Standard 4 Indicator


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Standard 4 Indicator

  1. 1. Sink It By: Kristen Schmitt
  2. 2. Science Standard <ul><li>Indicator 4.2.4 </li></ul><ul><ul><li>Use Numeral data to describe and compare objects and events. </li></ul></ul><ul><li>Taken from </li></ul><ul><ul><li> </li></ul></ul><ul><li>Link to Activity </li></ul><ul><ul><li> </li></ul></ul>
  3. 3. Definitions <ul><li>Have students decide what the follow definitions really are. Do not give them the definition. </li></ul><ul><li>Numeral Data- is data measured or identified on a numeral scale. </li></ul><ul><li>Compare- To examine in order to note the similarities or differences of. </li></ul><ul><li>Observe- To be or become aware of, especially through careful and directed attention; notice. </li></ul><ul><li>Buoyancy- The tenency or papacity to remain afloat in a liquid or rise in air or gas. </li></ul><ul><li>Density- The measure of the quantity of some physical property (usually mass) per unit length, area, or volume (usually volume) </li></ul><ul><li>Taken from </li></ul>
  4. 4. Background Information <ul><li>During this experiment, we will be observing objects sinking and floating. Each student will hypothesize what he/she believes will happen with the objects. The class will be working in groups throughout the procedure and then we will compare our data at the end of the experiment. </li></ul>
  5. 5. Will it Sink or Float???
  6. 6. Purpose <ul><li>The purpose of this experiment is to have the students use the scientific theory in collection information about these objects. Furthermore, the students could explore or wonder about other objects after they have performed this experiment. They may seek out their answers in their own exploration. </li></ul>
  7. 7. Materials Needed <ul><li>Bucket or bowl of about ½ for each student group </li></ul><ul><li>At least six 3” x 5” cards per groups. Each card should have a hole punched in the hand corner </li></ul><ul><li>6-inch piece of yarn or string for each student group </li></ul><ul><li>At least 15 items for each group, made of a variety of materials, such as wood, metal, and paper. These could include: paper clips, toothpicks, soda bottle caps, marbles, plastic beads and cubes, sponge pieces, pencils, pieces of aluminum foil and paper, small balls, erasers, pieces of Styrofoam, and plastic eating utensils </li></ul><ul><li>Large tub of water half full of water for the teacher demonstration </li></ul><ul><li>pan balance for the teacher demonstration </li></ul><ul><li>several items to use for the teacher demonstration (e.g., apple, potato, paper clip or penny, 6&quot; piece of wood board) </li></ul><ul><li>“ Sink it” Student Sheet (found on the next page) </li></ul><ul><li>Taken from </li></ul>
  8. 8. “Sink It” Student Sheet <ul><li> </li></ul><ul><li>You will have to print these off for your students before class starts. You will not be able to have your students copy and paste them into a word document. You could also have your students prepare a chart like this one on Excel. This would integrate computers into this lesson. </li></ul>
  9. 9. Pre-Activity Questions <ul><li>Ask them to write down what they think the definitions are to the words on slide three. You can then go over those later. </li></ul><ul><li>Have the students put their materials into various groups, then ask them questions as to why they put them into those groups. These could include: Did you sort them by color? Size? Weight? </li></ul><ul><li>Which objects to you think will sink? </li></ul><ul><li>Which objects will float? </li></ul>
  10. 10. Activity <ul><li>Step 1 </li></ul><ul><ul><li>Split students into equal groups. Have these groups be filled with students who are all different kinds of thinkers. </li></ul></ul><ul><ul><li>Step 2 </li></ul></ul><ul><ul><li>Distribute the items and tell the students to observe them and recognize there differences. </li></ul></ul><ul><ul><li>Step 3 </li></ul></ul><ul><ul><li>Have the students tell you and their classmates what objects they think will float and sink. Collect data </li></ul></ul><ul><ul><li>Step 4 </li></ul></ul><ul><ul><li>Pass out their “Sink it” sheet and explain to the students that they should use the 3” x 5” cards to write a procedure to test their objects. They should then do a dry run with the objects to make sure they know exactly what they should be doing. </li></ul></ul>
  11. 11. Activity cont. <ul><li>Step 5 </li></ul><ul><li> Have the students test all the items and </li></ul><ul><li>record their data. </li></ul><ul><li>Step 6 </li></ul><ul><li> Ask the following questions throughout the experiment as guiding questions for your students. They should think about the answers to these questions as they are collecting the data: </li></ul><ul><li>How full will your bucket be for each object tested? Do you need a certain amount of water to be able to fairly test whether something floats? Should it be the same amount of water for each item? </li></ul><ul><li>How will you place the object in the bucket? Will you drop it in? If so, from what height? Will you place it halfway down into the water and then let it go? Will you place it on the bottom of the bucket and then let it go? Will you put the object in the bucket and then add water? </li></ul><ul><li>How will you define floating? Is anything off of the bottom floating? Does the item have to rise all the way to the top of the water? </li></ul>
  12. 12. Activity cont. <ul><li>Step 7 </li></ul><ul><li>Have the student compare the data they analyzed with their groups and then with the whole class. </li></ul>
  13. 13. Post Activity (Answers must be written down and turned in) <ul><li>What objects sank? </li></ul><ul><li>What objects floated? </li></ul><ul><li>How true was your first predictions? </li></ul><ul><li>Did the objects that you placed in groups do the same thing? (sink or float) </li></ul><ul><li>What other objects would you like to try with this experiment? </li></ul><ul><li>Ask them if their definitions now have changed to what they had wrote down earlier. (slide 3) </li></ul><ul><li>Ask the students to reanswer the questions from the pre-activity. </li></ul>
  14. 14. Resources <ul><li>Standard indicator </li></ul><ul><li> </li></ul><ul><li>Activity </li></ul><ul><li> </li></ul><ul><li>Definitions </li></ul><ul><li> </li></ul><ul><li>Worksheet </li></ul><ul><li>http:// </li></ul>