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Overview
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. (Edmonton
Public Schools)
The delivery of this mission adopts the game based theory developed by Quest to Learn. Instead of a mission,
students will be presented with a mission. The completion of the mission can only be achieved be passing quests
along the way. Once the quests are complete, students challenge the boss level. Once the student meets the boss
level requirements, the student successfully completes the mission.
Rationale
The study of boats and buoyancy reinforces important learning outcomes introduced in the liquids mission, such
as density. Students are able to build on previously learned knowledge to understand real-world applications of
density and buoyancy. Boats are an astounding engineering accomplishment created by man one that should
be celebrated and shared. Throughout the process of learning about buoyancy and boats, students will develop
vital problem-solving skills through exploration, investigation, interpretation, and reflection. This mission will
also foster positive learning attitudes towards the study of science. This mission will nurture a students inherent
curiosity about the world and help develop creativity, confidence, perseverance, and appreciation for the
sciences.
The purpose of choosing a game-based approach to this mission is to make the mission more fun and engaging.
Student interest and engagement is vital for optimal learning. Students who buy into the scenario of the mission
marooned on an island with a desperate need to find a way off the island will be more engaged in the
learning opportunities set before them in the quests. Students wont want to miss out on the story of what
happens next, and they will want to be a part of solving the problem at hand!
Essential Question
Literacy Connection
dream Boats by Dan Bar-el
FNMI Connection
Life in an Anishinabe Camp Niki Walker
Shin-chis Canoe Nicola I. Campbell
Storm Boy Paul Owen Lewis
The Voyageurs Ian and Sally Wilson
Birch Bark Canoe Craft - http://www.enchantedlearning.com/crafts/na/canoe/
Canoe Colouring Sheet - http://friendsofarrowrock.org/coloring-pages/
Assessments
Formative
Buoyancy and Boats Master Worksheets
Marooned Journal
Summative
Optimum Boat Design Plan
Optimum Boats *Differentiation Oral Explanation
Differentiated Instruction
Instruction will be largely hands-on including necessary visuals to meet the needs of several learning styles.
Students will work largely in groups to investigate quests which will promote collaboration and problemsolving. Some lessons will include centers, which will provide students an opportunity to excel in at least one
area and to help others within the group.
The Buoyancy and Boats Master Worksheets act as graphic organizers for students to organize their ideas,
observations, and understandings throughout the mission. This visual tool will help students express their
learning and identify areas of difficulty. These worksheets also act as formative assessment tools for the teacher
to identify areas of difficulty for students.
The Marooned Journal is a free form of expression where students can reflect on what they learned and
creatively engage with the dominant narrative of the mission. The journal allows students of all levels to express
their understandings at their own level.
The Optimum Boat Design summative assignment provides student with a wide-range of possibilities to express
the specific learning outcomes from the mission. For ESL students or students with lower literacy skills, the
explanation component offers the student a change to express their understanding of the outcomes.
Links to Other Classes
Language Arts: This unit heavily endorses reading, writing, listening, speaking, viewing, and representing.
Activities like writing a message in a bottle and the island logbook are creative additions to endorse creative
thought and writing.
Math: Counting weights and/or the number of items a boat can hold endorses numeracy.
Computer:
Buoyancy and Boats (interactive game): http://www.wonderville.ca/asset/buoyancy-and-boats
Fishing with Hayley (interactive game): http://www.wonderville.ca/asset/fishing-with-hayley
Gym (Optional): With creativity, gym class can be planned to accentuate areas of the narrative or to teach
about buoyancy and boats.
Sink the Ship Game: https://www.youtube.com/watch?v=4wFE8kR9qCQ
Health: As a cultural connection, I will read dream Boats by Dan Bar-el in Health class. As part of an FNMI
connection, we will read Shin-chis Canoe by Nicola I. Campbell in Health Class, and introduce and discuss
residential schools with the students.
April 2016
Sunday
Monday
Tuesday
Wednesday Thursday
4 Introduction to
Mission
1) Start Scenario:
Student Story
How are we going to
get off the island?
2) Introduce Mission:
How can we build the
optimal boat?
3) Team name and flag
5 Explain Tokens 6
and Token Chart
Quest 1:
Distinguish
between
materials that
sink/float in
water. SLO 1
Activity: Sinking
or Floating?
Master #2
10
17
11 Quest 3:
Assemble/modify
materials/watercrafts
to float, carry a load,
and be stable in water.
SLO 3&4
12 Quest 4:
13
Modify a
watercraft to
increase its
stability in water.
SLO 5
Activity: Plasticine
Boats
Master #11
Activity: Staying
Up Right
Master #15
18 Quest 5: Evaluate 19
the appropriateness of
various materials to the
construction of a
watercraft. SLO 6&7
Activity: Seals and
Bonds
Master #21&22
24
25 Building the
26
Optimum Boat Day 2
Master #29&30
20
Friday
Saturday
16
21 Quest 6:
Develop/adapt
methods of
design to
construct a
watercraft that
can be propelled
through water.
SLO 7&8
Activity: Paddle
Boats, Jet Boats
Centers
23
22 Boss Level:
Explain why a
given material,
design, or
component is
appropriate to
the design task.
SLO 9
Activity: Building
the Optimum
Boat Day 1
Master #23&28
Before class: Cut out the introduction story and tape one piece of the story under each students desk. Set the
PowerPoint to slide one airplane.
During class: 1) Hand out airplane tickets on the way into class. Follow the script. Prompt students who
struggle with reading. After the story is complete, ask students how they are going to get off the island. Wait for
the proper response- a boat. (30 minutes) 2) Use slide seven to introduce the mission: how can we build the
optimal boat? Do a class KWL chart together. (10 minutes) 3) Ask each group to come up with a team name.
Then have each group construct a team flag together. (20 minutes)
Lesson 2: Quest 1 - Distinguish between materials that sink/float in water.
Before class: Create a token chart; this chart should have a column up to fifty for each team. For each
complete assignment, each student will receive one token. Each group can also receive a bonus token each class
for working well as a group. There is the potential for each team to receive five tokens per class. Also, prepare
student journals with quest checklist. Set the PowerPoint to slide eight.
During class: 1) Review yesterdays class to reinforce the narrative of the unit. 2) Explain the token chart to
the students. Emphasize the importance of working together as a group think win-win and synergize. 3) Hand
out and explain the student journals and quest checklist. (15 minutes) 4) Introduce quest one with the
PowerPoint. Activity: Sinking or Floating Master #2. (35 minutes) 5) Students write in their journal this is
an opportunity for students to express what they learned and to write creatively and imaginatively about their
experience on the island. (10 minutes)
Lesson 3: Quest 2 - Alter floating/non-floating objects to make them sink/float.
Before class: Set the PowerPoint to slide nine.
During class: 1) Review the token chart. 2) Review student journals. 3) Review last class: what did we
learn? What should we construct out boat out of? (10 minutes) 4) Activity: Mystery Bottle Master #4 & 5.
Start this section asking students what people who are stranded on an island might do to try and get a message
to the outside world put a message in a bottle. Have students pull out their tickets and write a message to put
in a bottle. Ask students what do we need to do to make sure our bottle will stay afloat? Then start the activity.
At the end of the activity, students can put their messages in a bottle. (40 Minutes) 5) Students write in their
journal this is an opportunity for students to express what they learned and to write creatively and
imaginatively about their experience on the island. (10 Minutes).
***Now that the narrative has been established. Feel free to take narrative liberties for each lesson. The
more you can incorporate the narrative in the lessons, the more fun and engaging the classes will be for
you and your students. I introduce each lesson with a brief addition to the narrative. Students are also
adding to the narrative in their island logbooks. Feel free to ask students what is going on in their island
world!
Lesson 4: Quest 2 - Day 2 & Day 3 Combined
Before class: Set the PowerPoint to slide nine.
During class: 1) Review last class: what did we learn? Trapped air makes bottles buoyant. 2) Demonstrate
Placement of an Object activity. 3) Demonstrate Sinking Floaters activity. (10 Minutes) 4) Activity: Floating
Sinkers Master #8. In their groups, students are given materials to try to construct an object that will cause
sinkers to float. (40 Minutes) 5) Students write in their journal this is an opportunity for students to express
what they learned and to write creatively and imaginatively about their experience on the island. (10 Minutes)
Lesson 5: Quest 3 Assemble/modify materials/watercrafts to float, carry a load, and be stable in water.
Appendices
Extra Resources
1. Wonderville Design and Construction Experiment
2. Wonderville Floats Like a Boat Experiment