Grade Two Unit Plan: Buoyancy and Boats Sarah Morter 1

Unit Planner

Program of Studies Curricular Overview of Opportunities Competency Assessment Day

Outcome(s) (ies) Type (s)
2-7. 1- Describe, classify and order Students will be able to describe, Critical o F Sorting Mat:
materials on the basis of their classify, and order materials on the Thinking o S Will include
buoyancy. basis of their buoyancy. Students who three columns
have achieved this expectation will Communication “Object,
distinguish between materials that sink Prediction, and
in water and those that float. They will Managing Observation”.
also be aware that some “floaters” sit Information Students will
mostly above water, while others sit fill out the
mostly below water. The terms chart, examine
buoyancy and density may be each object,
introduced but are not required as part predict whether
of this learning expectation. it will float or
sink, and
Students will be instilled in a record their
provocation with an image of a cruise observations.
ship that will enhance their critical
thinking about how large objects might
be able to float.
https://aseancruising.com/worlds-
largest-ship-launched-ahead-inaugural-
voyage/

Statistics and Probability Students will participate in a “Sink or

1- Gather and record data about self
and others to answer questions.
[C, CN, PS, V]
Float activity. Teacher will ask students
to bring a variety of objects from home.
Students will make predictions based
on if the items will sink of float in
water. Students will use a “sorting mat”
Grade Two Unit Plan: Buoyancy and Boats
2.7. 3- Assemble materials so they will Students will work individually and
float, carry a load and be stable in
water.
Number
10-Apply mental mathematics
strategies for basic addition facts and
related subtraction facts to 18.
[C, CN, ME, PS, R, V]
Sarah Morter 2
to sort the objects. A large sheet of
construction paper that will be divided
in three and labeled “Object,
Prediction, & Observation”.
Students will record their predictions
and observations, and place each object
in the appropriate column.
Creativity and o F Rubric:
cooperatively to construct and choose Innovation o S Watercraft
from a variety of materials to create building
their own personal boat. Teacher will Collaboration assessment tool
provide students enough time to sketch, will provide
label, and record plans for the designs Critical teacher with
of their boats. Students will be Thinking assessment on
encouraged to modify their products if the student and
they do not float, and evaluate their how they are
designs (share what worked well and able to achieve
what improvements they made). this outcome
Teacher will create a classroom “store”
with the construction of their boats, that
will include prices for each of the
materials that they will use.
Students will use mental mathematics
strategies to add the prices of each
materials that they choose to use for
their boat.
Grade Two Unit Plan: Buoyancy and Boats
2.7. 4- Modify a watercraft to increase
the load it will carry.
Statistics and Probability
2- Construct and interpret concrete
graphs and pictographs to solve
problems.
[C, CN, PS, R, V]
Sarah Morter 3
Teacher will give students a budget of
$20.00 to buy their materials from the
store and construct their boat using the
materials that they have bought.
Students will test the boats they have Creativity and o F Rubric:
constructed with the materials given, to Innovation o S
see which holds the most mass.
Students will predict the loading Critical
capacity of their boat, record amount Thinking
the boat can hold, and the variables
which determines how much cargo that Managing
boat will hold. Information
Students will use four different types of Problem
cargo to test their boats (e.g., pennies, Solving
marbles, crayons, and dice).
Students will learn how to construct
and interpret concrete graphs by
conducting a small graphing exercise
(e.g. sticky notes, girls will put in the
girl column, and the boys will put
sticky note in the boy column). This
will allow students to explore what a
graph might look like.
Students will construct a concrete
graph, and examine the amount the
boat can hold using the four different
cargo materials.
Students will determine which cargo
Grade Two Unit Plan: Buoyancy and Boats Sarah Morter 4

material they would like to use for the

graphing portion.

Possible Formative (F) or Summative (S) Assessment Types

Admit/Exit Slips (AES) Graphic Organizer (G) Pass/Fail (PF) Journal (J) Test/Exam (T)
Checklist (CL) Interview (I) Poll/Survey (PS) Rubric (R) Quiz (Q)
Complete/Incomplete Know/Want to Know/Learned (KWL) Peer Evaluation (PE) Task Performance (TP)
(CI)
Frequency Chart (FC) Observations (OB) Portfolio (P) Self-Evaluation (SE) Other (OT)

Alberta Government Literacy& Numeracy Progressions

https://education.alberta.ca/media/3402192/lit-and-num-progressions.pdf
LA 3 Division II- Students analyze a task and identify the literacy skills needed to complete it.
LKU 1 Division II- Students understand and use conventions of language to comprehend and communicate oral print and digital texts.
LKU 2 Division II- Students select sources and analyze information from a variety of sources to respond to a problem, question, or
topic. With guidance students identify gaps to determine further information needs.
NKU 4 Division II- Students use effective non-digital methods or tools in a task involving numeracy.
NKU 3 Division II- Students create and interpret different representations of quantitative information.

Alberta Education Competencies (List the competency and explain how it relates to the outcome using the Alberta Education
Competencies Overview document)
https://www.ecsd.net/schools/1024/Programs/PublishingImages/Pages/Learning-Commons/8%20competencies.jpg
Alberta Education Competencies Overview
https://education.alberta.ca/media/3272998/competency-indicators-september-30-2016.pdf
Grade Two Unit Plan: Buoyancy and Boats Sarah Morter 5

Alberta Education Competencies (List the competency and explain how it relates to the outcome)
Problem Solving- Students will execute problem solving skills by working through real-life scenarios and problems using different
types of information.
Managing Information- Students will keep a record of the information they have gathered through a learning log.
Critical Thinking- Students will have to analyze and interpret different information to form the basis of their answers.
Communication- Students will share information and ideas through written and oral compilations.
Creativity and Innovation- Students will use their creativity to design and build their boats using many different materials.
Collaboration- Students will be involved in sharing information with their table groups, and helping each other with their design and
why they chose the materials they did.

Reflection and Revisions

References
Edmonton Public Schools. (1996). Topic B Buoyancy and Boats: Grade 2. Edmonton: Edmonton Public Schools