A.  Grade 1-2
 This activity is designed for first and second graders.  At this age, they are in the concrete operational stage according to Piaget.  At this stage, a child’s thoughts are more logical, flexible, and organized when it comes to concrete information.  However, they still have difficulty with abstract thinking.  In this lesson, they are supposed to start developing an understanding of the different properties through hands-on experience.

B.  Relationship to NC Standard Course of Study
Grade 1:
Goal 2- The learner will build an understanding of solid earth materials.
Objective 2.02- Investigate the properties of rocks such as size, shape, color, texture, magnetism, and the ability to float and sink.
Goal 3- The learner will build an understanding of the properties and relationship of objects.
Objective 3.02- Investigate the properties of solids, which may include color, texture, shape, ability to roll or stack, float or sink.
Grade 2:
Goal 3- The learner will build an understanding of changes in properties.
Objective 3.04- Explore ways to change the buoyancy of an object (float and sink).

C.  Process Skills
Observing-  Students will be observing the different objects used in the experiment.
Classifying- The students will be classifying the different objects on weather or not they sink or float in fresh water.
Communicating-  The students will be communicating with their partners and with the teacher.
Measuring-  The students will be informally measuring mass, volume, and density.
Inferring-  The students will try to come up with reasonable explanations for what they observe in the experiment.
Predicting-  The students will predict what will occur before they test it when working on the worksheet.

D.  Materials
For each group of two:
worksheet
one container
paper towels
assorted objects

E.  Activity Description
Engagement-  Ask the students to name some objects that float in water.  Then ask them to name some objects that sink in water.  What causes some objects to float and some to sink?
Exploration-  As a class, we will test some objects to see if they float or sink.  (If I have any of the objects that the students named from the engagement section I would be sure to test those first.)
Conceptual Invention-  After testing the objects, I will ask the students what causes some objects to float and some to sink.  Density is the measure of how heavy a substance is (weight) compared to how big it is (volume). Water also has density (pure water = 1g/cc). Density is very important because it determines how easily objects float or sink.  In order for our objects to float, they must have a density that is less than that of the water.  If they sink, that means the object’s density is more than the water’s density.   Why does a huge battleship float when it weighs so much?  At this time, play a short clip from the movie “Titanic” where the boat is sinking.  Ask the students to explain why they think this occurs using the information we have learned today.  Shape also can determine if an object sinks or floats (such as boats) because of the water the object displaces (displacement).
Expansion-  Now, I am going to let you get in pairs and test your own objects.  On your table, you have objects, a container of water, and a worksheet.  Please do not play in the water.  If you accidentally spill some there are paper towels for you to clean it up with.  I want you to work in pairs to find out which objects float and which ones sink.  When you figure it out, circle the correct word next to the object on your worksheet.  If you have any questions or you need help raise your hand.
Evaluation-  I will continuously evaluate the students throughout the lesson by listening to their conversations, explanations, and reasoning.  The worksheet will be the final evaluation to see if they understand the overall concepts.

F.  Higher Order Thinking Skills Questions
1)  Why do some objects float and some sink?
2)  What factors could change their ability to float?
3)  What would happen if we tried this experiment in salt water?
4)  Why does a huge battleship float when it weighs so much?
5)  How did we classify these objects?  Can we classify them in another way?

G.  Bibliography
Books-
Maine, Diane.  Science.  New York:  Dorling Kindersley, Inc., 1993.
This book was easy to read for children with great pictures and covered a variety of science topics.

Parker, Steve.  Science Project Book of Water.  New York:  Marshall Cavendish Corportation,
1989.
This book is for older children or parents.  It was completely devoted to water and had great explanations and experiments to try.

Internet-
Asking Good Questions.  (http://www.ced.appstate.edu/~goodmanj/4401/peerteach/questions.htm)
October 13, 1999
This site helped me construct good higher order thinking questions for my lesson.

Scuba Diving Explained.  (http://www.mtsinai.org/pulmonary/books/scuba/sectione.htm)
November 4, 1999
This site had seventeen pages devoted to the different aspects of scuba diving including buoyancy and why things float and sink.

Section 2:  Physics of Diving.  (http://www.uwsports.ycg.com/reference_library/noaa/section_02/
subsection_03.html)  November 4, 1999
This site talked about buoyancy and Archimedes’ Principle.

The Lesson Plans Page.  (http://www.lessonplanspage.com/ScienceDensity.htm)  October 31,
1999
This site has many lesson plans all ready set up in a variety of areas for a range of ages.

H.  Curricular Integration
· Art- Make a rub art with the objects used in the experiment to see if they floated or sunk.
· Art/Language Arts-  Draw pictures about the experiment we did in class and write a sentence or two about it.
· Math-  Weigh the objects and come up with a hypothesis on weather or not each object will float.  Talk about weather weight is the sole determining factor to an objects buoyancy.