| Sand and water are simple substances that | | | | introduces important aspects of science, such as |
| students can use for play and education. They are | | | | predicting and analyzing. Once again, this activity |
| easy to procure, and can be utilized for many | | | | can be done in groups or as a whole class |
| projects. Children love to stick their hands in sand | | | | depending on the number of students. You will |
| and let it fall through their fingers. They also love | | | | need a clear bowl or bin filled with water. Allow |
| to endlessly dig in it. The faces of children light up | | | | enough room for the objects to be placed in the |
| with delight when they discover something buried. | | | | vessel, or it will overflow! Select about five |
| A social studies activity with sand, involving | | | | objects for the students to test for flotation. A |
| digging, discovery, and categorizing, is "The Great | | | | ping-pong ball, a plastic block, a paper clip, a cork, |
| Dig." You will need several bins of sand, various | | | | and a penny are good objects to use. Before the |
| objects, and small plastic shovels. The bins are the | | | | activity begins, the students should pick-up and |
| large rectangular bins that you use for storage. | | | | touch each object. You should explain that they |
| Depending on the size of the class, you can have | | | | need to decide if it will float or sink in the water, |
| a bin of sand for each student, or have several | | | | discussing how to predict using what they know |
| students in a group working with one bin. Bins | | | | about the objects. You can create a chart on the |
| work well because they are deep enough to hold | | | | board with the objects for input from the whole |
| several objects, and the students must dig to find | | | | class, or a worksheet with individual charts for |
| the "treasure;" however, you can use any deep | | | | each student. After all the objects are tested, the |
| container that holds solid material, such as | | | | students can share their ideas about why the |
| buckets, clean trash cans, etc... The objects | | | | objects sank or floated. They can "analyze" their |
| selected for discovery can be anything you desire. | | | | data by suggesting weight, size, or other |
| Using wooden or plastic blocks with different | | | | attributes as reasons for the outcomes. As you |
| colors, shapes, and sizes is a great way to bring | | | | work with the children throughout the activity, |
| math into the activity. Once all the blocks are | | | | ask a variety of questions. What other items do |
| discovered, the students can sort them depending | | | | you think would float or sink? What about a |
| on how you ask the children to categorize them. | | | | sponge, does it float or sink? Why does an inner |
| If you use the large, rectangular bins, you can | | | | tube float? Questioning is an important technique |
| simply put the lids back on them and save them | | | | to help build critical thinking skills. Using materials |
| until the next time you want to find "treasure." | | | | such as water and sand to facilitate learning is a |
| Using water to expand scientific knowledge is fun | | | | great way to engage young children in a number |
| and safe. "Float or Sink?" is an activity that | | | | of academic areas. |