Floating and Sinking Game: Free Printable Game for Ages 2 to 4

Floating and Sinking Game is a free printable game for Ages 2 to 4 (ages 2 to 4), in Early Years. Guess, then test in the bath or a bowl. It comes from the Mini Minds Hub, a growing library of free printables from Jaques of London, the British games and toy company that has been making games for families since 1795.

It is two A4 pages. Page 1 is the activity for children. Page 2 is for the grown-up: it has notes on how to use the sheet, help for children who find it hard, a stretch idea, and the answers. Print it at home or in the classroom. Black and white printing works well.

What is on the sheet

This game includes a checklist to tick off.

A look at what children will meet:

• Rubber duck
• Wooden block
• Spoon
• Stone
• Cork
• Coin

Who this is for

Ages 2 to 4 (ages 2 to 4) in Early Years.

Early learning before school is best done through play, talk and hands-on activity. Keep sessions short, stop while it is still fun, and sit alongside your child. Use it at home, in class, on a rainy afternoon or at a family gathering.

What children practise

• Predicting
• Testing
• Talking

Predict and test which things float and which sink.

Learning focus and curriculum link

Subject: Science. Key stage: Early Years. It supports the subject at this level through short, focused practice.

This sheet is a practice and play activity. It supports classroom learning and is not a replacement for it.

How to use it

1. Print both pages. Page 1 is for the child. Keep page 2 for the grown-up.
2. Players: 1 child with a grown-up. Play time: 10 minutes. A grown-up must stay close to the water.
3. Work through the activity together the first time. Talk about each choice.
4. Check against the notes on page 2 and the answers.
5. Come back to it another day. Repeating a familiar activity builds confidence.

If it feels too hard

Say 'I think it will float'.

To stretch confident children

Find three more things to test.

Make it a game

Sort into floats and sinks.

Tips for parents and teachers

• Read the rules out loud together before you start, so everyone plays the same game.
• Take turns being the person who reads or checks. It builds listening as well as knowledge.
• Keep rounds short. Two quick games beat one long one.

A screen-free science activity for Ages 3 to 4

Children spend a lot of time on screens. This is a screen-free science activity that needs only paper and a pencil. It works as quiet time after school, a rainy day activity, a holiday boredom buster or a calm moment before bed. Screen-free learning gives eyes a rest and gets children talking, thinking and writing by hand.

Free science resources for teachers

Teachers can use this game as a starter, a plenary, an early finisher task, a supply teacher resource, a homework task or a table activity. It needs no preparation beyond printing. The learning focus and skills are listed above so you can match it to your planning, and page 2 gives support and stretch ideas for mixed ability groups.

Science ideas for parents at home

You do not need to be a teacher to use this. Read the sheet through, sit with your child for the first go and let them lead. Short bursts of ten to fifteen minutes work better than long sessions. If you are looking for free science worksheets for Ages 3 to 4, or simple home learning for the weekend or school holidays, this is a good place to start.

Home education and tutoring

Home educators and tutors can print this as part of a wider science plan. It pairs well with books, outdoor play and everyday talk. Because the sheet is free and printable, you can use it again for brothers and sisters or for revision a few weeks later.

Why it helps children learn

Hands-on, paper based activities slow learning down in a good way. Children read carefully, think before they answer and see their own progress on the page. Games and challenges add a reason to keep going. That mix of play and practice is why printable activities like this are popular with parents, teachers and home educators.

Curriculum links for teachers

This sheet supports the areas below. It is matched to the published England frameworks. Please check it against your own school plan.

What children will be able to do

• I can guess whether something will float or sink.
• I can test it in water.
• I can say what happened.

Check it worked

Ask these when the sheet is finished. Listen for the reasoning, not just the answer.

1. What do you think will happen when we put this in the water?
2. Was your guess right, and what did you see?
3. What do the things that float have in common?

More like this

• Mini Beast Hunt
• Puddle Science Cards
• Weather Chart for Nursery
• Healthy Teeth Chart

Same subject, one year up: Rainbow Colour Mixing

Why floating and sinking matters

Floating and sinking is one of the first science questions a small child can test for themselves. Will it float? Will it sink? A child can guess, drop the object in the water and see the answer straight away. There is no need for special equipment, and the result is always surprising enough to talk about. That is why it is a favourite in nurseries and at bath time.

The activity also teaches habits that matter far beyond water play. A child learns to make a prediction, to test it, and to say whether they were right. These are the first steps of scientific thinking. Many children will be wrong about some objects, and that is the point. A wrong guess followed by a clear result is how ideas change.

The sheet asks children to predict and test six everyday objects: a rubber duck, a wooden block, a spoon, a stone, a cork and a coin. The adult stays close to the water, and the child does the guessing and the talking. Page 2 gives the adult the answers and some questions to ask.

What the research says children find hard

The honest answer is that floating and sinking is harder than it looks, even for older children. We found one open-access study that describes the problem well. It is by Johanna van Schaik and colleagues, and it was published in Frontiers in Psychology in 2020. The children were in Dutch schools and ranged from kindergarten to third grade, so they were older than the 3 to 4 year olds this sheet is made for. We use it to understand the idea, not to make claims about nursery children.

• Children often judge by one feature. The authors write that children's predictions and explanations of the floating and the sinking of common objects are often based on a single feature, such as mass. In plain terms, many children think heavy things sink and light things float.
• The real idea is harder. The authors point out that whether something floats depends on mass and volume together, which is density. That is a hard idea for a young child, and we do not expect a 3 or 4 year old to learn it from this sheet.
• Hands-on exploration helped. In the study, 95 children explored a set of 10 systematically varied cubes and 96 explored a set of 10 common objects in a water basin. Afterwards, children who had explored the varied cubes were more accurate at predicting new cubes. The authors say even five minutes of exploration with systematically varied cubes can help children use a more advanced prediction strategy.
• Explanations did not differ. The study found no clear differences between the two groups in how children explained their predictions.

None of this means your child is behind if they say that big things sink. It is a very common idea. The best response is to keep testing and keep talking.

What children aged 3 to 4 are expected to learn

This sheet links to the Early Years Foundation Stage, in the area called Understanding the World. The statutory framework for England says understanding the world involves guiding children to make sense of their physical world and their community. It adds that the frequency and range of children's personal experiences increases their knowledge and sense of the world around them.

The framework sets out its expected goals at the end of Reception, so these are the destination for children who start at 3 and 4. For the natural world, children at the expected level of development will:

• explore the natural world around them, making observations and drawing pictures of animals and plants
• know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class
• understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

Floating and sinking is not named in those goals. What it does is build the habits behind them: looking closely, noticing similarities and differences, and talking about what happens. The framework also describes three characteristics of effective teaching and learning. The first is playing and exploring, where children investigate and experience things and have a go. The second is active learning, where children keep trying if they find something difficult. The third is creating and thinking critically, where children develop their own ideas and make links between ideas. A guess followed by a test uses all three.

Why a game or activity can help

Young children learn by doing, and this activity gives them something to do. There are two kinds of evidence worth knowing, and it is fair to be clear about what each one shows.

First, the water study above. Children who explored objects in water and then made predictions did better when the objects were varied in a useful way. That was a Dutch study of children from kindergarten to third grade, so it supports hands-on water exploration as a sound idea, not this particular sheet.

Second, a study of games with younger children. Researchers at Carnegie Mellon University found that low-income preschoolers who played a numerical board game for four 15-minute sessions improved their counting, number recognition, number comparison and number line estimation, and all of the gains remained nine weeks later. Children who played a similar game with colours instead of numbers showed no improvement. That study used a US sample and was about numbers, not science. We mention it only to show that short, structured play with a clear aim can be worth the time.

We have not found research on printed prediction sheets for floating and sinking. So we make a modest claim. The sheet gives a reason to predict, test and talk, and the adult's questions do the rest.

How to get the most out of the Floating and Sinking Game

1. Choose the place with care. A bowl or a washing-up bowl on the floor or a table is easier to manage than a bath. Use only a little water.
2. Stay with the child the whole time. This is not optional. See the safety section below.
3. Predict first. Ask "What do you think will happen?" and let the child answer in their own words, such as "I think it will float". Do not correct a wrong guess before the test.
4. Test one object at a time. Drop it gently in, watch together, and say what you see.
5. Talk about it. Ask: was your guess right? What did you see? What do the floating things have in common? The sheet suggests these three questions. Focus on the child's reasoning, not just the answer.
6. Add new things. Test three more objects, or sort items into a floats pile and a sinks pile. Try the same object in a different form, such as a ball of foil and a flat piece of foil.
7. Come back to it. Repeat it another day. Children enjoy checking whether they remember what happened.

Safety and supervision

Water play with small children needs an adult at all times. The NHS says to never leave a young child alone in the bath or playing with water, and that a baby or young child can drown in less than 5 centimetres (2 inches) of water. RoSPA, the Royal Society for the Prevention of Accidents, says to stay within arm's reach of children in the bath, not to step away for a phone call or the doorbell, and to pull the plug the moment bath time is over. Its advice on paddling pools is to always watch toddlers and to empty the pool straight after use.

Small objects need care too. The sheet suggests a stone and a coin. NI Direct, the Northern Ireland government's public information service, lists coins as a choking hazard for young children and says to store small items where children cannot reach them. It also says children under five often put objects in their mouths, which is a normal part of how they explore the world. The NHS says to check toys for small parts that a child could swallow. So for a 3 or 4 year old, choose objects that are too big to swallow, such as a large smooth pebble, and keep coins, marbles and button batteries out of the activity. Count the objects in and out when you finish. Never leave an object in the water afterwards.

The Early Years Foundation Stage framework says that providers must ensure children are adequately supervised. At home the same principle applies: one adult, close, paying attention. If you are a teacher or a childminder, follow your setting's own risk assessment and ratios.

Common mistakes, and what to say

• "Heavy things sink, light things float." The research above says children often judge by a single feature, such as mass. Test a heavy object that floats, such as a large piece of wood, and a small object that sinks, such as a small stone. Say: look, size is not the whole story.
• Telling the answer before the test. It is tempting to say "that will sink". Hold back. Let the child guess, then see.
• Treating a wrong guess as a failure. Say: that was a good guess, and now you know something new.
• Running too many tests at once. Three to six objects is plenty for a 3 or 4 year old. Stop while they are still keen.
• Forgetting to talk afterwards. The Dutch study found no clear difference in how children explained their predictions, whichever objects they explored. Talking is where the explanation grows. Ask "why do you think so?" and listen.

Why teachers matter to us

We are a games company, and we have been making games since 1795. We do not think a printable replaces a teacher or a nursery practitioner. A good adult notices which child has gone quiet, what a child really thinks, and which question to ask next. A 2011 report for the Sutton Trust looked at the impact of teachers on pupil achievement. It found that for poor pupils the difference between a good teacher and a bad teacher is a whole year's learning. That report is about school pupils and not about nursery children, so we cite it to make a general point.

It also found that paper qualifications and personal characteristics tell us very little about teacher quality, with factors such as experience and the university attended explaining less than 8%. A University of Bristol study of English pupils found considerable variability in teacher effectiveness. We take that as a reason to value the people who do this well. So we make our sheets free for teachers and early years practitioners.

A caution on the Sutton Trust figures: the report draws on US studies as well as English ones. The figure that paper credentials explain less than 8% of teacher quality comes from US research. We use them as pointers, not as a promise about any one child.

Why education matters to us

Children who are curious about the world and used to asking "what will happen if?" carry that into every subject. Education widens a child's options, and play is the oldest way of learning. Jaques of London has been making games and toys for families for generations. The Mini Minds Hub aims to carry that on: free, screen-free, and simple enough for a parent at the kitchen table or a keyworker in a nursery.

Floating and Sinking Game: 20 questions and answers

1. Why do some things float and others sink?

It depends on the material and the shape, not only the weight. Scientists call the key idea density. It is too hard for most 3 and 4 year olds, so just notice and describe what happens.

2. Is it true that heavy things sink and light things float?

Not always. The 2020 Frontiers in Psychology study says children often judge by a single feature, such as mass. A large piece of wood floats, and a small stone sinks.

3. Which objects are on the sheet?

A rubber duck, a wooden block, a spoon, a stone, a cork and a coin.

4. Is the coin safe for a 3 or 4 year old to use?

Treat it with care. NI Direct lists coins as a choking hazard for young children. Keep a close eye on it, or swap it for a larger safe object, and count everything back out.

5. How much water do I need?

A little. A washing-up bowl with a few centimetres is enough. The NHS says a young child can drown in less than 5 centimetres of water, so stay with them whatever the depth.

6. Can I do this in the bath?

Yes, with an adult within arm's reach, as RoSPA advises for baths. A bowl on a table or the floor is often easier.

7. What if my child tries to drink the water or put an object in their mouth?

Stop calmly and take the object away. NI Direct says children under five often put objects in their mouths, which is a normal part of how they explore the world. Pick objects that are too big to fit.

8. What should I say when my child guesses wrong?

Say that it was a good guess and now you know more. Then ask what they noticed. The aim is to explore, not to be right.

9. Which questions should I ask?

The sheet suggests three. What do you think will happen? Was your guess right, and what did you see? What do the floating things have in common?

10. What does the early years framework say about exploring?

It describes playing and exploring as children investigating and experiencing things and having a go. It lists this as one of three characteristics of effective teaching and learning.

11. Where does this fit in the EYFS?

It fits Understanding the World. The Reception goal for the natural world includes exploring the natural world around them and making observations.

12. Do children really learn from hands-on water play?

A Dutch study of children from kindergarten to third grade found that children who explored varied cubes in water were more accurate at later predictions. They were older than your child, so it supports the idea and does not prove it for this age.

13. Will my child understand density?

Probably not yet, and that is fine. The study's authors describe the real answer as depending on mass and volume together. Your child can build the experience that makes the idea easier later.

14. How can I make it easier?

Test just two objects, one that floats and one that sinks. Let your child say "float" or "sink" before each drop.

15. How can I make it harder?

Test three more objects, sort them into floats and sinks, or ask the child to find something in the house they think will float. Then check.

16. What if an object floats at first and then sinks?

Some objects fill with water and sink. Let the child watch and talk about what changed. You do not need to explain it all.

17. Why should I let my child guess before testing?

Prediction is a core science habit. Making a guess gives the child a reason to watch closely and a reason to care about the result.

18. Do games really help children learn?

Games give many quick repeats and a clear aim. A study of preschoolers found that four 15-minute sessions with a number board game improved number skills, and the gains lasted nine weeks. That study was about whole numbers in the US, so it is suggestive for science, not proof.

19. What should I do after the game?

Dry the objects, empty the water straight away, and put small items away out of reach. RoSPA advises emptying the bath as soon as bath time is over, and emptying a paddling pool straight after use.

20. Where can I find more early years sheets?

See the More like this section below, or browse all early years printables in the Mini Minds Hub.

Sources

1. Department for Education, Early years foundation stage statutory framework for group and school-based providers (from September 2026): assets.publishing.service.gov.uk.
2. van Schaik, Slim, Franse and Raijmakers, "Hands-On Exploration of Cubes' Floating and Sinking Benefits Children's Subsequent Buoyancy Predictions", Frontiers in Psychology (2020): frontiersin.org.
3. NHS, Baby and toddler play ideas: nhs.uk.
4. RoSPA, Drowning prevention: rospa.com.
5. NI Direct, Choking: nidirect.gov.uk.
6. Ramani and Siegler, Child Development (2008), reported by ScienceDaily: sciencedaily.com.
7. Sutton Trust, Improving the impact of teachers on pupil achievement in the UK, interim findings (2011): dera.ioe.ac.uk.
8. Slater, Davies and Burgess, University of Bristol CMPO Working Paper 09/212 (2009): bristol.ac.uk.

Frequently asked questions

What age is Floating and Sinking Game for?

It is written for Ages 2 to 4 (ages 2 to 4), in Early Years.

What will children practise?

Predict and test which things float and which sink.

How do I use it?

Players: 1 child with a grown-up. Play time: 10 minutes. A grown-up must stay close to the water.

What if it feels too hard?

Say 'I think it will float'.

Is it free?

Yes. It is free to print for home and classroom use.

Is Floating and Sinking Game suitable for teachers to use in class?

Yes. Teachers can use it as a starter, plenary, early finisher task, homework or table activity. It needs no preparation beyond printing.

Is this a screen-free activity?

Yes. It is a screen-free printable that needs only paper and a pencil, so it works well for quiet time, rainy days and school holidays.

Can I use it for home education?

Yes. Home educators and tutors can use it on its own or as part of a wider plan. It is free to print again for brothers, sisters or revision.

How long does it take?

Most children finish page 1 in 10 to 20 minutes. The notes on page 2 suggest ways to make it shorter or longer.

Do I need to print in colour?

No. It prints well in black and white on plain A4 paper.

More free printables

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