Splash Lab Intro Slides SPLASH LAB
Full, Empty, & Half-Full
Lesson 1
Capacity
The Big Question
How much can this cup hold?
Is it full, empty, or half-full?
EMPTY
There is nothing inside!
FULL
It is filled all the way to the top!
HALF-FULL
It is filled to the middle line.
Splash Time!
We are going to use our water and cups to make them Full , Empty , and Half-Full .
Water Workers Worksheet WATER WORKERS
Splash Lab Worksheet
NAME:
DATE:
Look at the cups! Use a BLUE CRAYON to color the water.
1 Color the Cups
EMPTY
(Don't color this one!)
HALF-FULL
(Color to the line)
FULL
(Color to the top!)
2 Circle the FULL one Level Up Teacher Guide Level Up Guide
Lesson 1: Full, Empty, and Half-Full
Objectives
Define full, empty, and half-full.
Fill containers to specific levels.
Demonstrate fine motor control.
Materials
Clear plastic cups (3 per group)
Pitchers of colored water (Blue)
Trays (to catch spills)
Masking tape (for the "half" line)
Towels for cleanup
The Hook (5 mins)
Hold up a clear cup. Pour water in until it's "Full." Ask: "Can I put more in?" (Wait for 'No!'). Drink or pour some out until it's "Empty." Ask: "What happened to the water?"
The Activity (15 mins)
1
The Fill Challenge
Give each student a cup with a tape line in the middle. Challenge them to fill it exactly to the line (Half-Full).
2
Status Check
Walk around and have students hold up their cups. Call out "Full!" "Empty!" or "Half-Full!" and have them adjust their water level accordingly.
Differentiation Tip:
For students who struggle with pouring, use a turkey baster or large sponges to transfer the water. This adds a sensory element and allows for more precise control.
Capacity Clash Slides Capacity Clash
Which Holds More?
Lesson 2
Comparing
The Great Mystery
TALL CUP
OR
WIDE BOWL
Which one holds MORE water?
PREDICTION
A prediction is a smart guess. Before we pour, we use our eyes to guess which one is bigger!
Look closely at the shapes!
THE POUR TEST
1
Fill the first container up to the top.
2
Pour it into the second container.
3
Does it overflow OR is there room left?
OVERFLOW!
If it spills over, the second one is SMALLER!
Pour and Predict Worksheet POUR & PREDICT
Splash Lab Experiment Log
NAME:
Step 1: Predict!
Look at the two cups on your tray. Which one do you think holds MORE?
A
I think "A"
VS
B
I think "B"
Step 2: Test!
Pour cup A into cup B. What happened? Draw a circle around the winner!
IT SPILLED!
Cup A holds MORE
THERE'S ROOM!
Cup B holds MORE
Draw the Biggest Container Comparison Lab Teacher Guide Comparison Lab Guide
Lesson 2: Which Holds More?
Objectives
Predict capacity using visual cues.
Compare two containers directly.
Use terms "more" and "less."
Key Vocabulary
PREDICT
Making a smart guess before testing.
CAPACITY
How much something can hold inside.
The Hook (5 mins)
Show a tiny thimble and a giant bucket. Ask: "If I want to take a bath, which one should I use?" Students will laugh—this establishes the logic of 'more' versus 'less' in a silly, relatable way.
Step-by-Step Test
1. Pair up containers that are deceptive:
A tall, very thin cylinder vs. a short, wide bowl.
A square box vs. a round cup.
2. The "Pour-Check":
"We fill the tall one. We pour it into the wide one. If there is still empty space in the wide one, that means the wide one holds more!"
Misconception Alert:
Pre-K students often equate "taller" with "more." This lesson specifically challenges that by using wide containers that may look smaller but have higher capacity.
Scoop and Score Slides Scoop and Score
Counting to Fill
Lesson 3
Measurement
Meet the Scoop
A Scoop is our tool.
We use it to count how much sand or rice fits inside!
1... 2... 3... FILL!
1
2
3
Count every scoop as you pour it in.
SCOOP SECRETS
Big Container =
Small Container =
Scoop Journal Worksheet My Scoop Journal
Splash Lab Counting Lab
Scientist:
Scoop the sand to fill the objects.
Small Cup
SCOOPS
Cereal Bowl
SCOOPS
Big Box
SCOOPS
Mystery Item
SCOOPS
Bonus Question!
Which one held the MOST scoops?
Scoop Stations Teacher Guide Scoop Stations Guide
Lesson 3: Scoop Counting
Station Essentials
Large bins of dry sand or rice.
Identical scoops for every student.
Assorted containers (labeled).
Counting Chant
"Scoop it up, pour it in,
The Activity Flow
1. Modeling the 'Level' Scoop
Show students how to shake the scoop so it is 'flat' on top. Heaping scoops will make their counts inconsistent.
2. Collaborative Counting
Have students work in pairs. One scoops, while the other puts a finger up for every scoop poured. They swap roles for the next container.
3. Verification
Ask: "Does everyone have the same number for the Small Cup?" Discuss why some might have 4 and others 5 (different scoop sizes or fullness).
Mathematical Shift:
This is the bridge from qualitative measurement (it looks big) to quantitative measurement (it is 10 scoops big). Encourage students to compare the numbers on their worksheet.
Magic Water Slides Magic Water Tricks
Shape Shifters
Lesson 4
Conservation
Is it Magic?
I have ONE CUP of water.
YES
NO
THE SECRET...
It is the SAME!
Water is like a shape-shifter. It moves and changes to fit the container, but the amount doesn't go away!
TALL
WIDE
"It looks short, but it's all still there!"
Magic Water Log Worksheet Magic Water Log
Splash Lab Observation Sheet
Observer:
1 The First Container
"This is my special cup of water."
GUESS:
If I pour this into the big flat pan, will the water go higher or lower?
Higher Lower
2 Draw What Happened!
Pour the water into the flat pan. Draw where the water level is now.
Did any water disappear?
NO
YES
Volume Secrets Teacher Guide Volume Secrets Guide
Lesson 4: Conservation of Volume
The Trick Kit
Clear graduated cylinders (tall/thin).
Clear pie pans or shallow tubs.
Food coloring (Red/Green for contrast).
Guiding Questions
"Where did the height go?"
"Is it still the same water we started with?"
"If we pour it back, will it reach the line again?"
The "Magic Trick" Setup
Stage the demo with high drama:
Show a tall cylinder filled halfway. Mark the line with a marker or tape.
Ask students to verify: "Is this all our water?"
Pour it into a wide, flat pan. The water will barely cover the bottom.
THE BIG REVEAL: Pour it back into the cylinder. It will return exactly to the original line.
Why this matters
Conservation is a difficult developmental milestone for Pre-K. Don't worry if they don't fully "get" it immediately—the goal is to plant the seed that appearance can be different from amount.
"Encourage students to use their hands to show the 'tall' height vs the 'wide' width of the same water."
Capacity Cafe Slides The Capacity Cafe
Serving Up Sizes!
Lesson 5
Application
Grand Opening!
Our customers are thirsty! We need to make sure every person gets the RIGHT SIZE drink.
Small
Medium
Large
DON'T SPILL!
A good Cafe Manager checks the cup. If the juice overflows, you need a BIGGER cup!
Ready to Play?
S
Small
M
Medium
L
Large
Pick your size and start pouring!
Cafe Menu and Order Cards Capacity Cafe
MENU & ORDER CARDS
Today's Specials
SMALL
1 Scoop
MEDIUM
3 Scoops
LARGE
5 Scoops
Cut along the lines
ORDER #1
Strawberry Juice
SIZE: LARGE
ORDER #2
Blueberry Splash
SIZE: SMALL
ORDER #3
Grape Fizzy
SIZE: MEDIUM
ORDER #4
Mystery Drink
SIZE: LARGE
Cafe Manager Teacher Guide Cafe Manager Guide
Lesson 5: The Capacity Cafe
Cafe Setup
3 bins labeled "Drink Juice" (water/sand/rice).
Sets of 3 nested cups (S, M, L).
Aprons and order trays.
Script Starters
"Welcome to Splash Cafe! How big is your thirst today?"
"One Medium order coming right up! Let me count 3 scoops..."
Facilitation Tips
Role Play Rotation
Assign roles: **Server** (fills the cup), **Manager** (checks the level), and **Customer** (orders the size). Rotate every 5 minutes.
The Troubleshooting Moment
Intentional Error: Give a student a "Large" order but only a "Small" cup. Watch them try to fill it. Ask: "What's the problem? How can we fix it?" This promotes problem-solving through size discrimination.
Assessment Opportunity:
Observe students as they select containers. Can they independently identify which of their three cups is 'Smallest' and 'Largest'? Do they use counting to verify the amount matches the menu?
Sequence Conclusion
