Lesson Title/Focus Can you make it sink or float? (2/3) Date 3 Consecutive Days…
Group Grade 2 Science (Unit B: Buoyancy & Boats) Time Duration 45 mins
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: 2-7 Construct objects that will float on and move through water, and evaluate various designs for watercraft.
Specific Learning Outcomes: 2-7.2 Alter or add to a floating object so that it will sink, and alter or add to a non-floating object so that it will float.
LEARNING OBJECTIVES
Students will:
1. Students will distinguish between objects that float or sink.
2. Students will modify objects to sink or float.
ASSESSMENTS
Observations: • Students are altering their objects in various ways. They are working together …show more content…
Key Questions: Pre-assessment
• What object sunk last class? What objects floated?
Worksheet Questions
• Challenge #1. How did you make your floating object sink?
• Challenge #2 How did you make your sinking object float?(
Discussion Questions
• What objects sank or floated last …show more content…
I will explain to kids that I have two different ice cubs to drop in the water; one made with ice, one made with canola oil. I will take the ice cube made with water and ask students whether they think it will float or sink? We will then test it out. After, I will grab the ice cube made of oil and ask students the same questions. Do you think the ice cube made with oil will float or sink? We will then test it and see if it floats or sinks. I will then ask kids, how is one ice cube floats and one sinks? I will then explain that today we will make an object that floats sink, and an object that sinks float.
Assessment of prior knowledge: After students have observed the attention grabber. I will use the white board to assess student’s prior knowledge. Several objects will be present on the white board. I will ask students; last class did this object float or sink? Students will then vote with their feet. Students that think it will float will head to one side, and ones that think it will float will head to the opposite. We will then check students’ answers by using the magnifying tool on the white
Group Grade 2 Science (Unit B: Buoyancy & Boats) Time Duration 45 mins
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: 2-7 Construct objects that will float on and move through water, and evaluate various designs for watercraft.
Specific Learning Outcomes: 2-7.2 Alter or add to a floating object so that it will sink, and alter or add to a non-floating object so that it will float.
LEARNING OBJECTIVES
Students will:
1. Students will distinguish between objects that float or sink.
2. Students will modify objects to sink or float.
ASSESSMENTS
Observations: • Students are altering their objects in various ways. They are working together …show more content…
Key Questions: Pre-assessment
• What object sunk last class? What objects floated?
Worksheet Questions
• Challenge #1. How did you make your floating object sink?
• Challenge #2 How did you make your sinking object float?(
Discussion Questions
• What objects sank or floated last …show more content…
I will explain to kids that I have two different ice cubs to drop in the water; one made with ice, one made with canola oil. I will take the ice cube made with water and ask students whether they think it will float or sink? We will then test it out. After, I will grab the ice cube made of oil and ask students the same questions. Do you think the ice cube made with oil will float or sink? We will then test it and see if it floats or sinks. I will then ask kids, how is one ice cube floats and one sinks? I will then explain that today we will make an object that floats sink, and an object that sinks float.
Assessment of prior knowledge: After students have observed the attention grabber. I will use the white board to assess student’s prior knowledge. Several objects will be present on the white board. I will ask students; last class did this object float or sink? Students will then vote with their feet. Students that think it will float will head to one side, and ones that think it will float will head to the opposite. We will then check students’ answers by using the magnifying tool on the white