The Learning in Science Project (Primary)--LISP(P)--developed a handbook for a unit on "floating and sinking". The handbook contains information about ideas children and scientists have about the topic and several investigations and projects designed to help teachers move children gradually from intuitive explanations toward those which will ultimately be more useful to them. This paper is part of a formative evaluation of the handbook. Analyses included focus on: (1) unit objectives (which are not stated formally in the unit); (2) time allocation (not specified in the unit); (3) vocabulary; (4) definitions provided; (5) scientific background provided; (6) emphasis placed on teachers knowing about the ideas their students bring to their lessons; (7) sequencing of activities; (8) model of science fostered; (9) attitudes toward the learning of science fostered; and (10) instructional strategies. Questions provoked by these analyses are recorded for each area addressed. So that the authors of the handbook could respond to some of the questions, a set of questions was prepared and presented to them. The questions and the responses are included in an appendix. (JN)