Quack the duck threw various objects into a pond to see if they would sink or float. He threw a book, apple, shoe, bicycle, potato, bowling ball, acorn, stick, and rock. The book and shoe sank to the bottom of the pond, while the apple, acorn, and stick floated on the surface. Surprisingly, the heavy stick floated while the light rock sank, showing that an object's buoyancy, not just its weight, determines if it will sink or float.

2. What does it mean to sink?
Quack the duck was always telling the fish in the pond about the
wonderful world above the water. One of the fish wanted to go to
the surface to see the world, but the others warned him it was not
safe for a fish out of water. So, the fish decided he wanted to
make a fish museum under water to admire objects from the
world. Quack agreed to bring the world to the fish. He found an old
book and threw it into the pond and watched it sink all the way to
the bottom.
What does it mean to sink?
(HINT: sinking means to…)
Why did the book sink?
(HINT: the book sank because…)
SC.1.P.8.1-Sort objects by observable properties, such as size, shape,
color, temperature (hot or cold), weight (heavy or light), texture, and
whether objects sink or float.
LAFS.1.W.1.2 – Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and provide some
sense of closure.

3. What does it mean to float?
Next, Quack swam to the middle of the
pond and dropped an apple into the water.
He was surprised when the apple popped
right back up out of the water and he
watched it float on the surface of the pond.
What does it mean to float?
HINT: Floating means to…)
Why did the apple float?
HINT: The apple floated because…)
SC.1.P.8.1-Sort objects by observable properties, such as size, shape, color,
temperature (hot or cold), weight (heavy or light), texture, and whether objects sink
or float.
LAFS.1.W.1.2 – Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.

4. Why do things sink or float?
Later, Quack dropped a shoe into the pond and he
watched it sink down to the bottom of the pond. It
landed next to the bicycle, potato, and bowling ball that
he also dropped into the pond. After that he dropped
an acorn into the pond but it wouldn’t sink. It just
floated at the surface of the water. He noticed that the
solid things went straight to the bottom, but the hollow
things with air inside of them floated.
Explain why some things sink
and some things float? Support
your answer with facts.
(HINT: Things that are_____ sink because…
Things float when they…)
SC.1.P.8.1-Sort objects by observable properties, such as size, shape, color,
temperature (hot or cold), weight (heavy or light), texture, and whether objects sink
or float.
LAFS.1.W.1.2 – Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.

5. Do you think a heavy object will always sink in water? Will a
light one always float? Quack found a heavy stick and a light rock. He
couldn’t wait to show the fish. They had NEVER
seen a real tree before! The stick was so heavy he
needed beaver’s help to drag it to the pond, but
the rock was so light he carried it all by himself.
When he dropped the little rock and the big stick
into the water the rock sunk down to the bottom,
but the stick floated! He couldn’t believe his eyes!
LAFS.1.W.1.1 – Write opinion pieces in which they introduce the topic or name the
book they are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
SC.1.P.8.1-Sort objects by observable properties, such as size, shape, color,
temperature (hot or cold), weight (heavy or light), texture, and whether objects sink
or float.
Do you think a heavy object will always sink in water?
Explain why you feel this way.
Will a light one always float? Explain why you feel this
way.

6. What else do you think might float?
What else do you think might sink?
Finally, Quack brought a sponge and a balloon. At first, the
sponge floated on the surface of the water. But then, it started
to fill with water and sank to the bottom of the pond. “That was
strange!” he thought “first it floated and THEN is sank.” The final
piece of the museum was the balloon. He couldn’t get it to sink!
So, he had to swim down to the bottom of the pond and hold on
tight to the balloon string. Every time he tried to talk, the balloon
would float out of his mouth and go right back up to the surface.
Why don’t things sink or float on a table, or on the
floor? What evidence do you have to support your
answer?
What else do you think might float? What do you
think might sink? Why?
LAFS.K12.W.1.1 – Write arguments to support claims in an analysis substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
SC.1.P.8.1-Sort objects by observable properties, such as size, shape, color,
temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or
float.

7. GAME TIME!
CLICK HERE TO PLAY SINK OR FLOAT GAME!
Directions: Using your science response journals, write your prediction
about each object. Do you think it will sink or float. Explain WHY you
have chosen your answer.

8. First, Quack threw a book in the
pond. Then an apple, and before
throwing in the shoe, he had already
thrown in a bicycle, potato, and
bowling ball. Next, he threw in an
acorn, a stick, a rock and a balloon.
MAFS.1.MD.3.4 -Organize, represent, and interpret data with up to three categories; ask
and answer questions about the total number of data points, how many in each category,
and how many more or less are in one category than in another.
How many things did Quack throw in the pond?
What would be a quick and easy way to keep track of
our counting and show our answers? Explain why.
LAFS.1.W.2.5 - with guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing as
needed.

9. Quack wants to figure out how many things floated and how many things sank by using tally marks. The fish do not
understand how tally marks work. Draw tally marks to show how many things floated and how many things sunk.
Explain how you used tally marks to represent the information.
LAFS.1.W.1.2 -Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
MAFS.1.MD.3.4 - Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another

10. More or Less
Drag and arrange
the tallies to
represent the
things that sank
and the things
that floated.
How can you use
tally marks to
find out how
many more sank
or how many less
floated? Explain.
sink float
MAFS.1.MD.3.4 - Organize, represent, and interpret data with up to three categories; ask
and answer questions about the total number of data points, how many in each category,
and how many more or less are in one category than in another
AFS.1.W.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure.

11. Graphing Data
Drag the items to where they belong on the graph.
Explain how you can use tally marks to show information on a
graph?
MAFS.1.MD.3.4 - Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data points, how
many in each category, and how many more or less are in one category than in
another
AFS.1.W.1.2-Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
SINK
FLOAT
float sink

12. Your Story
Write your own story about things
that sink and float. Explain the
sequence of events by using specific
details.
Then, represent the information using
tallies, graphs, or pictographs. Explain
how many things fell into the sink
category and the float category.
LAFS.1.W.1.3-Write narratives in which they recount two or more appropriately sequenced events,
include some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.
MAFS.1.MD.3.4 -Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how many more or
less are in one category than in another