Water Experiments

Kindergarten Cafe

You can't teach the child without teaching the WHOLE child! Welcome to Kindergarten Cafe, LLC - your home for teaching ideas, activities, and strategies to support you in teaching the whole child! I am Zeba McGibbon and I love creating resources for teachers and sharing my teaching experience with others. Kindergarten Cafe is aimed for kindergarten, but teachers of Preschool-Second grade can find resources here for their students! I love to connect with other teachers so please reach out and say hello!

Favorite Blog Posts

8 Easy Impulse Control Activities for Kids

Kids don’t automatically learn impulse control and self-regulation – you have to teach them strategies to use! I have 8 impulse control...

Sub Tub for a Smooth and Easy Absence

Most teachers will tell you that it is easier to come to work sick than make sub plans… enter the Sub Tub!...

Ideas for classroom jobs and why they are important

Classroom jobs are a critical part of the classroom community. They teach students responsibility, independence and teamwork. Not all classroom jobs are...

5 Steps to Making an Interactive Seesaw Activity

Are you using Seesaw this year or considering it for any hybrid or remote learning? It is a wonderful website and app...

Quick and Easy Movement Breaks for Distance Learning

No matter if you are teaching in a classroom or on a computer, your students will need movement beaks and your normal...

Key Water Ideas

I love teaching science with my students. I try to teach it in a way that is explorative, where I offer my students experiments that shape their thinking and deepen their understanding. For our unit on water, the main understanding that I want them to have is that water can change. Water can change from liquid to solid to gas. It can change shape depending on its container. Water can change how it acts depending on the material it is with – some materials absorb and some materials repel water.

Starting With Reflection

When starting any unit, I always start with a reflection on what the students already know about the concept and what questions they are wondering and hope to find out about the concept.

Exploring First

I also want to give my students a chance to just explore with the materials and write, draw, and discuss their observations. It was interesting that some students said the water smelled salty, when I used fresh water for the observation. I wonder if they associate salt with water because of the ocean and when they couldn’t smell anything, felt they should write what they know water smells like. I definitely want to think about this for next year.

Water Experiments

After exploring with the materials, I offered a few experiments to help guide their thinking. After each experiment, the students wrote and drew their observations and we discussed them as a class. These experiments below were testing how many drops of water could fit on a penny without spilling over (they got to about 20!) and which types of material would absorb and which would repeal water.

The other experiments involved the change in states from solid to liquid. Students were asked how to melt ice the fastest and they tried a few methods (From holding the ice in their hands to putting it on the heater to putting warm water on it). Students also watched how long it took ice and snow to melt and how much water would be in the cup when it did melt (most students thought the melted ice/snow would fill the same amount of cup as the ice and snow).

Our final experiment was whether objects would sink or float in water. Students first predicted what would happen and then watched if they were right or wrong! We had a great discussion on how scientists love when they are wrong because it teaches them important information!

Concluding Activity

Finally, we ended with an exciting activity that combined a lot of the knowledge we had learned this unit. Students were asked to build a boat as a team. They had to plan their boat design, build it, and then test it in the water. Students tested whether it would float and then, if it did float, how many pennies would it hold before sinking. I put out many different types of materials to choose from. Many students included sponges because they knew sponges float. However, when absorbed with water and with pennies placed on top it becomes very heavy very fast and sinks. The students reflected and wanted to revise their creation and build a new boat without sponges the second time. We used the book Who Sank the Boat? by Pamela Allen to introduce the activity.


Have you taught water before? What was successful for your students? Let me know in the comments!

All of these activities and response pages can be found in my water unit from my teachers pay teachers store.


Please enter your comment!
Please enter your name here

This site uses Akismet to reduce spam. Learn how your comment data is processed.

related posts


Emma Hayes

There I was in a hot yoga studio with plenty of bright natural light and bending myself into pretzel like positions for the very first time.