anning

Template

ame:

huiting Bringhurst

2. Course/Content/Grade:

Interconnection

ule/Topic:

Water

4. Plan Duration:

40 minutes

6. Objective(s):

Students will observe and record th

float or sink in matter when placed
I can observe and record the objec
sink in matter when placed in wate
Students will be able to predict and
how many objects will float and wh
sink by drawing

8. Inter-Disciplinary Connections:

Math addition and subtraction conc

ard(s):

ocabulary:

Standard III Objective 2

water), sink
float), observe),
items), heavy) (light),
big), small),

or Student Learning:

gy Integration:
plicable)

Students will be able to record the items what will float and what will sink and reasoning why item floa

Teacher Use:

Content Specific Additions

Crayon, water salt, balloon, cork, pattern

blocks, pen, paper, rock, small toy, coin,
orange, rock, eraser, glue stick
Large Clear Plastic Water Bucket
Water

Pencil, paper, recording sheet, crayo

Student Use:

How do we investigate the natural world in my neighborhood?

anning Template
13. Lesson Sequence
(What You Do When: Including Explicit
Instruction/Guided Inquiry)

Attention and Vocabulary teaching by

demonstration all items.

Help students connect items with size and

weight.
Count how many items are big, and how many
are small, how many are heavy, and how many
are light

1.

2.
3.

Pick different student to predict the items

what will sink and float, allow students to
explain the reasons.
Allow students to do group discussion and
record on recording sheet.
Allow individual students to draw the
predictions on a piece of paper with whole
class.

14.
DOK
Level

15. Grouping and Scaffolding

Structures (including interventions
for diverse learners)

Group, think-pair share

Group. Individual call, partner talk

16. Engagement & Checking for Under

(OTRs: What will students be say
writing, reading & doing)

1. Let students brainstorm what we

going to do with these items with
2. Scaffold students knowledge of
vocabulary.
3. Intergrade math addition and sub
in teaching.

1. Teacher model how to predict

float, and sink.
2. Allow group to discuss and re
their prediction of table record
sheet.
3. Teacher model how to draw p
item above the water, and the
under the water with whole cla
Compare class prediction with gro
prediction.

anning Template
1.

2.
3.
4.

Teacher models the experiment of put

items one by one in the water for students
to observe the sink or float and discuss
with students.
Allow students to participate in
experiment.
Allow think pair share activity
Students use different color crayons to
correct their prediction.

1.

group, partner talk, Individual

4. Students use thumb up/ thum

to decide the item they predic
or sink.
5. Whole class observation for th
and float and teacher explain
item float or sink.
6. Pick couple students to come
by one to select one item to d
experiment. Students need to
whole class of their prediction
they think it will float or sink.
7. Allow students to explain to th
partner body why item float or
when they see the result.
8. Teacher call students to answ
partner talk.
9. Allow students to correct their
with different color crayons.

Teacher review the concepts, and students will be give example of what can float and what will sink and reason why

ecting on their learning

feedback on their
g to the teacher)

2. Students will be able filling the table chart with what will sink and what will float indecently.
3. Students will be able to use math equation to demonstrate the number of float and sink.

to students:
iding feedback to
heir learning and

1.
2.
3.

Delay feedback allows students to predicts the process and enhance critical thinking.
Immediate feedback will be given based on their response when working with whole class, or in pairs, and individual
Teachers feedback will help students to rethink the process and

anning Template

an Reflection Questions

students ready for this lesson? Which data support this?

e, they did well on responding table recording.

nstructional objective met? How do I know students learned what was intended?

re able to predict the outcome, and participate both orally with partners ad recording on table with outcome.

students productively engaged? How do I know?

my instruction plan as I taught the lesson? Are all students paying attention? All of my students participate and on task.

my instructional plan as I taught the lesson? How and why?

e did this lesson twice with my two groups and I did not change lesson plan. Both of they meet the objectives.

e opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

udents ready to move on? If yes, how do I know? If not, what adjustments/re-teaching do I need to make to ensure student underst

anning Template

eir discussion and the finished product.