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Our worksheet shows how the children developed the process skill of identifying and classifying

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Our worksheet shows how the children developed the process skill of identifying and classifying

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This experiment was based around Year 1 process skills

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This experiment was based around Year 1 process skills

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The experiment provided pupils with the chance to explore the process skills relevant to their age group

The experiment allowed pupils to use their process skills to understand what makes a successful boat

We performed simple tests; dropping various objects into the water

The pupils observed closely; they were often surprised at the outcome of objects floating/sinking

The pupils effectively understood how to identify and classify objects into the categories of 'float' or 'sink'. This is evident on our 'Float or Sink?' worksheets

As the splashes of water show...the pupils had lots of fun with this experiment; they even asked for more objects to test!

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The pupils decided to put lots of the objects into the water which resulted in an excellent visualisation of the successful floating materials... and the not-so-successful sinkers...

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The pupils decided to put lots of the objects into the water which resulted in an excellent visualisation of the successful floating materials... and the not-so-successful sinkers...

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This linked to the Year 1 process skill of identifying and classifying

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The pupils predicted correctly. One pupils' reasoning was because "It's much brighter"

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We realised that these types of materials would NOT make a very successful boat for the hedgehogs!

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We realised that these types of materials would NOT make a very successful boat for the hedgehogs!

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Boats made out of copper coins, metal spoons and shells are NOT going to get the hedgehogs home safely.

This linked to the Year 1 process skill of identifying and classifying

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The pupils' prediction was right: A cork floats! 

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The pupils' prediction was right: A cork floats! 

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Maybe this type of material could be successful for the hedgehogs' boat...

This linked to the Year 1 process skill of identifying and classifying

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When asked: "Why does it float?, one pupil replied: "Because it's light. It's a bit heavy but it floats"

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When asked: "Why do you think it's sunk?", one pupil replied: "because it's not light"

This linked to the Year 1 process skill of observing closely

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When one pupil saw (unexpectedly) that lemons float, their reason was "Because it's much brighter" - Perhaps the child meant 'lighter'?

This linked to the Year 1 process skill of observing closely and performing simple tests

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Please scroll down to see our exciting experiment!

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Please scroll down to see our exciting experiment!

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We observed closely, performed simple tests, and identified/classified objects into the sink or float category

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We observed closely, performed simple tests, and identified/classified objects into the sink or float category

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Working Scientifically in Year 1 - National Curriculum

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Working Scientifically in Year 1 - National Curriculum

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I have based this experiment around a selection of the process skills required for learning and teaching Science in Year 1. The experiment allows pupils to explore and develop their understanding of the following process skills:

Observing closely, using simple equipment

Performing simple tests

Identifying and classifying

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The children's predictions were generally correct for items including keys, coins, a plastic ball and a shell.

However, for objects including an apple; a lemon; a plastic spoon and scissors, the children's predictions were incorrect - the results were really surprising to them; particularly the fruits which floated!

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Floating and sinking experiment: Testing materials suitable for building a boat  

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Floating and sinking experiment: Testing materials suitable for building a boat  

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We explored which objects/materials float or sink. I asked the children questions such as "Why does this float?" "Why does this sink?" and "Did you guess right?" (prediction)