Focus question What objects will sink or float in water?

What you need fro your investigation. Large Container of water Materials (Foil, Styrofoam, orange, wood, plastic button, metal paperclip) Word Wall POE Worksheet Pen Safety Wet areas no running Mop up spills Dry hands with hand towel No Splashing What to do Form groups – move into groups quickly and quietly, stay with your groups, take turns Student 1 responsible of collecting materials Students 2 responsible for taking notes in-group discussion Student 3 safety officer Student 4 asks teacher and other students for help Collect five objects Look at the objects you have chosen and draw a picture in the box Make a prediction will it sink or float in the water? Mark your prediction on what you think will happen on work sheet (Circle sink or float) Drop Objects into the water one at a time. Watch what happens, did it sink or float? Circle the sink or float on the observation column on the worksheet to show results of the experiment.

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) cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Materialsandthe/Floatingandsink/Introduction/default.htm cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Materialsandthe/Floatingandsink/Introduction/default.htm

K.W.H.L Chart What I Know?What I want to find out? How can I will find out? What have I learnt? Heavy object sink Light 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 Chart Will 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. 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 from Home Science Tools, (2012), Sinking and Floating Projects. Retrieved from file:///Users/apple/Desktop/float%20and%20sink/Sinking%20&%20Floating%20Science%20Projects.webarchive file:///Users/apple/Desktop/float%20and%20sink/Sinking%20&%20Floating%20Science%20Projects.webarchive