Sink or Float: Predict + Test + Talk

Level 2 strengthens comprehension + application.

Objectives

Materials

Instructions

Materials

- Large clear plastic bin or tub

- Water

- Variety of small, safe household objects from home (e.g., plastic toy spoon, wooden block, crayon, a small dish towel, a toy car, a metal spoon, a coin, a soft fabric doll)

- Chart paper or whiteboard

- Markers

Learning Objectives

- Children will be able to make predictions about whether an object will sink or float.

- Children will be able to participate in a hands-on investigation to test their predictions.

- Children will be able to verbally describe the outcome of the experiment using simple scientific vocabulary.

- Children will be able to connect the investigation to their home environment by sharing objects from their own families.

Step-by-Step Instructions

1. Gather the children around a table where the large clear bin is set up. Introduce the water and explain that today, we'll be scientists exploring what happens when we put different things in water.

2. Show the children the collection of objects. Explain that you will show each object to them, and they should think about where it came from in their home or what their family uses it for.

3. Hold up the first object, for example, a plastic toy spoon. Ask, "This spoon is used at my house. What do you think will happen when I put it in the water? Will it sink to the bottom or float on top?" Encourage children to raise one hand for "sink" and two hands for "float," or use thumbs up/down.

4. Record their predictions on the chart paper under "Sink" or "Float" headings.

5. Carefully place the object into the water and observe what happens.

6. Ask the children, "What happened? Did it sink or float?" Discuss their observations, relating the object back to their own families. "Does your family use plastic spoons like this? Do you think it floats because it's made of plastic?"

7. Repeat steps 3-6 with each object, ensuring children help to choose which object to test next from their collected items.

8. As a group, review the chart. Discuss any patterns they notice or surprises they encountered. "We thought the metal spoon would sink, and it did! What did your family's metal spoon do?"

Educator Tip

Encourage children to bring an object from their own home that their family uses. This personal connection makes the science exploration more meaningful. Ensure all objects are safe and appropriate for water play. For children who are hesitant to participate, offer them a supporting role, such as holding an object to be tested or helping to wipe up any splashes.

Assessment

Observe children’s engagement and their ability to make predictions. Note their verbal explanations of the "sink" or "float" outcomes and their use of descriptive language. Collect the chart with predictions and observations to see if patterns emerge in their thinking about different materials and their properties.

Educator tip

Require complete thoughts; photograph work for portfolios.

Assessment

Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Anecdotal notes + recording sheet accuracy.

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