6172RB Science a STEM approach Year 2 low res watermark

Physical sciences
FORCED TO MOVE
Lesson 6
Lesson plan
Introduction:
1. As a class, ask students How do pushes and pulls affect objects in water? Display the concept
attainment chart on page 134. Students compare the objects in the first column and contrast them
with the objects in the second column to identify a heading for each column. Note: Objects in the
first column float and objects in the second column sink. Students then predict which of the objects
at the bottom of the page they think belong in each column. QP
Development:
2. Display page 135 on the interactive whiteboard. Conduct a class vote to record students’
predictions of whether each object will float or sink. Ask students to stand if they think the wooden
craft stick will float and remain seated if they think it will sink. Record a tally mark for each student
in the corresponding section of the table on page 135. Total each row and record it in the final
column. Repeat the vote for each object. QP
3. Divide the class into pairs and give each a large tub of water, a wooden craft stick, a metal spoon, a
plastic spoon, a metal coin and a copy of page 136. Students take turns to investigate if each object
will float or sink and if it will get pushed to the surface of the water or pulled to the bottom of the
tub. One student places an object into the tub to test it, while the other student records the result
by answering each question in the table on page 136. Students swap roles and test the remaining
objects. PC PA
4. When all four items have been tested, students look at their results on page 136 to compare
floating and sinking columns to the pushing and pulling columns. Students should conclude that
objects that float are pushed to the surface of the water and objects that sink are pulled to the
bottom. Students take a digital photograph of the tub using a presentation app, such as ShowMe,
on an iPad® and label ‘float’ or ‘sink’ on the image. Students then draw an arrow to show the
direction objects are getting pushed and an arrow to show the direction objects are being pulled.
PA
Differentiation
• Less capable students may be grouped together to discuss how floating and sinking relate to
pushing and pulling.
• More capable students may be encouraged to add an audio recording to their image explaining
which objects floated and which objects sank, and the forces at work on each set of objects.
5. View the video Sink or float? at . This video shows the same
experiment that the students conducted and provides a simple explanation of why things float and
sink. Students compare their results to the results in the video. PA
Reflection:
6. As a class, conduct the interactive activity Sink or float? at to sort
objects into two categories—objects that float and objects that sink. Note: This activity requires Flash
player and will not work on an iPad®. Select individual students to move an object into the category
they think it belongs in. When all objects have been sorted, click the check button. Repeat the
activity until all objects are sorted correctly. Ask students to name the objects that were pushed to
the surface of the water and those that were pulled to the bottom of the tub of water. C
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R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science:
2 A STEM APPROACH 133