Entry Three
Student
Learning Through Structured Inquiry: Sink or Float
Last week, my Years 3 to 5 ASD students at the Alexandrewa School of Academics (pseudonym).
participated in a structured‑inquiry
lesson titled “Exploring Objects in Water: Sink or Float.” The goal of the
lesson was to engage students in making predictions, conducting experiments,
observing outcomes, and recording results using hands‑on, visual, and
communication supports tailored to their needs.
During the activity, students were asked to predict whether different objects would sink or float, then place them in water, sort them into “Sink” or “Float” baskets, and record the results on a visual chart or worksheet. Communication was supported with core boards containing key words such as sink, float, heavy, and light. Students communicated via gestures, AAC devices, or picture‑cards. While most needed assistance, one advanced student was able to independently stick items on their chart.
This structured‑inquiry approach positively impacted learning by:
- Enhancing observation skills: Students used real objects in water, manipulated them, and witnessed the outcome.
- Promoting prediction and reasoning: They thought about what might happen before testing, and then compared actual outcomes.
- Supporting communication and participation: All students could express their predictions and results using modalities appropriate to them.
- Boosting engagement: The sensory nature of the water experiment kept the students focused, though their excitement required short regulation breaks.
I am sharing examples of student work from this lesson: Work Samples
These work samples show how students participated in the process: the completed worksheets illustrate their recorded predictions, and ability to communicate what they observed. Structured inquiry provided a developmentally appropriate, accessible experience for my ASD students. It allowed exploration, supported communication, and gave all learners a chance to succeed. Today, I am proud to share these tangible outcomes of their inquiry.
References
Banchi,
H., & Bell, R. (2008). The many levels of inquiry. Science and
Children, 46(2), 26–29.
Twinkl.
(2025). Float or sink activity sheet. https://www.twinkl.co.uk/resource/t-t-5448-float-or-sink-activity-sheet
I like you post, it shows how structured inquiry supports learning for students with ASD. The “Sink or Float” lesson was a great way to help students explore science through hands-on investigation. Using real objects in water helped them make predictions, observe results, and record what they saw, key parts of scientific thinking (Banchi & Bell, 2008).
ReplyDeleteI like how you used communication supports such as pictures, core boards, and AAC devices. These tools made it possible for all students to share their ideas and results, which supports both learning and inclusion. The sensory nature of the activity also helped keep students engaged, showing how inquiry lessons can be both fun and educational.
The student work samples you shared provide clear evidence of learning. As Twinkl (2025) suggests, visual recording tools help students organize their thoughts and show what they know. In the future I would allow the students to predict first and then test it to see if they were correct. Good Job!
References
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Twinkl. (2025). Float or sink activity sheet. https://www.twinkl.co.uk/resource/t-t-5448-float-or-sink-activity-sheet
Thank you for sharing this detailed account of your “Sink or Float” structured inquiry lesson with Years 3–5 ASD learners. I appreciate how you thoughtfully matched the experience, from predictions to hands-on trials and recording outcomes, with communication supports like core boards, AAC devices, and picture cards so that all students could participate and express their thinking. The work samples you shared are meaningful evidence of engagement, reasoning, and ownership of learning.
ReplyDeleteYour approach illustrates how inquiry-based science instruction enables students to develop observation skills, hypothesis formulation, and sense-making through experience rather than rote memorization (Banchi & Bell, 2008). The use of visual recording tools aligns with Universal Design for Learning (UDL) principles and supports communication diversity (Twinkl, 2025). In addition, your focus on inclusion and student voice reflects the constructivist view that meaningful learning occurs when learners actively construct knowledge through authentic and collaborative experiences (Bruner, 1961). Well done on designing a developmentally appropriate, inclusive science experience that valued curiosity, action, and student voice.
References
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Twinkl. (2025). Float or sink activity sheet. https://www.twinkl.co.uk/resource/t-t-5448-float-or-sink-activity-sheet