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5E Lesson Plan

The teacher will walk around and to other groups and remind them to record observations and

properties before they test the sink or float.

The teacher will move to the next group and ask students to raise their hands if they think the

wrapped candy bar would sink. The teacher should then call on an individual student and ask them
why they think the candy bar will sink. After the first student answers ask the group if anyone has a
different reason why they think the candy bar will sink (answers will vary).
Drop the wrapped butter finger bar into the water. This time the candy bar will float on the surface.

Students proceed the investigation by testing the clothes pen, penny, plastic knife, and toothpick to
determine whether they will sink or float and why.

Raise Questions:
Ask students to describe things that they have seen sink or float. Spark student ideas on what kinds of
things they think will sink or float, for example: Can people float?
Do you think the wrapped candy bar will sink or float?
Do you think the unwrapped candy bar will sink or float?
Why do you think the unwrapped candy bar sank while the wrapped candy bar float?
What makes an object sink/ float
Provide Instructions and Modeling:
During the experiment, the teacher will walk around the room guiding each group through the activity by
directing their experiment with questions. They will ask students whether or not they think an object will sink
or float. When a group answers, they will ask the student to explain why they think it will sink/float and
encourage them to explain their reasoning in writing as well. The teacher will continue moving around to
each group, observing their predictions and ask students to explain their reasoning for each prediction as well
as the results. When a student explains their reasoning for why an object sinks/floats, the teacher well add on
to the explanation if necessary.
EXPLORE
Facilitating Investigation Plan:
1. One problem students may come across during this investigation is coming up with an explanation as
to why one object floats while another one sinks. When one object is smaller than another however the
smaller one is heavier, it may be difficult for students to understand why the smaller one would float
since it is indeed smaller. They might think just because it is smaller it is lighter in weight, when in
reality it may actually be heavier, therefore being less dense and causing it to sink.
a. Plan 1- Students have a golf ball and a ping-pong ball (same size). Students are to determine
which ball will sink and which will float. Students explain how the golf ball sinks because it is
heavier and more dense, while the ping pong ball is hollow and filled with air, making it less
dense and causing it to float.
b. Plan 2- Students have a volleyball and a golf ball. Students are to determine which ball will
sink and which will float. Students explain how the golf ball sinks because the molecules are
more compacted together, causing it to be more dense than the water which makes it sink.
They also explain how the volleyball, though bigger than the golf ball, sinks because it is full
of air, causing it to be less dense than the water, which makes it float.
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5E Lesson Plan
Supervising Groups:
As previously mentioned in engage, the teacher is walking around the room to each group, facilitating
questions such as do you think this object will sink or float, why do you think it will sink/float? why did
it sink/ float? What is the difference between this object and that object?
Managing Materials:
There is 1 tub of water and 1 of each sink/float at each table. The students are to use the materials
appropriately and rinse, clean, dry, and return them to the teacher when the experiment is complete.
EXPLAIN
How Will Students Present/Share Results?
The teacher will assign one of the sink/float objects tested to each group. Each of the groups will bring
up their data recording sheet (which has 3 columns- prediction, result, drawing) and place it under the
camera to explain whether their object sank or floated and to explain why.
After each group has presented, the teacher will ask the students:
o Is there anyone who had an incorrect prediction?
o What object did you get incorrect?
o Did you think the object was going to sink or float?
o Why did you think the object was going to (sink/float)?
o After you dropped the object into the water and saw that it (sank/floated) were you able to
understand why your prediction was wrong?
The teacher will then sum up why their prediction was incorrect
EXTEND/ELABORATE
Application To Other Situations:
This is relative to the real world because we deal with objects that sink/float in daily life where it is important
to understand which objects float/sink and why. For example, for a fisherman, it is important to understand
what objects sink so that they are able to anchor their boat down in order to catch fish. For a life guard, it is
important to understand which objects float incase they need to throw a life saver float to someone in danger
in the water. These are just a few of the many situations in which it is important to understand which objects
sink/ float and why incase you need them in the future.
Alternative Explanations:
Alternative explanations were found all though out this lesson plan. For example, the facilitation plan gives
various explanations as to why things sink/float, as well as the sink or float book and the whole sink/float
activity that the students completed.
If students need ANOTHER explanation, the teacher will show the following video which explain
whys objects sink and why objections float, focusing on density and the importance of comparing an
objects weight to its size.
Possible Extension Lesson
A possible extension for this activity could be for students to explore whether the type of liquid an object is
placed in affects its ability to sink or float. They would have two containers (each filled with a different
liquid- one sprite and one water) as well as one of each object per container. They would test the object to see
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5E Lesson Plan
whether the type of liquid affects its ability to sink/float. At the end of the year, this would be reviewed by
having students explain all factors that affect an objects ability to sink or float, including size, weight, and
density of the object and liquid.
EVALUATE
The teacher will evaluate the ideas in this lesson by having students explore the question, "Can we change
something from a sinker to a floater?" Students can explore this question by determining whether the shape
of play dough affects its ability to sink or float. Encourage them to experiment with different shapes or to
make play dough in to a boat.
How Will Students Assess And Reflect?
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.

5E Lesson Plan
ASSESSMENT RUBRIC:
Consequential Task Rubric:
Play dough shape drawing 15pts.
Descriptive drawing of shape 1
clearly showing the shape that the
student formed the play dough in
to in order to test its ability to
sink/float

Prediction/ Rationale 20pts.

Stated whether the 1st object will
sink/float (10pts.)

Result/ Rationale 15pts.

Stated the result of test 1 (5
pts.)

Explained the result of test 1

Clearly explained why they
st
believed the 1 object would sink/ and why it occurred (10 pts.)
float (10 pts.)

Descriptive drawing of shape 2

Stated whether the 2nd object will
clearly showing the shape that the sink/float (10pts.)
student formed the play dough in
to in order to test its ability to
sink/float
Clearly explained why they
believed the 2nd object would
sink/ float (10 pts.)

Stated the result of test 2 (5

Descriptive drawing of shape 3

Stated whether the 3rd object will
clearly showing the shape that the sink/float (10pts.)
student formed the play dough in
to in order to test its ability to
sink/float
Clearly explained why they
believed the 3rd object would
sink/ float (10 pts.)

Stated the result of test 3 (5

pts.)

Explained the result of test 2

and why it occurred (10 pts.)

pts.)

Explained the result of test 3

and why it occurred (10 pts.)

MODIFICATIONS:
ESL students will be placed in groups with students who excel in English so that they can help when
needed and explain if necessary.
Special Education student with hearing disability will be seated near the front of the room so that
when the teacher is teaching or other students are explaining, they are able to be close enough to
clearly hear what is being said. The group desks will also be arranged closely together so that SE
student can clearly hear their group members.
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5E Lesson Plan

The GT student will be placed in the group with ESL student so that they are able to further their
learning by assisting ESL student when needed. They will be given the speaking role to explain their
groups rationale on why the object sinks or floats.

SPECIFIC KEY QUESTIONS:

What objects can you think of that sink? Describe those objects.
What objects can you think of that float? Describe those objects.
What factors affect whether an object sinks or floats?
Do humans sink or float? Why?
Does the shape of an object affect its ability to sink or float?
How could you make an object that sinks, float?
Personal Reflection: Writing An Inquiry Lesson:
Thinking back on the lesson itself, I believe it is a very fun, engaging, and exciting lesson for 3rd grade
students to be able to complete. This is a great lesson to use because it teaches students how to predict,
observe, record, and analyze data, and it allows all student stop participate in conducting the experiment.
Although I feel like this would be a great lesson for 3rd graders, is wasnt as fun on my end as I created the
lesson. I personally felt this was a very stressful assignment. I am very Type A, so I thrive on rules and
guidelines, so it was very difficult for me to construct a lesson in which was extremely lacking in rules and
guidelines. This also made it very difficult for me because I didnt feel that we had much guidance in what is
expected of us EXACTLY in creating this lesson plan, so it was a bit stressful trying to determine what to put
on the lesson plan and how to meet the requirements. However, I do feel that students would enjoy
experimenting through this lesson.

Horizontal Alignment within the Grade chosen for the 5E lesson

What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
This builds upon the 3rd grade TEKS 3.4.A Collect, record, and analyze information using tools, including
microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges,
pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets,
collecting nets, notebooks, sound recorders, Sun, Earth, and Moon system models; timing devices, including
clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and
aquariums; Where students previously learned how to collect, record, and analyze information using different
tools and objects. This lesson on sink/float takes what students know about how to collect and record data and
builds upon it toe explain WHY those objects and tools sink/float.

5E Lesson Plan
Vertical Alignment within the Grade Chosen for the 5E lesson
Prior Grade
This lesson on sink/float builds upon TEKS 2.5.A Classify matter by physical properties including shape,
relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid. After learning
how to classify objects based on their physical properties, students are able to begin to learn what happen when
objects are placed in a liquid of different properties and whether or not it will sink/float.
Next Grade
After learning about the physical properties of objects, how to collect, record, and analyze data, and why an
object will sink/float, students are equipped with the proper information to move into learning about TEKS
4.5.A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid,
liquid, gas), temperature, magnetism, and the ability to sink or float; Where they will learn how to
compare/contrast the properties of objects concerning size, mass, volume, states, temperature, and whether it
sinks/floats.