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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 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 can hypothesize, experiment/test to look more closely at the objects to find out possible reasons an object floats or sinks - 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, experiment/test out, record what happens, compare results with others and communicate their findings. Children can also look at different liquids and hypothesize, experiment/test out if they drop the same objects into a different liquid do they still sink/float compared to when they dropped those objects into the water.

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Purpose of the inquiry from a conceptual perspective: To understand that the size and weight of an object does play a role in its ability to sink/float; to understand that the density of an object versus the density of the liquid it is in determines whether it can sink or float. If the object is more dense then it will sink, less dense it will 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 for 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.