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Boats and Buoyancy Unit Plan

Unit Planning Organization


Essential questions:
● Through interacting with floating and sinking items can students recall what floats and
sinks?
● Can students start to predict accurately whether an item will float or sink?
● While making their own boats, can student acknowledge what items are best to increase a
load and stability?

GLO and SLOs:

Understandings - Topic B: Buoyancy & Boats


Students explore what sinks and what floats, and what makes an effective watercraft. Through
building and testing a variety of floating objects, students learn the importance of selecting
appropriate materials and the importance of workmanship in shaping, positioning, fitting and
waterproofing their constructions, so they will do the intended job. Along the way, students learn
about balance and stability and about different methods that can be used in propelling a
watercraft. The concept of density is informally developed in this topic.

General Learner Expectations


Students will:
2-7 Construct objects that will float on and move through water, and evaluate
various designs for watercraft.
Specific Learner Expectations
Students will:
1. Describe, classify and order materials on the basis of their buoyancy. Students
who have achieved this expectation will distinguish between materials that sink in
water and those that float. They will also be aware that some "floaters" sit mostly
above water, while others sit mostly below water. The terms buoyancy and
density may be introduced but are not required as part of this learning expectation.
2. Alter or add to a floating object so that it will sink, and alter or add to a non
floating object so that it will float.
3. Assemble materials so they will float, carry a load and be stable in water.
4. Modify a watercraft to increase the load it will carry.
5. Modify a watercraft to increase its stability in water.
6. Evaluate the appropriateness of various materials to the construction of
watercraft, in particular:
○ the degree to which the material is waterproof (not porous)
○ the ability to form waterproof joints between parts
○ the stiffness or rigidity of the material
○ the buoyancy of the material.
7. Develop or adapt methods of construction that are appropriate to the design task.
8. Adapt the design of a watercraft so it can be propelled through water.
9. Explain why a given material, design or component is appropriate to the design
task.

Resources consulted:
● Science program of studies:
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=379983#871617
● 20 Boat Craft Ideas: https://www.redtedart.com/boat-craft-ideas-for-summer/
● Floating Lemons and sinking limes:
https://www.stevespanglerscience.com/lab/experiments/floating-lemons-and-sinking-
limes/
● 60 formative assessments:
http://www.stma.k12.mn.us/documents/DW/Q_Comp/FormativeAssessStrategies.pdf

Monday Wednesday

W March 5th March 7th


e
e Intro Lesson No class/ wellness convention at the Multi
k purpose building.
Title: Let's explore together to find things
# that float or/and sink.
1
Key Question: What does buoyancy mean?
Can you feel buoyancy? Can you predict
items that float or sink?

Topic: Students will be introduced to the


unit of boats and buoyancy. In today’s class
we define float and sink and buoyancy.
Predict as a class items that float or sink.

GLO: 2-7 Construct objects that will float


on and move through water, and evaluate
various designs for watercraft.
Specific Learner Expectations
Students will:
1. Describe, classify and order
materials on the basis of their
buoyancy. Students who have
achieved this expectation will
distinguish between materials that
sink in water and those that float.
They will also be aware that some
"floaters" sit mostly above water,
while others sit mostly below water.
The terms buoyancy and density
may be introduced but are not
required as part of this learning
expectation.

Activity: Student’s will first predict things


that float or sink with the interactive drawing
prepare.
Then students will be able to experiment
with same items on the interactive drawing
to see if they actually float or sink next
class.
All students will have a chance to feel
buoyancy by pushing a balloon down in the
water.

Pre assessment: Every student will receive


a sticky note. Divide the sticky note into two
sections. In the first section the student will
write one thing they think floats and one
think they think sinks.

Exit Slip: On the other section students will


write one thing that they saw float and one
think they saw sink.
Materials:
● Sticky notes
● Float and sink interactive drawing
● Tote/ sink with water
● Balloon to feel buoyancy

W March 12th March 14th


e
e Title: Float or Sink? Title: Sink or Float? Think again.
k
Key questions: What are items that float? Key Questions: How can we change
# What are items that sink? Last class, did we something that floats to make it sink? Or
2 predict some of the items correctly? how do we make something sink float?

GLO: 2-7 Construct objects that will float GLO: 2-7 Construct objects that will float
on and move through water, and evaluate on and move through water, and evaluate
various designs for watercraft. various designs for watercraft.
Specific Learner Expectations Specific Learner Expectations
Students will: Students will:
1. Describe, classify and order 2. Alter or add to a floating object so
materials on the basis of their that it will sink, and alter or add to a
buoyancy. Students who have
non floating object so that it will
achieved this expectation will
float.
distinguish between materials that
sink in water and those that float.
Activity: Experiment with an orange.
They will also be aware that some Students will be able to test that a orange
"floaters" sit mostly above water, floats but when it is peeled it sinks. Also
while others sit mostly below water. experiment with a object that sinks and
make it float by adding epsom salt to the
The terms buoyancy and density water.
may be introduced but are not
required as part of this learning Pre Assessment: Students will talk in their
expectation. table groups about whether they think their
orange will float or not.

Activity: Experiment with the items that we Formative assessment: Thumbs up and
used in the interactive drawing. thumbs down question for understanding of
take aways.

Pre Assessment: Pick two items and predict Materials:


● 16 ice cream buckets
what you think will happen on a sticky note. ● 16 oranges
At the end of class we will reflect and ● Epsom salt
● Egg or another object that doesn’t
record whether students predicted correctly.
float.
Materials: Items that float or sink, tote of
water and recording sheet.

W March 19th March 21st


e Title: Let's plan to build a boat!
e Title: Let's plan to build a boat!
k Key Question: What materials will you need
to create a boat? Key Question: What materials will you need
# to create a boat?
SLO: 2-7 Construct objects that will float
3 on and move through water, and evaluate SLO: 2-7 Construct objects that will float
various designs for watercraft. on and move through water, and evaluate
3. Assemble materials so they will various designs for watercraft.
float, carry a load and be stable in 3. Assemble materials so they will
water. float, carry a load and be stable in
7. Develop or adapt methods of water.
construction that are appropriate to 7. Develop or adapt methods of
the design task. construction that are appropriate to
the design task.
Activity: Students will develop a plan to
make a boat. This plan will include and Activity: Students will develop a plan to
drawing of what they want their boat to look make a boat. This plan will include and
like and the materials that they will need to drawing of what they want their boat to look
build it themselves. like and the materials that they will need to
build it themselves.
Pre Assessment: Choral response students
will answer to a series of questions all Pre Assessment: Choral response students
together as a class to check for will answer to a series of questions all
understanding. together as a class to check for
● What is our goal today? understanding.
● What are we writing down on our ● What is our goal today?
planning sheet? ● What are we writing down on our
● Do you need a drawing of your planning sheet?
boat? ● Do you need a drawing of your
● Do you need the materials required? boat?
● Do you need the materials required?
Formative assessment: Analogy student will
keep their plan in my and use an analogy to Formative assessment: Analogy student will
share how their boat will float with keep their plan in mind and use an analogy
something related to the book or floating to share how their boat will float with
and sinking experiment. something related to the book or floating
and sinking experiment.
Materials:
● The boat picture book Materials:
● 16 planning sheets ● The boat picture book
● A storybook about boats ● 16 planning sheets
● A storybook about boats

W March 26 March 28
e
e Title: Lets build a boat! Title: Lets build a boat!
k
Key Question: Did you pick materials that Key Question: Did you pick materials that
# are good to make a boat with? are good to make a boat with?
4
SLO: 2-7 Construct objects that will float SLO: 2-7 Construct objects that will float
on and move through water, and evaluate on and move through water, and evaluate
various designs for watercraft. various designs for watercraft.
3. Assemble materials so they will 3. Assemble materials so they will
float, carry a load and be stable in float, carry a load and be stable in
water. water.
6. Evaluate the appropriateness of 6. Evaluate the appropriateness of
various materials to the construction various materials to the construction
of watercraft, in particular: of watercraft, in particular:
○ the degree to which the ○ the degree to which the
material is waterproof (not material is waterproof (not
porous) porous)
○ the ability to form waterproof ○ the ability to form waterproof
joints between parts joints between parts
○ the stiffness or rigidity of the ○ the stiffness or rigidity of the
material material
○ the buoyancy of the material. ○ the buoyancy of the material.

7. Develop or adapt methods of 7. Develop or adapt methods of


construction that are appropriate to construction that are appropriate to
the design task. the design task.

Activity: Students will build their boats Activity: Students will build their boats
according to the plan they developed. according to the plan they developed.

Pre Assessment: Thumbs up or down. Pre Assessment: Thumbs up or down.


Thumbs up if you feel confident on using Thumbs up if you feel confident on using
your plan to build your boat, thumbs down if your plan to build your boat, thumbs down if
you need help with your plan. you need help with your plan.

Exit Slip: Rate your progress of building Exit Slip: Rate your progress of building
your boat. 1-5, 1 being just started 3 your boat. 1-5, 1 being just started 3
halfway there 5 completed no halfway there 5 completed no
improvements needed. improvements needed.
Materials: Materials:
● Materials the students made plans ● Materials the students made plans
to build their boats with. to build their boats with.

W April 9th April 11th


e
e Title: Let’s put our boats to work! Title: Let’s put our boats to work!
k
Key Questions: Can your boat carry a load? Key Questions: Can your boat carry a load?
# Can do you modify to allow it to carry the Can do you modify to allow it to carry the
5 more of a load? more of a load?

SLO: 2-7 Construct objects that will float SLO: 2-7 Construct objects that will float
on and move through water, and evaluate on and move through water, and evaluate
various designs for watercraft. various designs for watercraft.
4. Modify a watercraft to increase 4. Modify a watercraft to increase
the load it will carry. the load it will carry.
6. Evaluate the appropriateness of 6. Evaluate the appropriateness of
various materials to the construction various materials to the construction
of watercraft, in particular: of watercraft, in particular:
○ the degree to which the ○ the degree to which the
material is waterproof (not material is waterproof (not
porous) porous)
○ the ability to form waterproof ○ the ability to form waterproof
joints between parts joints between parts
○ the stiffness or rigidity of the ○ the stiffness or rigidity of the
material material
○ the buoyancy of the material. ○ the buoyancy of the material.
7. Develop or adapt methods of 7. Develop or adapt methods of
construction that are appropriate to construction that are appropriate to
the design task. the design task.

Activity: Students will apply a load to the Activity: Students will apply a load to the
boat they have created. The goal is to boat they have created. The goal is to
create the boat that carries the biggest load. create the boat that carries the biggest load.

Pre Assessment: Students will need to Pre Assessment: Students will need to
understand the word load. With their elbow understand the word load. With their elbow
partner they will discuss what they think partner they will discuss what they think
load means. Together we will define the load means. Together we will define the
true meaning and do a thumbs up to check true meaning and do a thumbs up to check
for understanding. for understanding.
Exit Slip: Students will record how much of Exit Slip: Students will record how much of
a load they were able to apply to their boat. a load they were able to apply to their boat.

Materials: Materials:
● Lots of marbles. ● Lots of marbles.
● More building materials that help the ● More building materials that help the
boats float and become more stable. boats float and become more stable.
● 16 recording sheets/ exit slips. ● 16 recording sheets/ exit slips
● Totes to fill with water. ● Totes to fill with water.

W April 16th April 18th


e
e Title: Continue challenging your boat’s
k abilities. Title: Challenge and rate your boat!
Key Question:
#
6 SLO: 2-7 Construct objects that will float Key Question: Do you think your boat met
on and move through water, and evaluate the challenges we put it through?
various designs for watercraft.
5. Modify a watercraft to increase its SLOs: 2-7 Construct objects that will
stability in water. float on and move through water, and
6. Evaluate the appropriateness of evaluate various designs for watercraft.
various materials to the construction 8. Adapt the design of a watercraft
of watercraft, in particular: so it can be propelled through water.
○ the degree to which the 9. Explain why a given material,
material is waterproof (not
design or component is appropriate
porous)
to the design task.
○ the ability to form waterproof
joints between parts
○ the stiffness or rigidity of the Activity: Students will test their boats by
blowing air on their boat to move it from a
material certain area to another area. Students will
○ the buoyancy of the material. race their boats in heats to find the boat that
7. Develop or adapt methods of can reach the designated point soonest.
construction that are appropriate to
Pre Assessment: Students will explore the
the design task. word, propel.

Exit Slip: Students will rate their boats


Activity: Students will continue apply and overall ability to float on the water, being
modifying their boats. The goal is to create stable, holding a load and being propelling
the boat that carries the biggest load. from one area to the next.

Exit Slip: On a sticky note students will Materials:


indicate whether or not they were able to ● Big tote with water
increase their boats ability to carry more ● 16 exit slips for the students to rate
their boat.
marbles than the day before.

Materials:
● Lots of marbles.
● More building materials that help the
boats float and become more stable.
● 16 recording sheets/ exit slips used
from the day before
● Totes to fill with water.