Name: Allison Bauer

Class: ELED 3221

Date
Indirect Instruction Lesson Plan Template
Sink or Float
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Central Focus/Big Idea: Properties of matter and solid objects in water
Subject of this lesson: What makes objects sink or float in water?
Grade Level: First Grade
NC Essential Standard(s): 1.P.1 understand how forces (pushes or pulls) affect the motion of an
object. 1.P.1.3 predict the effect of the given force on the motion of an object, including balanced
forces.
Next Generation Science Standard(s):
2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by
their observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials
share.]
21st Century Skills: Critical Thinking and Problem Solving- the students are required to make
predictions about the objects they are going to test.
Communication: the students communicate with their shoulder partner to agree on what objects
they think will sink or float. They also communicate with the teacher and help to make class
predictions.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.
I chose predict because one of the main parts of the lesson deals with having the students predict
what objects they think will sink or float.
Analyze
Argue
Categorize
Compare/contras Describe
Explain
t
Interpret
Predict
Question
Retell
Summarize

Scientific Vocabulary: properties of matter, solid objects, prediction,

Instructional Objective: Students will be able to test several objects in water to see if they will
sink or float. Students will be required to fill out a chart identifying what objects they think will
sink or float with their shoulder partner. After the experiment students will work independently to
complete summary questions about the experiment. Students are expected to earn 4 out of 5
points to be considered proficient.

Prior Knowledge (student): Students should already have basic knowledge about what makes an
object sink or float. They should also already know what a prediction is and how to make one. c

Content Knowledge (teacher): The teacher needs to know what makes an object sink or float,
and what each material is made out of that the students are testing.
Accommodations for special needs (individual and/or small group): Students with special
needs will be placed in a partner with a student performing at a higher level so that particular
student can help the student with special needs. Also, I will be monitoring those specific students
more then a regular student in the class to make sure they are staying on task and are able to
complete the lesson.
Materials and Technology requirements: -Computer to access power point and video
-one cup of water for each partner
-one chart (in a page protector), dry erase marker and eraser
-one bowl of items to test (10 objects in a bowl) per partner
-towels for clean up
Total Estimated Time: 45 minutes
Source of lesson: Colleague
Safety considerations: I will make sure the students are holding their materials with two hands
while they walk around the class. I will also make sure that they are leaving their water cups on
the table and not picking them up so they do not spill.

Content and Strategies (Procedure)

Engage: When the students come into the classroom there will be a power point with a chart
with pictures of different objects on it. The teacher will introduce the lesson by explaining what
the students are going to do and reading out loud what each picture represents. After the teacher
will ask the question What makes an object sink or float?. The students will raise their hands
and answer and the teacher will put the ideas on the board.
The teacher will ask:
What does an object do when it sinks?
What does an object do when it floats?
What makes an object sink or float?
Explore: In this section the students will watch a brain pop video on sinking and floating to
further their knowledge on what it means when an object sinks or floats and what kind of object
sink or float. The teacher will say Now we are going to watch this video on sink and float!
Watch the video and see if you can figure out any more factors that make an object sink or float.
*Teacher plays video
* If the video did not play, the teacher would go more into detail about what makes an object
sink or float and the different kind of materials that sink or float.

After the video, the teacher will pass out charts for the students to make predictions about their
objects. The students will write an S or an F next to the object if they think it will sink or
float. The students will work in partners on this activity.
The teacher will ask:
Who thinks they could make better predictions if they could see the objects and hold them?
The teacher will then pass out the materials so that the students can make better predictions about
their objects. The teacher will say:
Did anyones prediction change after they saw the objects in person?
If so, what changed?
Lastly, the students will compile a class prediction chart to see overall what the class determined
would be the outcome of each object in the chart.
Explanation: In this section the students will actually test the objects and see if they sink or
float. The students will work in partners to test their objects comparing what they see to the
predictions they made in the chart. The teacher will ask:
Are your predictions correct?
What kinds of objects tend to sink?
What kinds of objects tend to float?
Elaborate: In this section the teacher will make the students complete different activities with
the experiment. For example the teacher would say Everyone put all the round or circle objects
in the water cup and observe what happens or Everyone put only the cube and square objects
in the cup and observe what happens.
Doing this gives the students a chance to use higher order thinking skills and recognize how
different shape and sizes react in the water.
During this section as well the teacher can lead a discussion about what was observed during the
experiment and what conclusion the class came to.
Evaluate: Summative Assessment: The students will answer 5 questions about the lesson. The
students must get 4 out of 5 of the answers correct to be considered proficient.
Formative Assessment: The questions I asked during the lesson and what I observed when I
walked around.
Reflection Questions:
1.
2.
3.
4.
5.

What does it mean to sink?

What does it mean to float?
What did the round items do in the water?
What did the square items do in the water?
What is one thing you learned during this lesson?

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________