Centre 1: Making boats from Explicit / Intentional Teaching: Centre 2: Cookie and milk

recycled materials Mat session: experiment

Materials Introduction: Materials
o The teacher will begin the lesson by
o Recycled materials such as boxes, egg o Cups
reading the book ‘The magic school
cartons, milk bottles, milk caps etc o Milk
bus ups and downs’ which is a book
o Other objects can be included such as about floating and sinking o Different types of cookies
pop sticks and paper o The teacher will then explain the Explanation
o Scissors activities and send children to activity Children can predict which cookies will float
o Glue centres and which cookies will sink and then drop
o Tub them into the milk to see what happens (be
o Water aware of allergies)

Explanation
Children will have a range of materials they can
use to make their boat. Once they have made
their boat they can put it in the tub of water and
see if it sinks or floats

https://www.discoverbooks.com/The-Magic-School-Bus-
Ups-And-Downs-A-Book-About-p/0590921584.htm

https://aroundthekampfire.com/2018/10/milk-cookies-
scientific-method-experiment.html
http://www.handywithscissors.com/plastic-bottle-boats/

Centre 3: Lemon and lime sink and Conclusion: Centre 4: Ocean sink or float
float o Children will return to the mat Materials
o The teacher can ask students o Jar
Materials
questions about what they did in their o Sand
o Lemons
activities such as o Blue coloured water
o Limes  Which cookies sank and which
o Tub o Vegetable oil
cookies floated?
o Water  Did your boats sink or float?
o Shaving foam
Explanation  Did the lemons float or sink / o Ocean animals (toys)
Children can drop lemons into a tub of water to did the limes float or sink o Shells
see if they sink or float (they should float). Explanation
Children can then drop limes into the tub to see The teacher can assist children with putting
what happens (they should sink). Children can some sand into the jar, followed by the
also try peeling the lemons and limes to see if it blue coloured water, then the vegetable oil
changes the outcome and finally the shaving form. It will end up
looking like an ocean and the shaving form
can represent the clouds above. Children
can then drop in various ocean animals and
shells to create their own ocean while also
observing what floats or sinks within the
different layers in the jar.

https://www.stevespanglerscience.com/lab/experiments/floating-
lemons-and-sinking-limes/
https://www.naturalbeachl
iving.com/ocean-science-
for-kids-ocean-life-
experiment/

Objective/s:
 1. Children will predict which cookies
will float or sink
2. Children will identity factors that
made the boats sink or float

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
1. Assessing children’s ability to predict which cookies will sink or float – teacher can take anecdotal notes
2. Assessing children’s ability to identify what made their boat sink or float – teacher can take anecdotal notes and photos

Highlight one or two outcomes specifically connected to your objective/s.

Children have a strong sense of
identity
1.1 children feel safe, secure and
supported.
1.2 children develop their emerging
autonomy, inter-dependence,
resilience and sense of agency.
1.3 Children develop knowledgeable
and confident self-identities
1.4 Children learn to interact in
relations to others with care,
empathy and respect
Children care connected with and
contribute to their world
2.1 Children develop a sense of
belonging to groups and
communities and an
understanding of reciprocal rights
and responsibilities necessary for
active civil participation
2.2 children respond to diversity with
respect
2.3 children become aware of fairness
2.4 children become socially
responsible and show respect for
their environment
Children have strong sense of wellbeing
3.1 children become strong in their social,
emotional and spiritual wellbeing
3.2 children take increasing responsibility
for their own health and physical
wellbeing
Children confident and involved learners
4.1 Children develop dispositions for
learning such as curiosity, cooperation,
confidence, creativity, commitment,
enthusiasm, persistence, imagination
and reflexivity
4.2 Children develop a range of skills and
processes such as problem solving,
enquiry, experimentation,
hypothesising, researching and
investigating
4.3 Children transfer and adapt what they
have learned from one context to
another
4.4 Children resource their own learning
through connecting with people, place,
Children are effective
communicators
5.1 Children interact verbally and
non-verbally with others for a
range of purposes
5.2 Children engage with a range of
texts and gain meaning from
these texts
5.3 Children express ideas and make
meaning using a range of media
5.4 Children begin to understand
how symbols and pattern
systems work
5.5 Children use information and
communication technologies to
access information, investigate
technologies and natural and ideas and represent their
processed materials thinking