Sink or Float: Predict + Test + Talk

Level 3 develops academic independence.

Objectives

Materials

Instructions

Materials

- Large clear plastic bin or tub

- Water

- Variety of small household objects (e.g., a wooden spoon, a plastic spoon, a toy car, a small stone, a leaf, a crayon, a cotton ball, a bar of soap)

- Towels for spills

- Chart paper or whiteboard

- Markers

- Individual prediction sheets (drawing or writing space)

Learning Objectives

- Children will be able to predict whether an object will sink or float.

- Children will be able to observe and describe the properties of objects that cause them to sink or float.

- Children will be able to communicate their predictions and observations verbally, connecting them to their home experiences.

Step-by-Step Instructions

1. Gather the children and introduce the activity. "Today, we're going to be scientists and explore how things behave in water! We'll think about things we might find around our homes and predict if they will sink or float."

2. Show the children the collection of household objects. Discuss what they are and where they might see them at home. "Does anyone have a wooden spoon like this at their home? What about a toy car?"

3. Distribute prediction sheets. "Before we test, let's draw or write what you think will happen. Will this leaf sink to the bottom, or float on top? You can draw a happy face for float or a sad face for sink!"

4. Fill the tub with water. Invite children to take turns placing one object into the water.

5. As each object is placed in the water, ask: "What did you predict? What happened? Does this remind you of anything at home?"

6. Guide the children in observing and discussing the results. "Why do you think the stone sank? Why did the leaf float? Maybe it’s because the stone is heavy like Dad's toolbox, or the leaf is light like a feather!"

7. Record observations on the chart paper, creating two columns: "Sink" and "Float."

8. Encourage children to share their favourite part of the experiment and any similar experiences they have had with water at home, perhaps helping with dishes or playing in the bath.

Educator Tip

Ensure the water level is safe and supervise closely during the activity. Encourage children to make connections to their family routines and the objects they use at home, fostering a sense of relevance and shared experience. This can also be a great opportunity to discuss water safety.

Assessment

Observe children's participation in predictions and their verbal explanations of why they think objects sink or float, noting their ability to relate the experiment to their home environment. Collect the prediction sheets to see their initial ideas and compare them with their observations after testing.

Educator tip

Use rubric; insist on justification.

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. Rubric (1–4): accuracy, reasoning, clarity, independence.

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