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collected items from the garden and kitchen. Rocks, feather, flowers, sticks, metal spoon, shell, carrot slices

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Invitation to play (as per picture), question children about their assumptions/predictions as to whether each item will float or sink, experiment with the items against their assumptions/predictions. Discuss why they floated or sunk, what attributes of the objects made them sink or float.

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Measurement - Shape (long short), size (small, large), weight (heavy, light)

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The children noted that heavy things sink, and light things float. One child asked, ‘what about ships, they are big and heavy, and they don’t sink.’ They can explore a range of large and heavy items to see if this is the same for all objects. This can then be linked to exploring boats and how they are buoyant. They can explore the conceptual thinking of buoyancy and displacement.

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Educators can set up a container of water and children can resource items from the outdoor area. Leaves, bark, rocks, sticks, pieces of wood that they think could be heavy or large and test them to see if they sink as predicted. Educators could supply large pieces of foil, plastic containers, milk cartons etc for children to create their own boats and test these to see if they float on the water.

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To set up the environment with water containers to explore objects in

To provide some example materials or objects

To provide additional resources to extend thinking about floating and sinking

To model language around floating and sinking

To use questioning to encourage participation, get children to discuss their ideas, hypotheses, understandings.
Provide feedback on these ideas and thinking making the inquiry a positive and engaging activity.

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A container full of water. Solid objects for the children to drop into the water: these must be of at least two different materials and of varying sizes. In this example - Styrofoam ball, rubber ball, glass gem, plastic gem, small, medium & large glass marble, plastic counter, rock.

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Children are to take objects from the tray and drop them into the water one at a time. Children use their senses to observe what happens when they drop each solid object into the water and share their observations. They sort the objects into two groups: the ones that fall to the bottom of the container (sink) and the ones that float. They then experiment to look more closely at the objects to find out if the reason an object floats or sinks is because of its size or what it is made of (its material)

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size - bigger/smaller
weight - heavier/lighter
same/different - size/material
Classification - sort objects into sink/float
Problem solving - what is more important about whether an object floats/sinks - size or material?

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Children explore the outdoors area to find other objects made of different materials to drop into the water. The children predict, then test out, record what happens, compare results with others and communicate their findings. Purpose of the inquiry from a conceptual perspective: To understand that the size of an object does not affect its ability to float & to understand that what an object is made of determines whether it can sink or float.

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Children are provided with many experiences to explore sinking and floating.
Educators intentionally design and provide the various floating and sinking experiences.
The resources are sought by the children and are therefore of interest to them, motivating their curiosity and learning.
Time is provided to the children to play with the idea of sinking and floating to develop and contemplate the ideas to satisfy their curiosity.

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Facilitate children's active involvement in the scientific process.
Provide materials (tub and water) and encourage children to source their own (objects to test).
Encourage children to observe, predict, describe and theorize about what they are doing.
Listen to gauge children’s understanding of the behaviour of objects in water and any misconceptions they may have.
Model the use of new vocabulary; less/more dense when children are talking about objects being lighter/heavier.
Engage in meaningful conversation asking intentional questions to extend their thinking such as 'what do you think will happen when...', 'which objects floated... which sank?',
Direct children to think about what is the same/different about each object (material it is made of rather than size).
Scribe children's finding if needed.
Make a note of whether or not the children’s thinking. shifted.
Document children's work & learning
Assess children's process & progress.

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Different sizes and materials of objects such as small stone, big bark.

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Children will explore the scientific concepts of floating and sinking by knowing about density and buoyancy , how different sizes and materials of objects can float or sink such as a small stone can sink and a big bark can float.

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Measurement, volume using cups , bowls and sponge in play.

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Understand children’s own ability, interest and disposition of learning !Listening to children especially their questions and conversations. Find out what children already know by observing them asking open ended questions. Preparing a physical environment with lots of loose materials.

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Ladle, paper boats, more barks, a peeled orange and orange with peel to see difference.

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Teacher should ready to respond to children with opportunities to build on children’s interest and inquiries.