Day 1: What does it mean to Float?

• Introduce the concept of floating and sinking, and help students understand why some objects float and others sink.

• Begin with a discussion on the concept of floating. Ask students to name items that float (e.g., a rubber duck, a leaf) and things that sink (e.g., a rock, a coin).

• Ask them why they think some objects float and others sink. Encourage them to share their ideas.

• Show the students a read-aloud book about floating and sinking 

  • Bronx Children's Museum: "What Sinks? What Floats?" by Rozanne Lanczak Williams Read Aloud

  • Read Aloud: Captain Kidd's Crew Experiments with Sinking and Floating

• Demonstrate floating and sinking by dropping various objects into a large container of water. Students will observe the outcomes.

• Record observations and encourage predictions about which items will float or sink before testing them.

  • Use visual aids (pictures of floating and sinking objects) to help explain the concepts.

  • Incorporate hands-on experiences, allowing students to explore water and objects themselves.

  • Guide scientific observations: describe, compare, and classify objects.

Day 2: Putting to Practice

• Begin by reviewing what was learned the previous day. Ask students to share any thoughts or new ideas they might have about why things float.

• Introduce the activity: students will test different materials to see which float and which sink. Examples could include plastic, wood, metal, foam, and rubber. There are baggies of preset materials for the students to start with and then they can explore as they need

• Provide each student or group with small pieces of the materials and ask them to predict whether each material will float or sink before testing it in water.

• Have students record their predictions and results in a simple chart. Float or Sink Page

  • Encourage predictions and critical thinking: ask "What do you think will happen?" before each test.

  • Ask follow-up questions like “What happened when you put this object in water?” and “Why do you think this object floated or sank?”

  • Highlight the importance of properties such as density and mass in making objects float.

Day 3: How does a Boat Float? 

• Begin by showing a short video or reading a book about boats and how they float. 

  • ASK ADAM - How Do Boats Float? Fun Learning for Kids

• Ask students: “What do you think makes boats float even though they are heavy?” and “How can something so large stay on top of the water?”

• Discuss the shape of boats: "Why do boats have wide, flat bottoms? How do different shapes help boats float?"

• Show them different types of boats and how each of them floats even though they are of different sizes.

• Students will use a blank piece of paper to design the type of boat they would like to create

• What shapes do the students see in a boat design? 3D/2D shapes, how can they bring this into their designs

• Use visuals and real-world connections (show pictures or models of boats, emphasize different boat shapes and sizes).

  • Exhibits | Prince of Wales Northern Heritage Centre 

  • How to Build a Boat: 25 Designs and Experiments for Kids | Inspiration Laboratories

  • 18 Splendid Boat Crafts for Kids to Make | Kids Activities Blog

  • STEM Challenge: Boat Building - Feel Good Teaching   

• Ask guiding questions to promote discussion and understanding of the relationship between shape, size, and buoyancy.

• Reinforce the concept of buoyancy using simple language, and encourage students to compare different boat shapes.

Day 4: Boat Making 

• Explain that students will now design and create their boats using materials like aluminum foil, straws, paper, plastic, tape, and other recycled items. 

• Before starting, discuss the elements of a successful boat design: size, shape, material, and how the boat will float.

• Students should create their boat design, keeping in mind the principles of buoyancy they’ve learned. They may use various techniques (e.g., folding paper, and shaping foil) to create their boat.

• Give them time to create their boats individually or in small groups, with guidance on how to improve designs.

  • Encourage students to experiment with different designs and materials. Ask them questions like, "What do you think will happen if you make your boat wider or smaller?" or "How can you make sure your boat will stay afloat with more weight?"

  • Use this time for guided exploration, helping students think through their design choices.

  • Reinforce previous lessons by pointing out how the boat design relates to the concepts of buoyancy.

Day 5: Testing the Boats 

• Engage in a discussion about disappointment and the importance of trying again. This will help students understand that even if their boat doesn’t float, they have still succeeded in their effort and should feel proud of their perseverance.

• Set up a water-testing station where students can place their boats in a container of water.

• Students will put their boat in the water and see if it floats or if it sinks depending on their design, Have the students reflect on what they could have done differently. 

• For an added challenge, students test their boats by gradually adding small objects (like marbles or coins) to their boats to see how many items their boats can hold before sinking.

• After the test, if time allows, have students redesign their boats based on what they learned and retest them.

  • Create a structured reflection period where students share what worked well and what didn’t in their boat design.

  • Use the testing as a way to reinforce concepts of buoyancy, displacement, and boat design.

  • Provide feedback on each student’s design and how they can improve it for better performance.

Possible Extensions: Functionality: You can modify your boat or create a new boat for a specific function. Can your boat glide? What could it be used for? Balance of “cargo,” etc.