Science inquiry method, what sinks and what floats?

1. Year Level: Duration: Focus: Implementation Date: Lesson Name:
Kindy 15 – 20 mins Science Inquiry Process Term 4 – Week 4 (24/10/16) Sink or Float
The students have prior knowledge of:
 The meaning of sink and float
 Can make a prediction and explain the reason for their thinking
Learning Objectives: Curriculum Links:
After this experience the children will be able to:
 Predict what will happen when an object is
placed in water.
 Test out their hypothesis.
 Reflect on their hypothesis.
 Critically think about what makes objects sink
or float.
 Critically think about factors that affects a sink
or float result – type of liquid and quantity.
 Exploring (we are unique, rich in ideas, experiences and knowledge) – Joy, interest
and involvement in learning.
 Exploring (we are competent and capable learners, thinkers and inquirers) – curiosity
and confidence in exploring, investigating and problem solving.
Assessment:
- Children’s predictions highlight there thinking
- Learning story
Resources:
 Sink and floating Sesame Street video
 Objects that sink and float and picture card of them
 Whiteboard marker
 Water tough filled with water

2. Pedagogy:
- Activating prior knowledge
- Modelling
- Use of ICT
- Inquiry based
- Hands on learning
Time: Lesson Structure: Purpose: Assessment & Feedback
10 mins
10 mins
5
mins
Introduction:
1. Listen to the Sesame Street Video
2. Pose question – what other objects so you think sink or
float?
Body:
1. Sort the objects into two categories – ones that sink and
ones that float.
2. Go outside and test predictions.
Conclusion:
1. Return to the table on the whiteboard.
2. Pose question – is there anything that is different to our
prediction?
3. Pose question – I wonder if we changed the type of liquid
inside the trough if the objects would do the same thing?
How could we find out?
Introduces concept and new
vocabulary.
Opportunity to test their hypothesizes.
Reflection time gives
children feedback on their
thinking.