Overview

This first lesson in the "Designing Safe Boats" unit is an engaging exploration of buoyancy and flotation for Year 1 students. Children will investigate which objects float or sink by experimenting with a variety of items in water. This hands-on approach develops their understanding of basic physical properties and sets the foundation for designing safe, floating boats.

Duration

30 minutes

Class Size

15 students

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Curriculum Links

Technology Learning Area: Level 1 (Year 1)

• Strand: Technological Practice Students will:
• Explore and investigate how things work in the world around them.
• Explore simple technological systems and products through play and trial.
• Strand: Nature of Technology Students will:
• Understand that technology involves techniques and tools to meet a purpose.
• Explore how things move and change.
• Key Competencies:
• Participating and contributing: Collaborate in shared activities.
• Thinking: Thinking critically and creatively through problem-solving experimentation.
• Using language, symbols and texts: Communicate observations.

These align with the New Zealand Curriculum Refresh and support technological literacy appropriate to Year 1 students.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Observe and describe whether an object floats or sinks when placed in water.
2. Identify that objects have different properties that affect their ability to float.
3. Communicate their observations using simple language.
4. Work cooperatively in a shared exploration activity.

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Lesson Structure

Materials Needed

• Large clear container or tub filled with water
• Various safe objects to test (e.g., cork, plastic bottle caps, small wooden blocks, metal spoons, rubber balls, paper clips, sponges)
• Towels for spills
• Chart paper or whiteboard for observations
• Picture cards illustrating “float” and “sink”

1. Introduction (5 minutes)

• Begin by showing students a container filled with water.
• Ask: "What do you think will happen if we put this (hold up an object) in the water?"
• Briefly discuss the concept of floating and sinking in simple terms: "Some things stay on top of the water; we say they float. Other things go down—we say they sink."
• Show picture cards for "float" and "sink" to introduce new vocabulary.

2. Exploration Activity (15 minutes)

• Divide students into small groups (3-4 per group) to work with selected objects.
• Each group will take turns placing objects into the water and observe what happens.
• Ask guiding questions:
• "Does this float or sink?"
• "Can you tell me why it floated or sank?"
• Encourage students to predict before testing each object.
• Record their findings on a simple chart or class whiteboard with pictures and words ("floats" / "sinks").
• Teachers circulate to support discussion and prompt thinking.

3. Group Discussion and Reflection (7 minutes)

• Bring the class back together.
• Talk about what they noticed: "Which objects floated? Which sank?"
• Highlight that some things float because of what they're made of or their shape.
• Use simple examples: "Wood floats because it is light and full of tiny holes that help it stay on top."
• Ask students to share their favourite floating object.

4. Wrap-up and Learning Connections (3 minutes)

• Reinforce the key ideas: "Today we found out that things float or sink depending on what they are made of or how they are shaped."
• Connect to the upcoming lessons: "Next time, we will think about how to design our own boats that float safely!"
• Praise students for their curiosity and teamwork.

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Assessment and Evidence of Learning

• Observe students' ability to classify objects as floating or sinking.
• Listen to student explanations during group discussions to gauge understanding.
• Check their participation and ability to predict outcomes before testing.
• Use the shared chart as a visual assessment tool showing concepts of float and sink.
• Encourage students to use new vocabulary in describing their observations.

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Teacher Notes and Tips

• Safety first: Ensure all objects are safe, non-toxic, and appropriate for children to handle.
• Be ready to support language where necessary, especially for children who may be English language learners or reluctant speakers.
• Celebrate all contributions, emphasising that sometimes it’s okay to be surprised by results.
• Use te reo Māori terms related to water and floating/sinking if possible, such as "kauhoe" (float/swim), to enhance cultural relevance.
• Use simple scientific language but keep explanations concrete and visual.

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This lesson plan aligns with the New Zealand Curriculum Refresh for Technology at Level 1 by focusing on experiencing and investigating technological concepts through hands-on activities, encouraging foundational problem-solving skills and communication, and fostering engagement through play and discovery.

Summary Timeline

Time	Activity
0–5 mins	Introduction and motivation
5–20 mins	Group exploration and testing
20–27 mins	Whole class discussion
27–30 mins	Wrap-up and reflection

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Teachers who follow this plan will create an engaging and meaningful start to the "Designing Safe Boats" unit, sparking excitement for learning more about technology and design in real-world contexts.

If you would like, I can also assist with ideas for student worksheets, digital tools to support this lesson, or extension activities for early finishers!