Focus questionWhat objects will sink or float in

water?

• Explain – compare prediction with the observation. • Why did you think it would float? Was your prediction correct?• Why do you think it doesn’t float?• Describe the object , do they feel heavy or light, big or small?* Record your ideas and share with other groups to describe what were floaters and sinkers.• Review the objects that floated (big and light-plastic bottle, small and light-paperclip, big and heavy-rock, small and heavy-ball of

plasticine Float - light for their size sink - heavy for their size

Extend on investigation• How can you make a sinker into a floater?• Collect a ball of plasticine can you make it float?• How did you change the sinker to the floater?• Record your findings. • Discus your findings in groups, and read the student information to help you make a conclusion. • Share what you find with the class.

Follow questions to conclude Investigation.• What would you change?• What would you keep the same?• What would make it a fair test?• What do you need?• Why did this happen?• Was your Prediction Accurate?• What problems did you during the investigation?• How could you improve this investigation?

How could you change Investigation further?• Interactive game (Change Liquid)• http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Materialsandthe/Floatingandsink/Introduction/default.h

tm

K.W.H.L ChartWhat I Know? What I want to find

out?How can I will find out?

What have I learnt?

Heavy object sinkLight objects float

What objects will float and sink

Through doing an experiment Investigating information

That a small object is not always light as it depends on the mass

Reflections on classroom thinking strategies page 62

POE ChartWill it Sink or Float?

Reflections on classroom thinking strategies page 98

Word Wall

object

float

sink

heavy

light

solid

evaluate

gravity

observe

force

prediction

References

ACARA Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Australian Curriculum: Foundation to year 10 Curriculum.http://www.australiancurriculum.edu.au/Science/Curriculum/F-10#level=2

Australian Academy of Science. (2006). Primary connections; Push–Pull Energy and Change . Canberra, A.C.T.

Fleer, M., Beverley J., & Hardy, T. (2007). Science for children developing a personal approach to teaching (3 rd ed.). Frenchs Forest, N.S.W.: Pearson Education Australia.

Frangenheim., E. (2007). Reflections on classroom thinking strategies. (9 th ed.). Loganholme, Qld.: Rodin Educational Publishing.

School of Education Resources - Science and Environmental Education, Deakin University Australia. Retreived fromhttp://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/early-years/floating.php

Home Science Tools, (2012), Sinking and Floating Projects. Retrieved from file:///Users/apple/Desktop/float%20and%20sink/Sinking%20&%20Floating%20Science%20Projects.webarchive