6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Janine DiPronio
Lesson Title: Defining and Drawing Sink or Float
Date: 3-1-16
Grade Level: Preschool
Circle one:
ECE
Standard(s)/Guideline(s):
Use imagination and creativity to interact with objects and materials (Approaches Towards LearningCreativityInnovation and Invention)
Share findings, ideas, and explanations (may be correct or incorrect) through a variety of methods (e.g. pictures, words, dramatization) (Cognition and
General Science knowledge Science and Inquiry Application Inquiry)
Developmental - Physical (fine motor)
Pre-assessment of current knowledge:
This lesson is designed to get an idea of what the students already know about objects that sink or float. This is the hook/pre-assessment lesson.
Instructional Objectives (1-2)

Assessment of Student Learning

Learning Experience

One/Two Assessed Instructional

Objective(s): The student will be
able to...

Identify Evidence: (What will you collect or record as data

to demonstrate students have met your objective(s) and
skill?)

Academic Language:

Students will be able draw a

floating item and a sinking item.

The teacher will collect the students science journals. After

the students draw in their science journals the teacher will
write the students comments underneath the pictures. The
teacher will also have a checklist to check off which
students are able to properly hold a colored pencil. *On
Kindergarten Entry skills checklist.

Procedural steps:

One Assessed Developmental

Skill:
Students will be able to properly
hold a colored pencil (or other
drawing material).

1. The teacher will ask the students What does the

word sink mean? and What does the word float
mean?
2. The teacher will show the students a visual of sink
and float.
3. The teacher will read the students Things That Float
and Things That Dont by David Adler
4. The teacher will have the students draw pictures in
their science journals of a floating object and a
sinking object.

Program Monitoring: (How will you aggregate or compile

your evidence into a class or group view?)
Safety Considerations:
Students could poke themselves
with the colored pencils.

Sink, float, colored pencil, science, journal, water

I will collect all of the students science journals to visually

see the students knowledge of a sinking and floating item. I
will be able to compare each students drawing. I will use
this information to determine if the students are ready to
start testing if objects sink or float or if they need a review
on the concept of sinking and floating.

5. The teacher will write notes and the students

comments underneath their pictures.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Paper, crayons, colored pencils, markers, pencils
Things That Float and Things That Dont by David Adler

6/12/2013

Early Childhood Education

Learning Experience Plan
Adult Roles:
The adult will ask students questions, read the book, and
observe as the students draw in their science journals. The
teacher will also write in their science journals.

Resources & References:

Adler, David A., and Anna Raff. Things That Float and Things That Don't. N.p.: n.p., n.d. Print.

Reflection: (What have you learned about your students? How will this inform future instruction?)

Mary Ellen and I are facilitating a science investigation on sinking and floating in a preschool classroom at Easmont. I taught the very first
lesson which was used as a hook lesson and a pre-assessment. As a way to capture students interest and current knowledge I asked preliminary
questions such as, What does the word float mean? I then read Things That Float and Things That Dont by David Adler to my students.
Afterwards, I asked the students to draw a picture of floating object and a sinking object in their science journals. At the end of the investigation the
students will be asked to draw another picture of floating and sinking items. The new pictures will be used as a post assessment.
Overall, I think the lesson went as planned and ran very smoothly. I was excited to see that the students seemed interested and excited about
the concept of sinking and floating. They were able to define sinking and floating and were engaged while I read the story. However, I did not
anticipate the large amount of personal comments and stories the students were eager to share as I read the story. Many students had their hands
raised as I read the story. I assumed the students had questions to ask me. Instead, they shared comments such as Iron Man is very heavy so he sinks
in the ocean. Although their comments were not completely relevant I was excited to see them making connections to sinking and floating.
I think I did a good job reading the story aloud. I used a variety of expressions to keep the students engaged. I also asked the students
questions as they drew in their journals to make a personal connection with each student and ensure that they remained on task. I was impressed with
the students initial definitions of sinking and floating. They were able to define sinking as an object at the top of the water, while sinking means it is
at the bottom of the water. I was also impressed by the students creativity and drawing skills they exhibited in their science journals. One student
drew a sailboat as his floating object and a boat with a hole in it as his sunken object. The students seemed to really enjoy drawing in their science
journals and spent a lot of time adding colors and details to their pictures.
I would make a few changes if I were to reteach this lesson. I would allot more time for the students questions and comments during the
story. I would have also labeled the pages in their science journals, one page Float and another page Sink. Instead of having the students draw
their pictures on blank sheets of paper. In general, after teaching this lesson, I learned I need to have a more challenging activity for the advanced/

6/12/2013

Early Childhood Education

Learning Experience Plan

quick working students to work on. A few students finished drawing in their science journals long before other students. Teaching this preassessment lesson helped me to get a better understanding of the students current knowledge of sinking and floating. I learned what adjustments I
need to make for future lessons within this science investigation. After looking over the students drawings I realized, I need to stress that animals,
such as octopuses, swim in the water and are not sinking. Additionally, I need to teach that objects, such as the sun, that are in the air are not
floating. I realized the students have an interest in objects that sometimes float and sometimes will sink, such as boats. Therefore, I will create a
lesson to teach the students that a change in the volume or density of an object can affect whether it will float or sink. Overall, I really enjoyed
teaching this lesson and am excited to continue this investigation.

6/12/2013

Early Childhood Education

Learning Experience Plan

Sinking and Floating Visual