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
e
e Title: Float or Sink?
k
Key questions: What are items that float?
# What are items that sink? Last class, did we
2 predict some of the items correctly?
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: Experiment with the items that we
used in the interactive drawing.
Pre Assessment: Pick two items and predict
what you think will happen on a sticky note.
At the end of class we will reflect and
record whether students predicted correctly.
March 14th
Title: Sink or Float? Think again.
Key Questions: How can we change
something that floats to make it sink? Or
how do we make something sink float?
GLO: 2-7 Construct objects that will float
on and move through water, and evaluate
various designs for watercraft.
Specific Learner Expectations
Students will:
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.
Activity: Experiment with an orange.
Students will be able to test that a orange
floats but when it is peeled it sinks. Also
experiment with a object that sinks and
make it float by adding epsom salt to the
water.
Pre Assessment: Students will talk in their
table groups about whether they think their
orange will float or not.
Formative assessment: Thumbs up and
thumbs down question for understanding of
take aways.
Materials:
● 16 ice cream buckets
● 16 oranges
● Epsom salt
● Egg or another object that doesn’t
float.
 Materials: Items that float or sink, tote of
water and recording sheet.
W March 19th
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?
# to create a boat?
SLO: 2-7 Construct objects that will float
3 on and move through water, and evaluate
various designs for watercraft.
3. Assemble materials so they will
float, carry a load and be stable in
water.
7. Develop or adapt methods of
construction that are appropriate to
the design task.
Activity: Students will develop a plan to
make a boat. This plan will include and
drawing of what they want their boat to look
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
together as a class to check for
understanding.
● What is our goal today?
● What are we writing down on our
planning sheet?
● Do you need a drawing of your
boat?
● Do you need the materials required?
Formative assessment: Analogy student will
keep their plan in my and use an analogy to
share how their boat will float with
something related to the book or floating
and sinking experiment.
Materials:
● The boat picture book
March 21st
Key Question: What materials will you need
SLO: 2-7 Construct objects that will float
on and move through water, and evaluate
various designs for watercraft.
3. Assemble materials so they will
float, carry a load and be stable in
water.
7. Develop or adapt methods of
construction that are appropriate to
the design task.
Activity: Students will develop a plan to
make a boat. This plan will include and
drawing of what they want their boat to look
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
together as a class to check for
understanding.
● What is our goal today?
● What are we writing down on our
planning sheet?
● Do you need a drawing of your
boat?
● Do you need the materials required?
Formative assessment: Analogy student will
keep their plan in mind and use an analogy
to share how their boat will float with
something related to the book or floating
and sinking experiment.
Materials:
 ● 16 planning sheets
● A storybook about boats
W March 26
e
e Title: Lets build a boat!
k
Key Question: Did you pick materials that
# are good to make a boat with?
4
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.
3. Assemble materials so they will
float, carry a load and be stable 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.
Activity: Students will build their boats
according to the plan they developed.
Pre Assessment: Thumbs up or down.
Thumbs up if you feel confident on using
your plan to build your boat, thumbs down if
you need help with your plan.
Exit Slip: Rate your progress of building
your boat. 1-5, 1 being just started 3
halfway there 5 completed no
improvements needed.
● The boat picture book
● 16 planning sheets
● A storybook about boats
March 28
Title: Lets build a boat!
Key Question: Did you pick materials that
are good to make a boat with?
SLO: 2-7 Construct objects that will float
various designs for watercraft.
3. Assemble materials so they will
float, carry a load and be stable 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.
Activity: Students will build their boats
according to the plan they developed.
Pre Assessment: Thumbs up or down.
Thumbs up if you feel confident on using
your plan to build your boat, thumbs down if
you need help with your plan.
Exit Slip: Rate your progress of building
your boat. 1-5, 1 being just started 3
halfway there 5 completed no
improvements needed.
 Materials:
● Materials the students made plans
to build their boats with.
W April 9th
e
e Title: Let’s put our boats to work!
k
Key Questions: Can your boat carry a load?
# Can do you modify to allow it to carry the
5 more of a load?
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.
4. Modify a watercraft to increase
the load it will carry.
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.
Activity: Students will apply a load to the
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
understand the word load. With their elbow
partner they will discuss what they think
load means. Together we will define the
true meaning and do a thumbs up to check
for understanding.
Materials:
● Materials the students made plans
to build their boats with.
April 11th
Title: Let’s put our boats to work!
Key Questions: Can your boat carry a load?
Can do you modify to allow it to carry the
more of a load?
SLO: 2-7 Construct objects that will float
various designs for watercraft.
4. Modify a watercraft to increase
the load it will carry.
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.
Activity: Students will apply a load to the
boat they have created. The goal is to
Pre Assessment: Students will need to
understand the word load. With their elbow
partner they will discuss what they think
load means. Together we will define the
true meaning and do a thumbs up to check
for understanding.
 Exit Slip: Students will record how much of
a load they were able to apply to their boat.
Materials:
● Lots of marbles.
● More building materials that help the
boats float and become more stable.
● 16 recording sheets/ exit slips.
● Totes to fill with water.
W April 16th
e
e Title: Continue challenging your boat’s
k abilities.
Key Question:
#
6 SLO: 2-7 Construct objects that will float
on and move through water, and evaluate
various designs for watercraft.
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.
Activity: Students will continue apply and
modifying their boats. The goal is to create
the boat that carries the biggest load.
Exit Slip: On a sticky note students will
indicate whether or not they were able to
increase their boats ability to carry more
Exit Slip: Students will record how much of
a load they were able to apply to their boat.
Materials:
● Lots of marbles.
● More building materials that help the
boats float and become more stable.
● 16 recording sheets/ exit slips
● Totes to fill with water.
April 18th
Title: Challenge and rate your boat!
Key Question: Do you think your boat met
the challenges we put it through?
SLOs: 2-7 Construct objects that will
float on and move through water, and
evaluate various designs for watercraft.
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.
Activity: Students will test their boats by
blowing air on their boat to move it from a
certain area to another area. Students will
race their boats in heats to find the boat that
can reach the designated point soonest.
Pre Assessment: Students will explore the
word, propel.
Exit Slip: Students will rate their boats
overall ability to float on the water, being
stable, holding a load and being propelling
from one area to the next.
Materials:
● Big tote with water
● 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.