Hold up a small plastic toy (a figure or animal) beside the empty water tray. Keep the hook light: one problem, one question. Do not hand out foil or sticks yet.

Ask: What could we make so our toy can float on the water? Take two or three ideas. Smile at every idea.

Who helps us: boat-builders shape real boats so people and goods can travel on rivers and the sea.

Key idea for you

Use boat and float as ordinary everyday words today. The engineering idea to name is shape.

Quick model (do not float it yet): press a square of foil into a shallow open dish with raised sides. Say: I wonder if a wide open shape will sit better than a scrunched ball. Leave the model on the table as a gentle clue, not a recipe they must copy.

Misconception to head off: children may think only store-bought boats float. Name that we are makers too, and shape is what we can change.

Keep talk to about three minutes. Then move to making before energy dips.

Before the lesson

• Fill one or two water trays a few centimetres deep and set towels beside them (used in the next step). A second basin or roasting tray makes rotations much smoother.
• Tear foil into roughly hand-sized squares (about two per child so a second try is easy).
• Put lolly sticks in a shared tub; no cutting needed. Sticks are an optional add-on, not required for a complete first boat.
• Roll-up-sleeves reminder before anyone sits at a wet table later.

Build bursts

Run the make as two short bursts with a quick regroup, not one long sit. Junior Infants need time for fine motor work and tears are normal.

• Burst 1 (~6 min): each child (or pair) presses foil into a shallow open boat shape with a hollow middle and sides turned up. A wide open foil dish counts as a complete first boat.
• Regroup (~1 min): hold up two shapes (wide open vs scrunched). Ask: Which do you think will sit better on the water? Signal the stop yourself; do not rely on the board text for this.
• Burst 2 (~3 min): children steady their shape. Optional: add one or two sticks as sides, a mast, or a little seat by folding foil over them. No floating yet.

Look-fors (enough for success): raised sides and a hollow middle. Sticks are a bonus if time and fingers allow. Celebrate many different boats.

If foil tears: hand a fresh square; tears are normal at this age.

Board cue: read only the short line on screen, one move at a time. Add stick talk aloud in burst 2 if children are ready.

Sleeves up. Prefer two shallow trays or basins if you have them so more boats can test. Keep groups at each tray small: about four children maximum at a tray at once.

Rotation structure: half the class floats (small groups at the trays) while the other half stays at dry tables and plans one shape fix they might try (open the base wider, pinch sides higher, or move a stick). Then swap. Fold watchers in by asking: Do you think it will stay up? What could they change about the shape? Watching and thinking is part of the work; no separate desk worksheet.

One fix only if it tips or ships water. Name the word shape when you see a helpful change.

What to expect: many wide open boats will float; tight crumpled balls often tip or sink. An unexpected tip is useful: that is how we learn what to fix.

Spills: wipe straight away. Keep toys light if children want to add a passenger; a heavy toy can sink a good boat and confuse the talk.

Gather briefly at the tray or hold up two clear examples: one that floated well and one that tipped. Keep language simple. This is oral noticing only; no drawing or journal page.

Draw out: wide bottom, sides turned up, hollow middle. Revoice: A good shape helps a boat float.

Who helps us: boat-builders on rivers and the sea think carefully about shape so real boats carry people safely.

This is noticing talk, not a test. Every child who tried a boat has succeeded at making and testing.