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Kindergarten Sink or Float Activity Plan

The educator conducted a previous lesson on sinking and floating and decided to create a follow up learning centre activity. The activity involved students making predictions about whether various objects would sink or float, testing the objects in water, and sorting the objects into "sink" and "float" categories. Four students and the educator participated in the activity at a classroom table using objects like a paper clip, spoon, marble, and leaf. The educator planned to introduce the activity, have students make predictions and observe as they tested the objects, and encourage sorting the objects. Do-it signals and silence were the teaching strategies chosen to have students explain the objects and avoid distraction during the experiment.

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176 views5 pages

Kindergarten Sink or Float Activity Plan

The educator conducted a previous lesson on sinking and floating and decided to create a follow up learning centre activity. The activity involved students making predictions about whether various objects would sink or float, testing the objects in water, and sorting the objects into "sink" and "float" categories. Four students and the educator participated in the activity at a classroom table using objects like a paper clip, spoon, marble, and leaf. The educator planned to introduce the activity, have students make predictions and observe as they tested the objects, and encourage sorting the objects. Do-it signals and silence were the teaching strategies chosen to have students explain the objects and avoid distraction during the experiment.

Uploaded by

api-334723488
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

EARLY LEARNING CENTRE LEARNING EXPERIENCE

Student Name: Julia Longo Date: November 16, 2017 Age Group: Kindergarten

Purpose:
Purpose:
Yesterday I conducted a science experiment based on sinking and
Reason for
floating. After the lesson it was decided that I would continue with
developing learning different sinking and floating activities today in order to enhance the
experience. This students learning. Today I will bring in a number of different objects
could be in response and set the activity up as a centre. The students will be able to go to
to an observation, the centre and start by making their predictions on whether the
discussion with the
objects presented will sink or float. They will then be able to test the
site supervisor, objects on their own and determine the result. They will be able to
Ontario Curriculum sort the objects into two different sections, one if the object sank or
Objective, etc.
the other if the object floated.
Observation

- Document what
you saw and
heard
- Document non-
verbal
communication
(i.e., body
language, facial
expressions and
voice tone)
- Document in
detail: who, what,
where, and when
- Documentation
should be written
in past tense,
objective, and in
anecdotal format
OR
Sink or Float- Learning Centre
Learning Experience
Objectives:
What are you
planning in response 1. Children will collect and organize information (4.6) by
to your purpose? determining the outcomes of the objects and placing them
under sink or float on the page provided
- Label your 2. Children will communicate their findings (4.8) of the
experience (e.g.
experiment by explaining what happened with each object
Painting with
cars). after testing them in the water
- What are your 3 3. Children will cooperate (1.6) with others as they work with
objectives for this their peers at the experiment table
experience? (i.e.
What interests Who is involved?
are you
extending? What 4 students
strengths and Educator
opportunities for
growth are you Where will the experience take place?
enhancing/suppor
Classroom table
ting?)
Please Note: You Materials
should refer to
appropriate Container filled with water
pedagogy to Paper clip
support your Spoon
discussion around Marble
strengths and Rock
opportunities for Leaf
growth (e.g. ELECT, Cup
How Does Learning Bottle cap
Happen, Ontario clothespin
FDK Curriculum,
etc). Implementation

1. I will introduce the activity to the students and show them all
the different objects they can use in the experiment
Describe the 2. I will tell the students to make a prediction (guess) first before
experience: placing the object in the water
3. I will observe as they complete the experiment on their own
- Who will be 4. I will question the students after I see them place the object in
involved in the the water (ex. What happened?)
experience? 5. I will encourage the students to sort the objects into 2
- Where will the
categories (sink or float)
experience take
place? (e.g. Teaching Strategies
Indoors or
outdoors? In the Do-It Signals
dramatic centre,
the creative table, Do-it signals include not asking questions but rather making
etc). statements. I will have the students tell me about the object they are
- List the materials using in the experiment. I will have them explain if it feels heavy, light,
and resources you soft, hard. I will then say guess what is going to happen will it sink or
will use
float? Positive statements give children a clearer idea of what to do.
- Describe the
implementation Do-it signals help identify what children do and do not know.
of the experience,
Silence
with a step by
step description Silence is especially effective when paired with attentive observation.
- List and describe
I will observe silently as they students conduct the experiment on
2 teaching
strategies. How their own. Too much talking can distract the students from the
will you use learning environment. I will also avoid interrupting when I see the
them? Why have students interacting with each other
you chosen these
strategies?
Field Supervisor Feedback:

Signature:______________________________________Date:______
________________

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