• Clear container filled with water
• Collection of everyday objects (cork, marble, pencil, paper clip, plastic toy, etc.)
• Prediction recording sheets with picture supports
• Object sorting cards (sink/float categories)
• Observation magnifying glasses
• Properties vocabulary cards
• Results recording chart
• Small whiteboards for student predictions

Fill a clear container with water and place it where all students can see. Gather a collection of 8-10 everyday objects with different properties, some that will sink and some that will float. Create prediction sheets with pictures of each object and sink/float columns. Prepare a class results chart for recording observations.

1. Introduction to sink and float (5-7 minutes):
2. Activate prior knowledge with questions about water experiences
3. Introduce the terms 'sink' and 'float' with simple definitions and gestures
4. Demonstrate with one obvious example of each (rock sinking, cork floating)
5. Discuss what 'prediction' means - our best guess based on what we know
2. Exploration of test objects (5 minutes):
3. Show students each test object one at a time
4. Allow students to examine properties like weight, material, size
5. Introduce vocabulary: heavy/light, large/small, solid/hollow
6. Place objects in a central location for reference
3. Making predictions (8-10 minutes):
4. Distribute prediction recording sheets
5. For each object, students predict whether it will sink or float by circling or coloring the appropriate column
6. Students whisper their prediction to a partner
7. For class engagement, students can hold up whiteboards with 'S' or 'F' predictions when prompted
4. Demonstration and observation (15 minutes):
5. One by one, test each object in the water container
6. Before testing, take a quick class poll of predictions
7. Place object gently in water and allow time for observation
8. Students record actual results on their sheets
9. Discuss: 'What happened? Did it match your prediction?'
10. For added engagement, select student helpers to test objects
5. Pattern identification (5-7 minutes):
6. After testing all objects, sort them into sink and float groups
7. Guide students to notice patterns: 'What do you notice about the objects that floated?'
8. Create a simple properties chart comparing the two groups
9. Introduce the concept that material and shape affect floating
6. Prediction confirmation (5 minutes):
7. Students count how many predictions were correct
8. Discuss: 'Were you surprised by any results? Which ones?'
9. Talk about why predictions sometimes differ from results
7. Extension challenge: Show students a new object and have them apply what they learned to make an evidence-based prediction.

For kindergarteners, simplify to fewer objects and use a thumbs up/down system for predictions instead of recording sheets. For 2nd-3rd graders, add a column for explaining reasoning behind predictions and introduce the concept of density. For English learners, provide visual supports and native language translations for key terms.

Review prediction sheets for completion and accuracy of recorded results. Note which students can identify patterns in floating objects. Listen for use of evidence-based reasoning during discussions. Observe whether students apply learning to the extension challenge.