Focus question What objects will sink or float

Focus question What objects will sink or float in water?

Task Card 4 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) • http: //www. ngflcymru. org. uk/vtc/Phase 2 delivery/Wales/Science/Keystage 2/Materialsandthe/Floatingandsink/Introduction/default. htm

K. W. H. L Chart What I Know? What I want to find How can I will find out? What have I learnt? Heavy object sink Light objects float What objects will float and sink That a small object is not always light as it depends on the mass Through doing an experiment Investigating information Reflections on classroom thinking strategies page 62

POE Chart Will it Sink or Float? Reflections on classroom thinking strategies page 98

Word Wall observe object light evaluate prediction float force sink gravity solid heavy

What's Happening? • Even though some of your items seemed very light (things like a paperclip or a button), they still sank in the water. • Some objects that might have seemed sort of heavy (like a wooden block) probably floated. • That is because whether an object sinks or floats in water doesn't just depend on its weight or size. It also depends on its density. Density is a measure of how solid something is. If the inside an object is very close together, the item is solid, or dense. If there is more space inside, the object is less dense, or less solid. An example of a very dense item is a penny. A cork is less dense. • A penny, paperclip, or button sank because the materials they are made of (metal for a paperclip and penny, plastic for a button) had more density than water. (Their molecules are closer together than water molecules are. ) A cork, piece of wood, or Styrofoam floated because those materials have less density than water. All the objects that were less dense than water floated in the water! Objects that were more dense than the water sank. (Home Science Tools 2012)

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 from http: //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%20 and%20 sink/Sinking%20&%20 Floating%20 Science%20 Projects. webarchive