Will we sink
Lindy Meador & Dee Wallace
Assessment of All Activities
How do we assess science
with little children?
• Sink • Not-Magnetic
• Float • Predict
• Floater • Pour
• Magnet • Sifter
Sink, Float, Magnets, and More
4 points accurate/logical, complete, detailed
3 points partially accurate/logical, complete, detailed (lacking in one area)
2 points partially accurate/logical, complete, detailed (lacking in two areas)
1 point not accurate/logical, incomplete, lacks detail (lacking in all three areas)
Scoring Charts 1 2 3 4 Evidence/Comments
Students gain familiarity with a sink and
float activity as they observe items that
sink or float.
Students demonstrate their knowledge
about magnetism as they place items on a
graph as they participate in an activity to
see which items are able to show whether
they are magnetic or not.
Students describe and demonstrate how
they can recover items from sand without
using their hands.
Students develop the concept of
measurement through size comparisons.
They use size as well as other attributes
to sort and classify toy animals and other
Second Language Acquisition
• Research shows that students acquire language
most quickly by using, hearing, reading and
• Students acquire language when they are focused
on the meaning rather than the form of the
language they are using.
• Allow English language users the opportunity to
observe you and others using language correctly.
Activity #1 Sink and Float
Sink or Float
• Children become familiar objects
that sink or float, and record their
results on a large real-object graph.
Sink or Float
• Gather students into a circle on the floor.
• Ask: If anyone knows what scientists do. Teachers
accepts all answers and helps students to understand
that scientists use observations in their experiments.
• Hold up an object that is a definite floater such as a
ping pong ball.
• What shape is the ball?
• Do we know for sure that it will bounce?
• Place the ball in the bowl of water.
• What did you see happen to the ball ?
• Did it float or sink?
• See how many items that you can find that float.
• This activity is the same format as the sink
or float activity, but this time the students
will find the learning station is full of sand.
Their challenge is to use magnets on objects
they find in the sand to see if they are
magnetic or non-magnetic.
• Gather students in the discussion area.
• Hold up magnet and record responses as to what
children know about magnets.
• Explain to students that they will be able to use a
magnet at the learning station.
• Model with a magnet and a sheet of paper how to tell
if an object will is magnetic or non-magnetic.
• Tell students that there is sand at the learning station,
with all sorts of things mixed in he sand. They have a
chance to be magnet scientist.
• There will be two trays near the sand tray. A non-
magnetic tray and a magnetic tray for students to place
recovered objects in for assessment of their
Magnet Concluding Activity
• These trays will have a sign which reads magnetic or non-
• Remind students that objects that are considered magnetic
even if they only stick to the magnet a little bit
• After all students have worked at the learning station
gather students in the discussion area around the real-
• Have on hand a magnet ,a paper clip, a crayon, and the
magnet/not-magnetic signs. Place the signs at the head of
each row of the real- object graph.
• Tell students that they will each get a magnet and they will
go around the room and test many things in the room to see
• Invite students to bring one item to be placed on the graph.
What are these for?
Sifting Sand and Beans
• In this activity, students visit he sand learning station and
find that things have changed. The objects they tested with
magnets have been replaced by beans and peas of various
sizes. The new challenge is to use a variety of sifters to
separate the sand from the beans, and to separate one type
of bean from the others.
• Concepts explored include the idea that objects can be
described by the property of size, and that tools can be
helpful in filtering and separating mixtures.
• The way students use sifters and filters in this activity
makes an important connection to larger ideas in science,
technology, and design.
Sifting Sand And Beans
• Day before activity have a variety of sifters
• Once you have a selection of sifters, take time to
“audition” your beans and peas..
• Have your filter bottle and paper towels collected .
Sifting Sand And Beans
1. Set up the learning station: Mix the beans( and the shiny
confetti) into the sand. Add the sifters and four plastic cups for
2. Have a mixture of sand and beans in a clear cup.
3. Wrap Up Activity will have the following in the discussion
area: all the sifters, a few samples of different kinds of beans, a
stack of paper towels, a cup half- filled with water, a cup half
filled with sand, a filter system made from the two liter bottle
including the paper towel filter.
4. Allow students to explore the station.
5. Separating Sand and Water activity includes poring the sand
and water mixture through a sifter and then the bottle filter.
6. Review that the filter with the tiny holes is necessary to
separate something tiny like sand from water.
• All rules to be reviewed before lessons.
• Listen for instructions from the teacher.
• Do not put any materials in your mouth.
• Wipe up spills with the help of an adult.
• Sweep up sand.
• Keep area clean and safe.
• 1.1A-5.1A The students conducts field and
laboratory investigations following home and
school safety procedures and environmentally
appropriate and ethical practices.
Aunt Ippy’s Museum of Junk
By: Rodney A. Greenbalt
The Great Trash Bash
By: Loreen Leedy
By: Franklyn M. Branley and Eleanor K.
My new Sandbox
By: Donna Jakob; illustrated by Julia
Splash!: All About Baths
By: Susan Kovacs Buxbaum and Rita
The Tub People
By: Pam Conrad; illustrated by Richard
The Wartville Wizard
By: Don Madden
Who Sank the Boat?
By: Pamela Allen
• Background Information
• Assessment Suggestions
• Resource Books
• Literature Connections
• Summary Outlines