Note for teachers using this lesson plan

Before the lesson, gather all the specified objects (paper, leaves, plastic spoons, small wooden blocks, cork, feathers) and a clear bowl of water. The central idea for pupils to grasp is that some objects stay on top of the water (float) because they are lighter than the water. Observe pupils carefully as they place objects in the water, ensuring they take turns and handle materials gently.

Class: Pre-School Level 3
Term: Third Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science and Technology
Previous Lesson: Not separately stated in the scheme.
Topic: FLOATING OBJECTS IN WATER
Subject Matter: Meaning of floating and examples of objects that float in water.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

State the meaning of “floating” in simple terms.
Identify at least three objects that float in water.
Explain simply why some objects float (because they are lighter than water).

Affective Domain

Show curiosity and interest in observing objects in water.
Participate actively in the floating experiment.

Psychomotor Domain

Gently place different objects into a bowl of water.
Point to objects that are floating on the water.

Take turns when placing objects in the water.
Share their observations with classmates.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3
Relevant Early Childhood Care and Education resources

Instructional Materials

Clear bowl of water
Various objects that float: paper, dry leaves, plastic spoons, small wooden blocks, cork, feathers
Various objects that sink (optional, for contrast): small stone, metal spoon, coin

Rationale for the Lesson

This lesson introduces young children to a fundamental concept in science: floating. By observing and experimenting with everyday objects, pupils develop their observational skills, critical thinking, and understanding of how things interact with their environment. This hands-on experience helps them make sense of the world around them.

Prerequisite/Previous Knowledge

Pupils have seen water before and may have played with objects in water. They have basic observation skills and can follow simple instructions.

Lesson Content/Board Summary

Meaning of Floating and Examples of Objects That Float in Water

What is Floating?

Floating means staying on top of the water. When an object floats, it does not go down to the bottom of the water.

Why Do Objects Float?

Objects float because they are lighter than the water. Lighter things stay on top.

Examples of Objects That Float:

Paper
Dry leaves
Plastic spoons
Small wooden blocks
Cork
Feathers

Key Words

Float – to stay on top of water.
Water – a clear liquid we drink and use for washing.
Light – not heavy.
Heavy – having much weight.

Floating Fun Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Floating, floating, on the water blue,
Paper, leaf, and plastic too!
Up on top, they stay so bright,
Floating, floating, what a sight!
Lighter than the water deep,
On the surface, they will keep!

Actions: Wiggle fingers like water, point upwards for “up on top,” make a “light” gesture by lifting hands easily, then clap.

Watch and Learn About Floating

https://www.youtube.com/watch?v=A3Ld_Yw0w-8

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce the concept of “floating” by asking pupils what happens when they put a toy boat in water. Explain that floating means staying on top. Use simple, clear language. Show them the bowl of water and demonstrate with a plastic cup floating. Then introduce the idea that lighter objects float. Display the examples of floating objects and briefly explain why each one floats.

What to show or demonstrate: Clearly demonstrate floating by gently placing a plastic cup (or a small wooden block) into the bowl of water, pointing out how it stays on top. Contrast this briefly with a small stone or metal spoon that sinks, to highlight the difference, but keep the focus on floating. Show each example object from the list before pupils try.

How to use the rhyme/song: Teach the “Floating Fun Rhyme” by singing it slowly and clearly. Encourage pupils to join in with the actions. Repeat the rhyme two or three times to help them remember the concept and the examples of floating objects.

How to use the video: Introduce the video as a fun way to see more about floating and sinking. Play the video, pausing if necessary to point out objects that float. After watching, ask pupils to name some objects they saw floating in the video.

What to watch for: Observe if pupils understand that “floating” means staying on top. Check if they can identify at least two or three floating objects. Watch for their participation and turn-taking during the practical activity. Correct any misconceptions gently, reinforcing that lighter objects stay on top.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Observation, Practical Activity, Songs and Rhymes, Question and Answer, Repetition.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts by asking them if they like playing with water. “Who likes to play with water? What happens when you put your toys in water?”

Pupils’ Activity: Pupils respond, raising their hands and sharing their experiences with water.

Learning Point: Pupils are engaged and thinking about water.

Step 2: Explanation of Floating

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the word “floating.” “Today we will learn about ‘floating.’ Floating means staying on top of the water, not going down. Look!” The teacher demonstrates by gently placing a plastic cup into the bowl of water, showing how it stays on the surface. “See? The cup is floating!”

Pupils’ Activity: Pupils watch the demonstration intently and repeat the word “floating.”

Learning Point: Pupils understand the simple meaning of floating through observation.

Step 3: Why Objects Float

Time: 4 minutes

Teaching Skill: Concept Building

Teacher’s Activity: The teacher explains why objects float. “This cup is floating because it is lighter than the water. Things that are light stay on top of the water.” The teacher holds up a light object (e.g., feather) and a heavy object (e.g., stone) for comparison. “Which one feels lighter?”

Pupils’ Activity: Pupils feel the objects (if safe and practical) and identify the lighter one. They listen to the explanation.

Learning Point: Pupils grasp the idea that lighter objects tend to float.

Step 4: Identifying Floating Objects

Time: 5 minutes

Teaching Skill: Classification/Prediction

Teacher’s Activity: The teacher shows various objects one by one (paper, leaf, plastic spoon, wooden block, cork, feather). For each object, the teacher asks, “Do you think this will float or sink?” and encourages pupils to guess.

Pupils’ Activity: Pupils look at the objects and make predictions (e.g., “Float!”).

Learning Point: Pupils begin to associate certain objects with the concept of floating.

Step 5: Practical Activity – Floating Experiment

Time: 6 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: The teacher invites pupils, in turns, to gently place the different objects (paper, leaf, plastic spoon, wooden block, cork, feather) into the bowl of water. The teacher asks, “What happened? Did it float?”

Pupils’ Activity: Pupils take turns placing objects in the water, observing what happens, and confirming if the objects float. They point to the floating objects.

Learning Point: Pupils actively experiment and observe objects floating in water.

Step 6: Reinforcement (Rhyme and Video)

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Floating Fun Rhyme” with actions. Then, the teacher plays the short video on floating and sinking, encouraging pupils to watch for floating objects. “Let’s sing our floating song and watch a video about floating things!”

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, pointing out objects they see floating.

Learning Point: Concepts are reinforced through song and visual media, enhancing memory.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

“What does ‘floating’ mean?”
“Can you point to an object that is floating in our bowl?”
“Name one thing that floats.”
“Why does a leaf float on water?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Closure

Teacher’s Activity: The teacher praises the pupils for their good work and participation. “You all did a great job learning about floating today! Remember, floating things stay on top of the water because they are light.”

Pupils’ Activity: Pupils respond to the praise and repeat the main idea.

Learning Point: Pupils leave with a positive feeling and a reinforced understanding of the lesson.

Lesson Keywords

Float – to stay on top of water.
Water – a clear liquid.
Light – not heavy.
Heavy – having much weight.
Object – a thing.

Differentiation

Support: For pupils who need extra help, the teacher can provide hand-over-hand guidance when placing objects in water, use larger objects for easier manipulation, and repeat the core explanation of floating multiple times. Focus on identifying just one or two floating objects.
Extension: For pupils who grasp the concept quickly, the teacher can introduce a few more objects (e.g., a small plastic toy, a crayon) and ask them to predict and test if they float. They can also be encouraged to explain in their own words why an object floats.