### Lesson Plan: Objects that Float in Water
#### Grade Level: Toddler
#### Duration: 30-45 minutes
### Objectives:
- To introduce toddlers to the concept of buoyancy.
- To engage toddlers in hands-on learning through experimentation.
- To help toddlers understand the difference between objects that float and those that sink.
### Materials:
- A large plastic tub or small inflatable pool filled halfway with water
- Towels or paper towels for easy clean-up
- Aprons or old t-shirts for the children
- A variety of small, toddler-safe objects (e.g., plastic spoon, rubber duck, small wooden block, sponge, metal spoon, pebble, leaf, toy boat)
- Chart paper or a whiteboard
- Markers or crayons
- Optional: Floating and sinking picture cards
### Preparation:
1. Fill the plastic tub or small inflatable pool halfway with water and set it up in a location where spills can be easily cleaned.
2. Lay out all materials, including the objects to be tested, towels, chart paper, markers, and floating/sinking picture cards if using them.
3. Prepare the whiteboard, chart paper, and markers for recording observations.
### Introduction (10 minutes):
#### Circle Time
1. Gather the children in a circle and introduce the topic.
- "Today, we are going to learn about things that can float in water! Who has ever seen a boat or a duck float on water?"
2. Show children the objects that will be used and pass them around for them to see and touch.
- "We have some things here. Let's guess which ones will float on water and which ones will sink. What do you think will happen?"
### Direct Instruction (5 minutes):
1. Explain what floating and sinking mean in simple terms.
- "Floating means staying on top of the water, like a boat. Sinking means going to the bottom of the water, like a rock."
2. Demonstrate with a rubber duck and a pebble.
- Place the rubber duck in the water and let them observe it floating.
- Place the pebble in the water and let them observe it sinking.
### Hands-On Activity (15-20 minutes):
#### Experiment Time
1. Divide the children into small groups (2-3 children per group) and provide each group with a set of objects.
2. Let the children take turns placing objects in the water to see if they float or sink.
3. Encourage them to say what they observe.
- "What did you see? Did the spoon float or sink?"
4. Record the results on the chart paper or whiteboard, using simple words and pictures (floating on one side, sinking on the other).
### Guided Discussion (5 minutes):
1. Gather the children back together and review the results.
- "Let's see what happened! Which things floated? Which things sank? Did anything surprise you?"
2. Discuss any patterns or simple conclusions.
- "Most of our things that floated were light and could move on top of the water. Things that sank were heavier or made of metal and rock. Isn't that interesting?"
### Extension Activity (Optional, 5-10 minutes):
1. Read a book related to floating, such as "Who Sank the Boat?" by Pamela Allen.
2. Sing a related song or rhyme, like "Row, Row, Row Your Boat."
3. Encourage open play with the water tub, allowing children to continue exploring with extra objects if time permits.
### Conclusion (5 minutes):
1. Praise the children for their participation and curiosity.
- "Great job, everyone! You did wonderful experiments today!"
2. Clean up the area together, discussing what learned during the activity.
### Assessment:
- Observe the toddlers’ engagement and participation during the experiment.
- Note which children can correctly identify floating and sinking objects.
- Ask simple follow-up questions to assess understanding.
### Follow-Up Activities:
- Set up a water play station in the classroom where children can continue to explore floating and sinking during free play.
- Plan additional lessons about nature and physical science, such as weather patterns or types of plants and animals, to build on their curiosity and observation skills.
### Adaptations:
- For younger toddlers or those who may need extra support, provide more hands-on help and simplify the language used.
- For toddlers who seem ready for a challenge, introduce the idea of predicting outcomes ("What do you think will happen next?") and encourage simple comparisons between objects.