Bonniebell & Friends
Measuring & exploring
A parent and carer guide to My Left Hand, My Foot and Bonniebell's Float or Sink Finding Sheet.
Little discoveries, at your child's own pace. These activities invite children to notice, compare, count, make a prediction and describe what they find. They can talk, point, draw, gesture or use their usual communication aid.
Before you begin
Choose one activity. Show your child what will happen, offer a choice and try one small step together. There is no need to finish every sheet in one sitting.
You will need: the worksheets, plain paper, a pencil and a real ruler or tape measure marked in centimetres. For the water activity, use a shallow bowl, a towel and a few safe objects.
Important: use real measurements
The ruler pictured on the hand sheet is decorative and may not be printed to scale. Use a real ruler for centimetres. The foot outlines labelled UK 3-9 are not a verified shoe-sizing chart. Use them to explore outlines and comparison only; do not use them to choose shoes. Printing or resizing can change their dimensions.
Make room for comfort and breaks
Let your child sit or stand comfortably and change position. Offer a stretch, a short walk or a quiet pause when they need one. Watch for turning away, rubbing hands, restlessness, frustration or becoming quiet; check what they need rather than assuming.
Practise a simple message: "I need a break" or "I have had enough now." A word, gesture or pointing to a break card all count. Respect the message. Return later if your child wants to.
Helpful words
"Shall we try together?" "What do you notice?"
"You can show me." "We can stop here."
Bonniebell & Friends
My hand & my foot
Explore length, outlines and the idea that everyone is different.
My Left Hand: step by step
1. Invite your child to rest their left hand on the paper, with fingers comfortably apart.
Help them identify left gently; either hand is fine for exploring.
2. Draw around the hand lightly, or offer to do it for them. If the printed space is too
small, trace onto plain paper. There is no need to fit the example outline.
3. On the tracing, place the zero mark of a real ruler at the base of the palm whereit
meets the wrist. Measure straight to the tip of the middle finger.
4. Read the length in centimetres together. Write it on the sheet, or let your child point
while you write. An approximate whole-centimetre answer is fine for this activity.My Foot: step by step
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1. Put paper on a firm, non-slip surface. Offer a supported seated position if that feels
easier. Socks can stay on if preferred; use the same approach when comparing later.
2. Help your child rest one foot on the paper and gently trace around it. Use plain paper if
needed. Keep the pencil away from skin and do not require standing or balancing.
3. Measure the tracing from the back of the heel to the tip of the longest toe, using the
zero mark of a real ruler. Record: My foot is about ___ cm long.
4. Compare outlines using longer, shorter or about the same. Treat the worksheet's
numbered outlines as pictures, not actual UK shoe sizes.
Adapt it to your child
If tracing feels tickly or uncomfortable, trace a glove or shoe instead and name what you
measured. Your child can watch, help hold the ruler or measure a favourite toy. Offer a
thicker pencil, reduce writing, or complete just one measurement.
Talk about the discovery
"Where does zero go?" "Which outline is longer?"
"Can you find the number on our number line?"
Keep comparisons kind: bigger is not better. Avoid judging bodies or comparing what
children should measure at a particular age. Everyone's hands and feet are different.
Bonniebell & Friends
Float or sink?
Make a prediction, test it and notice what happens.
Set up safely
An adult should stay beside the child throughout. Use a shallow bowl of cool water on a
stable surface; clear spills promptly and empty it straight afterwards. Choose clean,
smooth objects that are too large to swallow. Avoid sharp twigs, unknown plants,
batteries, magnets, electrical items and anything that could break.Explore together
1. Start with two or three suitable objects. A large plastic lid, a clean leaf or a sturdy
spoon can offer different things to investigate. Check every object first.
2. Ask: "Do you think it will float or sink?" Explain that float means staying at the
surface and sink means going down. Guessing is part of exploring; it is fine to be unsure.
3. Gently place one object in the water. Watch before moving it. Ask: "What happened?"
Record the result with a tick, drawing or your child's words.
4. Repeat if your child wants to. If an object changes over time, write both observations,4. Repeat if your child wants to. If an object changes over time, write both observations,
such as "floated first, then sank". There is no need to force one answer.
5. Finish by choosing a favourite object and sharing one discovery. Your child can point to
a feeling, use their own words or leave the reflection blank.
A simple explanation
"Water pushes up on things. What something is made of, its shape and any trapped air
can affect whether it floats." Avoid teaching that all heavy things sink and all light things
float. A large boat can float while a small pebble sinks.
For children who prefer less sensory input
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Let your child watch without touching water. Offer a spoon to place objects, a dry towel
nearby and fewer objects on the table. Describe each step before doing it. They can
direct you by pointing or choosing a picture.
Notice effort and curiosity
Try: "You looked carefully," "You noticed a change," or "Your guess helped us decide
what to test." A different result is a discovery, not a mistake.
Our little reflection:
My child noticed: _________________________________
What helped them take part: _______________________
Next time they would like: __________________________