Splish Splash Science: Teacher Script

Introduction & Warm-Up (5 minutes)

[Show Slide 1: Splish Splash Science]

Teacher (bright, enthusiastic):
“Hello, little scientists! Welcome to our Splish Splash Science adventure. Today we’re going to explore water and make some amazing discoveries together. Can everyone say, ‘Splish Splash Science’?”

Wait for students to respond.

Teacher:
“Fantastic! First, let’s gather in a circle right here on the floor.”

Pause as children settle.

[Show Slide 2: Today’s Plan]

Teacher:
“Here’s our plan for today:

1. Sinking & Floating
2. Color Mixing
3. Water Movement Playground

We’ll finish with a quick reflection and clean-up. Are you ready to become water explorers?”

Students respond.

Teacher:
“Great! Let’s put on our aprons and get ready.”

Sinking & Floating Exploration (10 minutes)

[Show Slide 3: Materials]

Teacher:
“I’m handing out your trays, cups of water, and lots of objects—stones, corks, little toys. First, let’s learn two important words: sink and float.”

Hold up a stone.

Teacher:
“If I drop this stone in the water, do you think it will sink (go down) or float (stay on top)? Show me thumbs-up for float, thumbs-down for sink.”

Pause for thumbs.

Teacher:
“Ready? Here we go!”
Drop stone.

Teacher:
“Wow—it sank! It went right to the bottom. Now it’s your turn.”

Distribute trays and objects.

Teacher (circulating):
“Pick one object. Make a prediction: will it sink or float? Then gently place it on the water.”

Give children time to test.

Teacher (prompting):
“What happened? Did it sink or float? Why do you think that happened?”

Encourage answers, offer simple vocabulary like “heavy,” “light,” “air.”
Rotate objects so each child tries at least three items.

Color Mixing Investigation (8 minutes)

[Show Slide 5: Color Mixing Investigation]

Teacher:
“Now we will become color scientists! Each of you has two cups of water with dropper paints. Watch me use this pipette.”

Demonstrate squeezing the pipette to pick up blue water, then drip onto paper.

Teacher:
“See how blue drops make a puddle. Now—carefully—add red drops next to blue. Watch the colors meet and mix.”

Students try.

Teacher (walking around):
“What new color did you make? I see purple, pink, orange—so beautiful! Can you name your new color?”

Encourage children to use color words as they drip and blend.

Water Movement Playground (5 minutes)

[Show Slide 6: Water Movement Playground]

Teacher:
“For our last experiment, let’s see how water moves. Use your pipette or spoon to drip a little water onto your paper.”

Demonstrate a drop.

Teacher:
“Now gently tilt the paper. Who can make a straight line? Who can swirl it in a curve?”

Children explore tilting.

Teacher (prompting):
“Look at those patterns! How does the water flow? Can you make a circle or a zig-zag?”

Celebrate each child’s pattern.

Reflection & Clean-Up (2 minutes)

[Show Slide 7: Reflection & Clean-Up]

Teacher:
“Great work, scientists! Let’s gather back in our circle. Who wants to share one thing they discovered today?”

Select a few volunteers.

Teacher:
“I heard some of you say your object floated, others said colors mixed into new hues, and everyone made neat water patterns. Let’s say our new words together: sink, float, mix, flow.”

Lead children in acting out each word.

Teacher:
“Time to clean up! Please hand me your droppers, and let’s wipe spills with paper towels. Don’t forget to take off your apron and hang it up.”

Assist as needed.

Teacher (cheerful):
“You all did an amazing job exploring water today. Give yourselves a big round of applause! Splish Splash Science was a success!”

Sinking & Floating Worksheet

Section A: Sinking or Floating?

Look at each object. Circle whether it sinks or floats.

1. Stone: sink ○ float ○
   
   
   
2. Cork: sink ○ float ○
   
   
   
3. Toy Boat: sink ○ float ○
   
   
   
4. Leaf: sink ○ float ○
   
   
   

Section B: Color Mixing

Look at each pair of colors. Draw the new color you make when you mix them.

1. 🔴 + 🟡 ⇒ ☐
   
   
   
   
   
   
   
2. 🟡 + 🔵 ⇒ ☐
   
   
   
   
   
   
   
3. 🔵 + 🔴 ⇒ ☐
   
   
   
   
   
   
   

Worksheet Answer Key: Sinking & Floating

Section A: Sinking or Floating?

For each object, the teacher should confirm that the child correctly identified whether it sinks or floats, and guide the reasoning.

1. Stone: sink

   • Thought Process: Stones are dense and heavy. When placed in water, they go down below the surface.
   • Teacher Tip: Ask “Was it heavy or light?” to reinforce density ideas.

2. Cork: float

   • Thought Process: Cork is light and full of tiny air pockets. It stays on top of the water.
   • Teacher Tip: Invite children to notice how cork bobbles gently on the surface.

3. Toy Boat: float

   • Thought Process: Although made of plastic or wood, the boat’s shape traps air underneath, keeping it on the water.
   • Teacher Tip: Compare the boat to a solid block of the same material—ask “Why do you think this shape floats but a block might sink?”

4. Leaf: float

   • Thought Process: Leaves are very light and spread out, and surface tension helps them stay on top.
   • Teacher Tip: Demonstrate gently placing a leaf on water to show how careful placement matters.

Section B: Color Mixing

Children draw the resulting color in each box. Confirm that the drawn hue matches the expected blend.

1. 🔴 + 🟡 ⇒ Orange

   • Thought Process: Red plus yellow light combine to make orange.
   • Teacher Tip: Show a real orange fruit and compare.

2. 🟡 + 🔵 ⇒ Green

   • Thought Process: Yellow plus blue light combine to make green.
   • Teacher Tip: Point out green leaves or grass as real-world examples.

3. 🔵 + 🔴 ⇒ Purple

   • Thought Process: Blue plus red light combine to make purple (or violet).
   • Teacher Tip: Compare to a purple flower or crayon.

Grading & Feedback Notes

• In Section A, look for clear circling of the correct option and ask children to articulate “heavy/light,” “air,” or “shape” reasons.
• In Section B, check that the child’s drawn color closely resembles the expected hue. If drawings look off, ask: “What happens if you add more of one color?” to deepen exploration.

Use these explanations to guide conversations and reinforce vocabulary: sink, float, mix, and flow.

Water Wonder Warm-Up

Time: 3 minutes

1. Wave Like Water (1 minute)

   • Have students stand in a circle and stretch their arms wide.
   • Teacher calls, “Flow like water!” and everyone sways side to side with their arms undulating like waves.
   • Prompt: “How does water move in the ocean?”

2. Drip-Drop Fingers (1 minute)

   • Show students how to make a gentle drip by tapping one fingertip on the table or floor: “Drip… drop… drip… drop…”
   • Invite them to experiment with a soft tap vs. a hard tap to mimic small drips and big splashes.
   • Ask: “Which one is louder? Which one is quieter?”

3. Sink or Float Sneak Peek (1 minute)

   • Hold up a clear cup of water and two objects (a small stone and a leaf).
   • Ask: “What do you think will happen if I drop the stone? The leaf?”
   • Have children show thumbs-up for “float” or thumbs-down for “sink.”
   • Reinforce vocabulary: sink, float.

Reflect & Dry Off

Time: 3 minutes

1. Draw your favorite water experiment from today:
   
   
   
   
   
   

2. Draw a face to show how exploring water made you feel:
   
   
   
   
   
   

3. Stand up and shake your arms like a towel to dry off all the water! (Teacher leads a fun shake-and-dry motion.)

4. Let’s say our four special words one more time and act them out together:

   • sink (pretend to go down)
   • float (pretend to bob on water)
   • mix (stir your hands together)
   • flow (wave your arms like flowing water)