Thinking like a scientist

The value of these games lies in the cycle of predicting, testing and explaining. Asking children to commit to a guess before they test it makes the result matter to them. When the outcome surprises them, they have a genuine reason to look for an explanation.

Recording results with ticks, drawings or tallies introduces the idea that evidence is written down and compared, not just remembered.

Game 1: Sink or Float Challenge

Players: 2 to 6. Ages: 4 to 9. Time: 20 minutes. Materials: a clear tub of water, 10 small objects (cork, coin, apple, key, sponge, plastic lid, pebble, leaf, crayon, foil ball), a chart with 'sink' and 'float' columns, a towel.

Skill built: making predictions and comparing them with evidence.

• Each child picks an object and predicts whether it will sink or float, placing a marker on the chart.

• They lower the object into the water and the group checks the result.

• Correct predictions earn a point; surprises are discussed.

• At the end, sort all objects into groups and ask what the floaters have in common.

• Easier: use five objects with very obvious results and play as one team.

• Harder: give children a sheet of foil and challenge them to shape a boat that holds the most coins before sinking.

Game 2: Magnet Hunt

Players: pairs. Ages: 5 to 10. Time: 15 to 20 minutes. Materials: one bar magnet per pair, a tray of mixed items such as paper clips, buttons, spoons, foil, rubber bands and screws, two sorting hoops.

Pairs predict which items a magnet will attract, test each one and sort them into the hoops. They then walk around the room testing safe surfaces such as table legs and radiators. For younger children, include only items with clear results. For older children, ask them to find two metal objects that are not attracted and suggest why.

Safety and follow-up

Supervise water play closely and wipe up spills straight away. Keep small objects and magnets away from any child who still puts things in their mouth, and never let children handle mains electrical items as part of a test. Afterwards, ask each child to say one thing they predicted wrongly and what they now think.

Both games can be repeated with new objects over several weeks. Keep the same chart format so children notice patterns across sessions and can compare this week's predictions with last week's.

Key points

• Asking for a prediction first makes children care about the result.

• Simple charts and tallies introduce the habit of recording evidence.

• Surprising results are the best starting point for discussion.

• Supervise water, magnets and small objects closely with younger children.

Ready-made resources

Printable session plans and materials for this topic are available from EduTrend Contents: G4C-110 Thinking Games.

Photos: YY TEOH, Vasilina Sirotina / Unsplash