Kindergarten Science Circus Topic: Sink or Float April 14th, 2014 Virginia Standards of Learning : K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which: a) basic characteristics or properties of objects are identified by direct observation j) unusual or unexpected results in an activity are recognized K.5 The student will investigate and understand that water flows and has properties that can be observed and tested, including: b) some materials float in water, while others sink. Daily Question: What makes objects sink or float? Procedures in Learning Cycle Engagement: Have the students sit on the carpet, and show them three shapes made out of clay or playdoh: a ball, a cylinder, and a disc. Each shape should be made using the same amount of clay. Ask the students what clay does in water. If they need guidance in thinking about sinking and floating, ask them if it sinks or floats. Have them make a tally chart of what their predictions are. Guiding Questions What happens when you put clay in water? Materials Required -Clay or playdoh -Chart paper -Markers Evaluation -Class-generated predictions on chart Time 5 minutes Procedures in Learning Cycle Exploration: Each of the 4 groups will go to a station. With the help of an adult, the students will read the instructions and complete the station’s activity. After 5 minutes, students will go to the next station. The instructors will use a timer to signal when it is time to go to the next activity. The stations are: Guiding Questions See Student Cards. Materials Required -Timer -Materials listed on Teacher Cards Evaluation -Student’s participation and behavior at each station Time 25 minutes total: -5 minutes at each station -5 minutes for transitions -What did you learn about sinking and floating? -How does shape affect what an object does in water? -How does weight affect floating and sinking? -How does size affect floating and sinking? -None -Verbal recognition of understanding 15 minutes 1: Which One Floats? 2: Does Silly Putty Float? 3: Sink or Float in Other Liquids 4: Density Tower Explanation: When all groups have gone to each station, gather the class on the rug to discuss what they discovered. Go through each station and ask the same questions from the engagement and that were written on the student cards. Introduce the concept of density, and provide an explanation for how it was involved in each of the stations in the Circus. 1: Which One Floats? -Explain how weight affects whether an object will sink or float. Some students may think that just because -Drawings of activities in provided booklets an object is bigger, it will sink. Discuss why the smaller object sank instead of the larger one. 2: Does Silly Putty Float? -Ask the students what shapes they made with their silly putty, and what happened to each shape. Introduce the concept of surface area and how it affects sinking and floating. 3: Sink or Float in Other Liquids -Ask the students what happened to the egg in each of the containers. Discuss how the type of liquid affected whether or not the egg floated, and how the density of the liquid as well as the density of the object determines what will happen. 4: Density Tower -Ask the students what their predictions were about which order the liquids would settle into. Discuss how each liquid’s density affected where it settled, and ask them what they could tell about the liquids densities by their locations in the tower. Extension: After students have completed the Circus and understand the concept of density as related to sinking and floating, have each student make a boat out of a sheet of aluminum foil and test it to see how many pennies it will hold before sinking. Compare the boats that hold the most and discuss why some shapes worked better than others. -What shape of boat will hold the most pennies? -Why did that shape work better than others? -A sheet of aluminum foil per student -Tubs of water for each table -Pennies -Understanding of density as shown in class discussion of the foil boats. 15 minutes Notes: Some students may require separate stations if not allowed to be video recorded. Towels should be laid out prior to activities to prevent water spills. Students may be to young to fully grasp the concept of Density, but explaining it doesn’t have anything to do with weight or size alone should be the focus of the circus. To help students with difficulty transitioning, have the groups line up and walk them between stations. Separate students into groups before beginning the lesson.