K. Matter and Its Interactions

 

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.  With guidance, plan and conduct an investigation in collaboration with peers. (K-PS1- 1) 

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.  Record information (observations, thoughts, and ideas). (K-PS1-1) Analyze data from tests of an object or tool to determine if it works as intended. (K-PS1-1)

 

This information is important for students to know because floating and sinking of objects is based on the density of an object. The objects that the students are going to test to determine if the objects will float or sink. It’s important information for students to build knowledge and an understanding that the object will float because the density of the object is less then the liquid/water that the object is in and when the object is placed in a liquid and the object is denser the liquid then the object is going to sink. The vocabulary terms that are used during activity can benefit the students as they are able to continue using these scientific terms in other science topics and activities. Float and sink gives the students an opportunity to learn key skills such as; making predictions before testing the objects in this experiment and then the students will test the objects to figure out if their predictions were correct or incorrect and how accurate they were. 

The students will be read aloud 4 different books that is related to the topic of float and sink in which can build on the children knowledge of concepts and key vocabulary words that will be discussed greatly. The students will complete the floating and sinking activity through collaboration with a partner by comparing if the objects are light or heavy by there weight. After the students have tested each of the objects in the liquid, the students will be asked to record their observations based on if the object floats or sunk. Then once the students have finished recording their observations, we will come back as a whole group and the students will be asked to share their predictions and what actually occurred. This activity provides children with hands-on opportunities as they are building knowledge on the scientific process in exploring a new topic. 

(1 narrative story book): Captain Kidd's Crew Experiments with Sinking and Floating by Mark Weakland

(Informational/Expository text): Things that Float and Things that Don't by: David Adler 

(Informational/Expository text): What Floats and What Sinks A Look at Density by: Jennifer Boothroyd

            The books that I have chosen that are appropriate connect to my topic of floating and sinking are Sink or Swim by Valerie Coulman, Captain Kidd's Crew Experiments with Sinking and Floating by Mark Weakland, Things that Float and Things that Don't by: David Adler, and What Floats and What Sinks A Look at Density by: Jennifer Boothroyd. 

The first book that I would introduce the topic of float and sink is the book Captain Kidd's Crew Experiments with Sinking and Floating by Mark Weakland. This story's genre is informational and fiction. This story is about a captain named Captain Kidd. He is on an adventure on the high seas and he introduces concepts and important vocabulary words that associate when discussing the topic of float and sink. Throughout his journey, he asks questions and wonders why his boat floats in the water and why his treasure sinks. I selected this text because I thought it would best support the big idea of floating and sinking. This book includes lots of vocabulary terms. For example, float/sink, Density, prediction, gravity/force, and buoyancy. These terms would be introduced first as this will guide the students in understanding the vocabulary terms and words that will be frequently used to help them understand float and sink. I chose this book to introduce the topic of float and sink because it teaches young children to understand physical science which is a significant concept in an appealing way as children enjoy and become engaged in” cartoon like characters” in books such as; pirates. 

            The next story that I would be reading is What Sinks A Look at Density by: Jennifer Boothroyd. This is a nonfiction book as it explains deeper about density and how density is important when conducting knowledge about the concept of float and sink. This story by Jennifer Boothroyd shows that a rock will sink in the water and a hot air balloon will float in the air, all because of the object's density. She asks “how do people use floating and sinking in their lives”. I selected this text because it was a nonfiction book and it included real life photographs for the students to observe. When selecting this book, I think it would best connect to the big idea as the student would be able to connect this to real life experiences and objects that they have seen before or heard of which can further build on their knowledge. 

            The third book that I would read to the students is the book Things that Float and Things that Don't by: David Adler. This book is a nonfiction book. I would read this book after the student has been exposed and become familiar with the float and sinking vocabulary terms. This book can be used to show the students' understanding based on which objects they believe will float and sink after listening to two other texts that discuss objects that float and sink such as; an apple, a ball of aluminum foil, and a big steel ship. This builds on the students' learning and understanding because they are learning about more objects that can float or sink that weren’t mentioned in the other previous texts that were read. I chose this book because it gives the children more exposure to objects that can float and sink while using repeated practice by continuing to use the important vocabulary terms that connect to the concept of float and sink. This book gives the students a chance to answer questions and to use what they learned about float, sink, density, and gravity. 

            Lastly, I would read the book Sink or Swim by Valerie Coulman. This text's genre is fiction. Sink or Swim is about a cow named Ralph that takes on a challenge of learning to swim in a pond. Ralph and his friend Morris are trying to stay cool during the hot summer day. Ralph faces some challenges as he notices that ducks, turtles, and frogs are able to swim in the water and he isn’t. Ralph accepts advice from the animals in the pond and from a swim shop called Bubble Bobs in which he uses swimming gear to assist him to swim. I selected this book because when I was reading it, it showed Ralph’s determination and positive attitude to take on a new challenge and decided to learn how to swim. The students can use science skills by making predictions on if the students think that Ralph is going to learn how to swim and what might help Ralph. I selected this text because I could ask open-ended questions as to why ducks, frogs, and turtles are able to swim and float in the water while Ralph, who is a cow, is unable to swim in the pond. 

(Adler: pp. 1-17, 19, 21, 24)

(Boothroyd: pp. 4-8,10, 13-18, 20, 22, 23, 25, 27)

(Coulman: pp. 11,17, 20, 21, 23, 26)

(Weakland: pp. 1-7, 9-13, 16, 17, 18, 20, 21, 22)

 
 

2.             Density: Density is what causes something to float or sink. The density of the object is based on how much the object weighs against the density of the liquid. Is the object heavy or light? 

(Adler: pp. 7-12, 15, 19, 21-24)

(Boothroyd: pp. 11-14, 19, 20)

(Weakland: pp. 4, 5, 6, 12, 16, 17, 21, 22)

 
 

3.             Prediction: When someone is thinking about or making a guess about what is going to happen.

(Adler: pp. 6)

(Weakland: pp. 11)

 
 

4.             Gravity/Force: Gravity and force is when the object is being pulled down (sink) or pulled up (float) and how much the object weighs. 

(Weakland: pp. 2, 3, 22)

 
 

5.             Buoyancy: When an object is capable of floating in the liquid/water. 

(Weakland: pp. 3, 14, 20, 22)

 

I selected the vocabulary term float/sink as it's the topic of the text set. These vocabulary terms are used frequently to show if the object will float by sitting on top of the surface of the liquid or sink by submerged and going under the liquid. I selected float and sink because I will encourage students to use the words float and sink when discussing what happens to the object. This relates to the big idea of my text set as children are learning and observing what happens to an object when it is placed into a liquid. The next vocabulary term that I selected was density. I selected this term because it shows how an object will float or sink based on how dense the object is.  I think that this is an important word for children to know as it relates to the topic of float and sink. This key term relates to the big idea because many objects can be used and tested to see if it will float or sink. Floating and sink occurs because of density based on the measure of how heavy the object is compared to how dense the liquid is. 

The third vocabulary term that I chose was prediction because the students will be making predictions before on which object they think float and which objects sink. This can not only show their understanding of how to make a prediction but this also grasps the student’s attention and engages them into the topic because they will want to discuss their thinking. This vocabulary term is related to the big idea because students can use this key term in other science concepts but can show their thinking on if the object will float or sink before testing and learning about how we know which objects will float and which objects will sink. 

Next, I selected the vocabulary term gravity/force. I selected this term as it connects to the term density in which will show the pushing or pulling of the object and the force that is used to make the item float or sink. This term is intertwined with the big idea as objects will float and sink based on the weight, size, and shape of the object. The last vocabulary term that I selected is buoyancy. I chose this term because it is related to the topic of float and sink because buoyant force is equal to the object’s weight then it will float and if the buoyant force is less than the object's weight then it will sink. This term specifically shows how force can control whether the object will float or sink. The selected key term buoyancy is related to the big idea because it’s related to density that occurs if an object is placed in a liquid. Buoyancy will help children learn and identify the characteristics objects have in which is why they float or sink. 

I will build an understanding for each key vocabulary term across the text unit to grow on the students' knowledge, vocabulary, and oral language development. It’s important that I use direct instruction to explicitly teach the vocabulary terms and encourage the students to use them during conversations and discussion. 

 

 

 

 

            I will build the 3 C’s as described in West et al. (2021) with my discussion prompts to support the children’s engagement through science talk by allowing the students to make sense of their understanding and learning. The 3 C’s include using connection, clarification, and coherence. Through the 3 C’s can help children clarify their thoughts and ideas as they learn scientific language related to the science content of float and sink. 

I will address the 3 C’s across the text set because I will use read aloud and informational/expository, predictable, and narrative texts to help students better understand the science unit. The first “C” I will use is connections. Connections can be used across the text set as by driving the students to become engaged in the texts and discussion about float and sink. This supports the students as they build an understanding of what they observed by exploring. Teachers can encourage children to think about “whys” and “how’s” as the teacher will ask open-ended questions to further and deepen their knowledge. It’s crucial that teachers model appropriate ways to make explicit and specific connections (West et al, 2021, pp. 707). 

The second “C” is clarification of children’s ideas. This is when children will engage in discussion with their peers during small group discussion, one on one, or with a partner. I would use clarification to enhance the children’s questions and explanations to accurately support the students' discussion more appropriately and effectively (West et al, 2021, pp. 708). I would use clarification during both whole group and small group discussion. I would use clarification to have students practice using the science skill of making predictions. I can ask follow up questions to support their explanations and ideas. As the teacher, I would motivate students to incorporate using the vocabulary terms during discussions to show their learning and build on their scientific language. Clarification would be used in small groups or one on one to provide more questions to promote the students' reasoning and clarify their thinking explicitly as the teacher responses and provides specific feedback. 

            The third “C” that would be used across the text set is coherence. Coherence is used to show children’s ideas to engage children in discussions by having them apply scientific language to show their explanations of the content being learned as the teacher guides them as they clarify their explanations. Across the text set coherence will be applied as students make connections. For example, in the nonfiction book What Floats? What Sinks? A Look at Density provides an opportunity for children to make connections to objects seen in the world to support them in developing deep knowledge of the content. Making connections across the text set can be highlighted by repeatedly encouraging children to ask questions and use vocabulary terms mentioned to support their ideas during discussions when responding. This can also show their thinking and what was a takeaway/learned (West et al, 2021, pp. 709-710). 

Adler, D. (2014). Things that Float and Things that Don’t. Holiday House. 2014. 

 

Boothroyd, J. (2010). What Floats? What Sinks? A Look at Density. Lerner Publishing 

Group. 2010.

 

Coulman, V. (2003). Sink or Swim. Lobster Press. 2017. 

 

Hadley, E.B., Newman, K.M., & Mock, J. (2020).  Setting the stage for TALK: Strategies 

for encouraging language-building conversations.  The Reading Teacher, 74(1), 

39-48.

 

Weakland, M. (2012). Captain Kidd’s Crew Experiments with Sinking and Floating 

Capstone. 2012.

 

West, J.M., Wright, T.S., & Gotwals, A. (2021). Supporting scientific discussions: 

Moving kindergartners’ conversations forward. The Reading Teacher, 7 4(6),

 703-712.

Adler, D. (2014). Things that Float and Things that Don’t. Holiday House. 2014. 

 

Boothroyd, J. (2010). What Floats? What Sinks? A Look at Density. Lerner Publishing 

Group. 2010.

 

Coulman, V. (2003). Sink or Swim. Lobster Press. 2017. 

 

Hadley, E.B., Newman, K.M., & Mock, J. (2020).  Setting the stage for TALK: Strategies 

for encouraging language-building conversations.  The Reading Teacher, 74(1), 

39-48.

 

Weakland, M. (2012). Captain Kidd’s Crew Experiments with Sinking and Floating 

Capstone. 2012.

 

West, J.M., Wright, T.S., & Gotwals, A. (2021). Supporting scientific discussions: 

Moving kindergartners’ conversations forward. The Reading Teacher, 7 4(6),

 703-712.

 

 

 

 

            I will build the 3 C’s as described in West et al. (2021) with my discussion prompts to support the children’s engagement through science talk by allowing the students to make sense of their understanding and learning. The 3 C’s include using connection, clarification, and coherence. Through the 3 C’s can help children clarify their thoughts and ideas as they learn scientific language related to the science content of float and sink. 

I will address the 3 C’s across the text set because I will use read aloud and informational/expository, predictable, and narrative texts to help students better understand the science unit. The first “C” I will use is connections. Connections can be used across the text set as by driving the students to become engaged in the texts and discussion about float and sink. This supports the students as they build an understanding of what they observed by exploring. Teachers can encourage children to think about “whys” and “how’s” as the teacher will ask open-ended questions to further and deepen their knowledge. It’s crucial that teachers model appropriate ways to make explicit and specific connections (West et al, 2021, pp. 707). 

The second “C” is clarification of children’s ideas. This is when children will engage in discussion with their peers during small group discussion, one on one, or with a partner. I would use clarification to enhance the children’s questions and explanations to accurately support the students' discussion more appropriately and effectively (West et al, 2021, pp. 708). I would use clarification during both whole group and small group discussion. I would use clarification to have students practice using the science skill of making predictions. I can ask follow up questions to support their explanations and ideas. As the teacher, I would motivate students to incorporate using the vocabulary terms during discussions to show their learning and build on their scientific language. Clarification would be used in small groups or one on one to provide more questions to promote the students' reasoning and clarify their thinking explicitly as the teacher responses and provides specific feedback. 

            The third “C” that would be used across the text set is coherence. Coherence is used to show children’s ideas to engage children in discussions by having them apply scientific language to show their explanations of the content being learned as the teacher guides them as they clarify their explanations. Across the text set coherence will be applied as students make connections. For example, in the nonfiction book What Floats? What Sinks? A Look at Density provides an opportunity for children to make connections to objects seen in the world to support them in developing deep knowledge of the content. Making connections across the text set can be highlighted by repeatedly encouraging children to ask questions and use vocabulary terms mentioned to support their ideas during discussions when responding. This can also show their thinking and what was a takeaway/learned (West et al, 2021, pp. 709-710). 

(Adler: pp. 1-17, 19, 21, 24)

(Boothroyd: pp. 4-8,10, 13-18, 20, 22, 23, 25, 27)

(Coulman: pp. 11,17, 20, 21, 23, 26)

(Weakland: pp. 1-7, 9-13, 16, 17, 18, 20, 21, 22)

 
 

2.             Density: Density is what causes something to float or sink. The density of the object is based on how much the object weighs against the density of the liquid. Is the object heavy or light? 

(Adler: pp. 7-12, 15, 19, 21-24)

(Boothroyd: pp. 11-14, 19, 20)

(Weakland: pp. 4, 5, 6, 12, 16, 17, 21, 22)

 
 

3.             Prediction: When someone is thinking about or making a guess about what is going to happen.

(Adler: pp. 6)

(Weakland: pp. 11)

 
 

4.             Gravity/Force: Gravity and force is when the object is being pulled down (sink) or pulled up (float) and how much the object weighs. 

(Weakland: pp. 2, 3, 22)

 
 

5.             Buoyancy: When an object is capable of floating in the liquid/water. 

(Weakland: pp. 3, 14, 20, 22)

 

I selected the vocabulary term float/sink as it's the topic of the text set. These vocabulary terms are used frequently to show if the object will float by sitting on top of the surface of the liquid or sink by submerged and going under the liquid. I selected float and sink because I will encourage students to use the words float and sink when discussing what happens to the object. This relates to the big idea of my text set as children are learning and observing what happens to an object when it is placed into a liquid. The next vocabulary term that I selected was density. I selected this term because it shows how an object will float or sink based on how dense the object is.  I think that this is an important word for children to know as it relates to the topic of float and sink. This key term relates to the big idea because many objects can be used and tested to see if it will float or sink. Floating and sink occurs because of density based on the measure of how heavy the object is compared to how dense the liquid is. 

The third vocabulary term that I chose was prediction because the students will be making predictions before on which object they think float and which objects sink. This can not only show their understanding of how to make a prediction but this also grasps the student’s attention and engages them into the topic because they will want to discuss their thinking. This vocabulary term is related to the big idea because students can use this key term in other science concepts but can show their thinking on if the object will float or sink before testing and learning about how we know which objects will float and which objects will sink. 

Next, I selected the vocabulary term gravity/force. I selected this term as it connects to the term density in which will show the pushing or pulling of the object and the force that is used to make the item float or sink. This term is intertwined with the big idea as objects will float and sink based on the weight, size, and shape of the object. The last vocabulary term that I selected is buoyancy. I chose this term because it is related to the topic of float and sink because buoyant force is equal to the object’s weight then it will float and if the buoyant force is less than the object's weight then it will sink. This term specifically shows how force can control whether the object will float or sink. The selected key term buoyancy is related to the big idea because it’s related to density that occurs if an object is placed in a liquid. Buoyancy will help children learn and identify the characteristics objects have in which is why they float or sink. 

I will build an understanding for each key vocabulary term across the text unit to grow on the students' knowledge, vocabulary, and oral language development. It’s important that I use direct instruction to explicitly teach the vocabulary terms and encourage the students to use them during conversations and discussion. 

(1 predictable book): Sink or Swim by Valerie Coulman 

(1 narrative story book): Captain Kidd's Crew Experiments with Sinking and Floating by Mark Weakland

(Informational/Expository text): Things that Float and Things that Don't by: David Adler 

(Informational/Expository text): What Floats and What Sinks A Look at Density by: Jennifer Boothroyd

            The books that I have chosen that are appropriate connect to my topic of floating and sinking are Sink or Swim by Valerie Coulman, Captain Kidd's Crew Experiments with Sinking and Floating by Mark Weakland, Things that Float and Things that Don't by: David Adler, and What Floats and What Sinks A Look at Density by: Jennifer Boothroyd. 

The first book that I would introduce the topic of float and sink is the book Captain Kidd's Crew Experiments with Sinking and Floating by Mark Weakland. This story's genre is informational and fiction. This story is about a captain named Captain Kidd. He is on an adventure on the high seas and he introduces concepts and important vocabulary words that associate when discussing the topic of float and sink. Throughout his journey, he asks questions and wonders why his boat floats in the water and why his treasure sinks. I selected this text because I thought it would best support the big idea of floating and sinking. This book includes lots of vocabulary terms. For example, float/sink, Density, prediction, gravity/force, and buoyancy. These terms would be introduced first as this will guide the students in understanding the vocabulary terms and words that will be frequently used to help them understand float and sink. I chose this book to introduce the topic of float and sink because it teaches young children to understand physical science which is a significant concept in an appealing way as children enjoy and become engaged in” cartoon like characters” in books such as; pirates. 

            The next story that I would be reading is What Sinks A Look at Density by: Jennifer Boothroyd. This is a nonfiction book as it explains deeper about density and how density is important when conducting knowledge about the concept of float and sink. This story by Jennifer Boothroyd shows that a rock will sink in the water and a hot air balloon will float in the air, all because of the object's density. She asks “how do people use floating and sinking in their lives”. I selected this text because it was a nonfiction book and it included real life photographs for the students to observe. When selecting this book, I think it would best connect to the big idea as the student would be able to connect this to real life experiences and objects that they have seen before or heard of which can further build on their knowledge. 

            The third book that I would read to the students is the book Things that Float and Things that Don't by: David Adler. This book is a nonfiction book. I would read this book after the student has been exposed and become familiar with the float and sinking vocabulary terms. This book can be used to show the students' understanding based on which objects they believe will float and sink after listening to two other texts that discuss objects that float and sink such as; an apple, a ball of aluminum foil, and a big steel ship. This builds on the students' learning and understanding because they are learning about more objects that can float or sink that weren’t mentioned in the other previous texts that were read. I chose this book because it gives the children more exposure to objects that can float and sink while using repeated practice by continuing to use the important vocabulary terms that connect to the concept of float and sink. This book gives the students a chance to answer questions and to use what they learned about float, sink, density, and gravity. 

            Lastly, I would read the book Sink or Swim by Valerie Coulman. This text's genre is fiction. Sink or Swim is about a cow named Ralph that takes on a challenge of learning to swim in a pond. Ralph and his friend Morris are trying to stay cool during the hot summer day. Ralph faces some challenges as he notices that ducks, turtles, and frogs are able to swim in the water and he isn’t. Ralph accepts advice from the animals in the pond and from a swim shop called Bubble Bobs in which he uses swimming gear to assist him to swim. I selected this book because when I was reading it, it showed Ralph’s determination and positive attitude to take on a new challenge and decided to learn how to swim. The students can use science skills by making predictions on if the students think that Ralph is going to learn how to swim and what might help Ralph. I selected this text because I could ask open-ended questions as to why ducks, frogs, and turtles are able to swim and float in the water while Ralph, who is a cow, is unable to swim in the pond. 

K. Matter and Its Interactions

 

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.  With guidance, plan and conduct an investigation in collaboration with peers. (K-PS1- 1) 

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.  Record information (observations, thoughts, and ideas). (K-PS1-1) Analyze data from tests of an object or tool to determine if it works as intended. (K-PS1-1)

 

This information is important for students to know because floating and sinking of objects is based on the density of an object. The objects that the students are going to test to determine if the objects will float or sink. It’s important information for students to build knowledge and an understanding that the object will float because the density of the object is less then the liquid/water that the object is in and when the object is placed in a liquid and the object is denser the liquid then the object is going to sink. The vocabulary terms that are used during activity can benefit the students as they are able to continue using these scientific terms in other science topics and activities. Float and sink gives the students an opportunity to learn key skills such as; making predictions before testing the objects in this experiment and then the students will test the objects to figure out if their predictions were correct or incorrect and how accurate they were. 

The students will be read aloud 4 different books that is related to the topic of float and sink in which can build on the children knowledge of concepts and key vocabulary words that will be discussed greatly. The students will complete the floating and sinking activity through collaboration with a partner by comparing if the objects are light or heavy by there weight. After the students have tested each of the objects in the liquid, the students will be asked to record their observations based on if the object floats or sunk. Then once the students have finished recording their observations, we will come back as a whole group and the students will be asked to share their predictions and what actually occurred. This activity provides children with hands-on opportunities as they are building knowledge on the scientific process in exploring a new topic.