Science MISSION Plan: Buoyancy and Boats

Megan Davis Grade 2 2016

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

How can we build the optimal boat?

General and Specific Learning Outcomes

General Learner Expectations
Students will:
27 Construct objects that will float on and move through water, and evaluate various designs for
watercraft.
Specific Learner Expectations
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 and Learning Materials

Buoyancy and Boats Grade 2 Edmonton Public Schools

Internet Resources
o Institute of Play Q Design Packs:
http://www.instituteofplay.org/2013/05/resources-for-educators
o Quest to Learn Website:
http://www.q2l.org
Teacher-made Resources
Available Library Books

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

Lesson 1: Introduction to Mission

20

Friday

Saturday

7 Quest 2: Alter 8 Demonstration: 9

floating/nonPlacement of an
floating objects Object
to make them
sink/float. SLO 2 Activity: Sinking
Floaters
Activity:
Master #7
Mystery Bottle
Master #4&5
Activity: Floating
Sinkers
Master #8

14 Activity: Cork15 No School

Boats, Cargo
Ships,
Catamaran
Centers
Master #16, 17,
& 18

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.

Before class: Set the PowerPoint to slide ten.

During class: 1) Review last class: what did we learn? we can make sinkers float by using buoyant materials.
(5 minutes) 2) Activity: Plasticine Boats Master #11. In their groups, students are given a ball of plasticine to
create a boat that will float. (40 minutes) 3) 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. (15
Minutes)
Lesson 6: Quest 4 Modify a watercraft to increase its stability in water.
Before class: Set the PowerPoint to slide eleven.
During class: 1) Review last class: what did we learn? we can make sinkers float by changing their shape. (5
minutes) 2) Demonstrate Activity: Staying Up Right Master #15. Show students how to increase the stability
of a boat. (40 minutes) 3) 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. (15 Minutes)
Lesson 7: Quest 4 Day 2
Before class: Set the PowerPoint to slide eleven.
During class: 1) Review last class: what did we learn? as the width (and the mass) of the boat increases, so
does the stability. (5 minutes) 2) Set up Activity: Cork Boats Master #16, Activity: Cargo Ships, and
Activity: Catamaran in centers 2 groups at Cork Boats, one group at Cargo Ships, one group at Catamaran.
Begin by showing students what to do in each group have student record their findings in their island logbook
for Cargo Ships and Catamaran. The teacher stays at the Cork Boats to facilitate and help students complete
Master #16 (40 minutes) 3) 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. (15 Minutes)
Lesson 8: Quest 5 Evaluate the appropriateness of various materials to the construction of a watercraft.
Before class: Set the PowerPoint to slide twelve.
During class: 1) Review last class: what did we learn? stability can be increased by positioning a
counterbalance directly below a boat which increases the mass and lowers the center of gravity. The equal
distribution of mass is important for stability. Two air-filled hulls increase the stability of a boat. (5 minutes) 2)
Activity: Seals and Bonds Master #21 and 22. (40 minutes) 3) 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. (15 Minutes)
Lesson 9: Quest 6 Develop/adapt methods of design to construct a watercraft that can be propelled
through water.
Before class: Set the PowerPoint to slide thirteen.
During class: 1) Review last class: what did we learn? when creating joint on a watercraft, waterproofing and
the strength of the bond need to be considered. (5 minutes) 2) Demonstrate Activity: Paddle Boats and
Activity: Jet Boats. (20 minutes) 3) Introduce the FNMI Connection Birch Bark Canoe. Show students
slides fourteen to sixteen and read the attached notes. Introduce the Birch Bark Canoe Craft. As a sponge
activity, students can colour the FNMI Colouring Sheet a dugout canoe. (40 minutes)

Boss Level Day 1

Before class: Set the PowerPoint to slide seventeen.

During class: 1) Complete Master #23 as a class Buoyancy and Stability. 2) Introduce the performance task
to students using the PowerPoint slides eighteen to twenty-six. 3) Introduce Master #28 to students and
encourage them to create a detailed plan for the optimal boat. 4) When the plan has been approved, student may
start constructing their boat.
Boss Level Day 2
During class: 1) When the student boats are constructed, walk students through Master #29. Demonstrate the
stability test and the load-carrying test the boat must undergo. Have student complete Master #29 with their new
design and reflection on the changes made to the original boat. 2) When students have spoken to the teacher
about Master #29, they may complete Master #30 their final reflection.
Conclusion
Before class: Cut out the Conclusion Story and tape one piece of the story under each students desk. Set
PowerPoint to slide twenty-seven. Purchase prizes for each group to share award the group with the most
tokens something special.
During class: Take students through the end of the mission. Celebrate getting off the island! Pass out the treats!
At the end of the unit, have student complete the Buoyancy and Boats Mission Reflection to see what the
students thought of the mission and to learn what changes to make for next time. There is also a Teacher
Reflection for you to reflect on the mission yourself! Enjoy!

Appendices

1. Background Information for Teachers Edmonton Public Schools

2. Lesson Plans and Master Worksheets
3. Buoyancy and Boats PowerPoint
4. Buoyancy and Boats Introduction Story
5. Airplane Ticket Template
6. Team Chart Tokens
7. Buoyancy and Boats Island Logbook with Quest Checklist
8. FNMI Colouring Sheet
9. Buoyancy and Boats Conclusion Story
10. Buoyancy and Boats Student Feedback Sheet
11. Buoyancy and Boats Teacher Feedback Sheet

Extra Resources
1. Wonderville Design and Construction Experiment
2. Wonderville Floats Like a Boat Experiment