Title: Sink or Float?

A Kindergarten STEM lesson by Emily Ritchie

A. Context of Activity
This STEM lesson is designed for
kindergarten students who are learning the
concepts of sinking and floating for the
first time. Inspired by the lesson Float
Your Boat from the book Making and
Tinkering with STEM by Cate Heroman,
the lesson consists of three major parts.
First, the teacher reads aloud Who Sank
the Boat? by Pamela Allen. Second, the
children make predictions on whether
different items will sink or float in water
then test them in a tub of water. Third, the
children participate in a design challenge to plan and build a boat that will float and hold
pennies out of aluminum foil. I chose this lesson because it lines up perfectly with the
kindergarten SOL for sinking and floating while integrating engineering concepts. This
lesson is full of hands-on opportunities for children to construct their understanding of the
concept in a developmentally appropriate way.

B. Learning Objectives Know/Understand/Do:

Understand Physical properties
of objects (density) affect whether
they will sink or float in water
(buoyancy).
Know Some materials float in
water while others sink. Items that
are lighter than water or hollow are
more likely to float than those that
are heavier than water or full.
Do Predict whether an item will
sink or float in water. Create a boat
that floats in water using aluminum
foil and explain why.

C. Assessing Learning:
The teacher will record student predictions and reactions on an observation sheet during the
predict and test portion of the lesson, taking note of connections between weight/density
and whether the object will sink or float. During the design challenge portion of the lesson,
the teacher will observe students creating their boats. Does it float? If not, did the child make
productive revisions? The teacher will take pictures with an ipod for further documentation.
The teacher will write down and/or make video recordings of student explanations during
design challenge. The teacher will also collect the childrens design sketches for additional
documentation.

D. Related Virginia Standards of Learning & Next Generation Science Standards:

Science SOL K.5 c) The student will investigate and understand that water flows and has
properties that can be observed and tested. Key concept- some materials float in water,
while others sink.

Science SOL K.1 The student will demonstrate an understanding of scientific reasoning,
logic, and nature of science by planning and conducting investigations in which
a) basic characteristics or properties of objects are identified by direct observation
 d) a set of objects is separated into two groups using a single physical characteristic
g) a question is developed and predictions are made from one or more observations
h) observations are recorded
k) objects are described both pictorially and verbally

Next Generation Science Standards- K-2-ETS1 Engineering Design

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation
people want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the
shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem
to compare the strengths and weaknesses of how each performs.
E. Materials Needed:
Who Sank the Boat? by Pamela Allen
Chart paper prepared with sink/float categories (see
picture)
Clear plastic tubs filled with water (x3)
Pennies (100)
2 small, shallow plastic containers (ex. Sandwich size
Gladware)
Assorted objects (2 of each)- packing peanuts, twigs,
pennies, marbles, paper balls, ping pong balls, golf
balls, paper clips, feathers, bottle caps (plastic and
metal), pom pom balls, an apple & potato
Opaque shopping bag
2x 2 picture of each object
Glue stick
12x 12 squares of aluminum foil (30)*enough to have 1 sheet per child plus
extra
White computer paper/pencils ( 1 for each child plus extra)
Clipboard and observation sheets
Ipod
Bath towel (x2)

F. Procedures:
Read Aloud-Who Sank the Boat? by Pamela Allen

Children are seated at the large group carpet. The assorted

objects and tub of water are close by, but out of sight. The
objects are held in the shopping bag. The markers, sink/float
chart, pictures, and glue stick are all at the large-group easel.
Two additional tubs of water are covered and set up at the back
table near the sink along with the pennies. The teacher begins,
Today we are going to read a story about a group of friends who decide to take a boat
ridebut thinks dont go as planned. The title of the book is Who Sank the Boat? Just by
looking at the picture on the cover, does anyone have a prediction? Please raise your hand.
Children respond (the cows sank the boat, they fell in the water, etc). Lets read to find out!
The teacher reads Who Sank the Boat? by Pamela Allen, pausing to revisit predictions made by
the children. When finished, the teacher facilitates discussion by asking- What caused the boat
in the story to sink? What makes an object sink or float? Children respond (The mouse did it!
If its too heavy/big, etc) Those are interesting ideas. Lets investigate them some more.
Teacher retrieves the assorted objects and tub of water.

Predict and Test- Sink/Float Chart

The teacher says, I have some objects here and a tub of water. Your mission is to discover
which objects float in the water and which ones sink to the bottom. I am going to call you
and a partner up here and give you some objects. Together, you will make a prediction. Will
it float or will it sink? Then you will test your prediction by placing the objects in the water.
We will keep track of our findings here on this chart. Remember, it is very important to
keep your thoughts to yourself while you are waiting for your turn. Should you call out,
Its going to float! Or No! Its going to sink! while your friends are up here thinking? No.
Everyone will have their chance to make their predictions and test them out. You will not
be called up, if you are not being respectful of your friends.

The teacher calls children up to the front in pairs to predict whether objects (pennies, twigs,
bottle caps, packing peanuts, marbles, etc..) will sink or float. Each partner will get the same
object and have a chance to hold it and make their prediction. Then the children test their
prediction in a tub of water by dropping the objects in the water at the same time. If the
prediction matches the result, the teacher asks, How did you know? What made you think that
would happen? If the result does not match the prediction, the teacher asks, Why do you think
that happened? Why didnt the object sink/float? The teacher records student responses on
observation sheet.

Note: Items that look similar but will behave differently should be tested together. (apple &
potato, ping pong ball & golf ball) The teacher should also encourage children to place certain
objects (paper clips, bottle caps) in the water at different angles to compare results.

The teacher then says, Now its time to record your results! Glue the picture of your object
onto the side of the chart that matches what happened. The pairs record their results on an
anchor chart by gluing a picture of the object under the column labeled sink or float. After each
pair has had a turn, the teacher leads the children to make connections and think deeper by
asking, What do you notice? Children respond-(lighter things float, the plastic floats, my marble
sinks). Can you do something with the objects that float so they will sink? Children respond-
(poke a hole in it, push it to the bottom, put something inside, put it inside something
heavy).Can you find a way to make the objects that sink float instead? Children respond-
(put them in a boat/raft, make them empty/hollow, blow them up like a balloon).
Design Challenge-

Fantastic ideas! Your next mission is to build a boat! You will make your boat out of one
piece of aluminum foil (holds up sheet of foil) and your boats job is to make pennies float.
Think about it- How are boats shaped? Look at the materials. How can you form them into
a boat that will float? Teacher has stack of white paper ready. When I call your name, I am
going to give you a piece of paper. Go to your table and draw your idea of what you want
your boat to look like. Use your regular writing pencil. You do not need to spend time
coloring your design. When you have finished, raise your hand so I can see your design and
give you your building materials. The teacher calls each child and gives them a sheet of paper.
As the children begin their design sketches, the teacher walks around the room asking guiding
questions and promoting deeper thinking and communication-
How can you make a boat that will stay afloat when you add weight to it? Predict the
number of pennies your boat will hold. Tell me about your design. How interesting! Tell
your neighbor about your plan.
As the children complete their designs, the teacher distributes the aluminum foil (1 sheet per
child). Now its time to build your boat. What shape do you think will work best? When you
are ready to test your boat in the water, walk over to the back table and line up behind on
of the tubs. Note: Ideally, a teaching assistant or other adult is present to assist so that an adult is
monitoring children at the water tubs at all times.

Students test their boats in clear plastic tubs of water. Two-three children should be able to test
their boats at each tub depending on the size of the boat. A container of pennies is available at
each tub. A bath towel is also available at each tub to clean up drips as children retrieve their
boats and pennies from the tubs. As the children test their boats, the teacher asks, Does your
boat float? If not, does it sink all at once or over time? Why do you think this happened?
How many pennies can you add to your boat before they will sink? Which shape holds the
most pennies? As students respond and continue to test, the teacher records observations on the
observation sheet and by taking video and photos.

Children also have the opportunity to revise their designs. If the boat doesnt float, what do
you think the reason is? What can you change to make the boat float? How can you change
the boat so that it can carry more weight? Children may return to their tables to rework their
designs then return to the tubs to retest their boats. As children become successful, the teacher
encourages them to share with their peers, Explain to someone how you made your boat and
show them how it works. Explain to someone with design allows the boat to hold the most
weight without sinking and why. This is an excellent opportunity for assessment!
Modifications for Students with Special Needs:

Children who struggle with communication and/or have limited English proficiency will require
more visual supports. The teacher can refer back to the sink/float chart, the illustrations in the
read aloud, and the use hand motions to reinforce vocabulary and clarify directions.

Some children may have trouble getting started with the design challenge. The teacher can help
children begin by asking, What shape do you want your boat to be? Do you need straight
lines? Curved lines? What do you think of when you imagine a boat? Because children are
encouraged to communicate their designs with one another, other children may help support
those children as well.

Other children may go through the process quickly. Fortunately, there are countless ways to
extend learning. Children may continue to revise their designs to hold more pennies. If more than
one child is going through the revision process early, they may choose to work together.

G. What Could Go Wrong?

There may not be enough time in the schedule to complete the entire lesson in one setting.
Because the lesson is broken down into segments, it is possible that it could be completed at
different points in the day. For example, the whole group portion could be completed before
lunch/specials/etc. and the design challenge could be completed when the children return or later
in the day.

The teacher may be short on help. This would run more smoothly with more than one adult in the
room. If a teaching assistant is unavailable, the teacher may want to plan ahead and schedule a
parent volunteer, STEM specialist, practicum student, or other resource teacher to assist during
the design challenge.
Sink or Float? Observation/Assessment Sheet

Student Predictions-Predict Boat Design- Observations Design Explanation-

& Test during design/testing Student shares why boat
floats

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Student Predictions-Predict Boat Design- Observations Design Explanation-
& Test during design/testing Student shares why boat
floats
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