Float that Boat

Unit Plan

Unit Summary

After investigating density, displacement, and buoyancy in hands-on experiments, students take on the role of designers to create boats for We B Toys. Students create brochures or multimedia slideshows to persuade We B Toys to consider their boat designs for a new line of toy boats.

At a Glance

• Grade Level: 3-5

• Subjects: Physical Science

• Topics: Properties of Matter

• Higher-Order Thinking Skills: Problem Solving, Generalizing, Investigating

• Key Learnings: Density and Buoyancy, Experimental Design, Measurement, Persuasive Speaking

• Time Needed: 3 weeks, 45-60 minutes daily

Things You Need

• Unit Assessment Plan (Appendix A)

• Content Standards and Objectives (Appendix B)

• Materials and Resources (Appendix C)

Mobile Learning

Mobile apps, reviewed by professional educators for related instructional content.

Android

• Celcius Thermometer

iOS

• iCelcius

• iLab: Timer HD

Windows 8

• Science for Kids

• Tricky Science

Curriculum-Framing Questions

• Essential Question:

How can we explain the things that happen around us?

• Unit Questions:

Are there rules that affect the ways things move?

What rules affect whether an object floats or sinks?

• Content Questions:

How are density, buoyancy, and displacement related?

How can you measure volume of irregular solids?

Which objects float and which objects sink?

What happens to liquids when objects float or sink?

Assessment Processes

View how a variety of student-centered assessments are used in the Float That Boat Unit Plan. These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes, performances, and products; and reflect on learning throughout the learning cycle.

Instructional Procedures

Posing Questions and Eliciting Prior Knowledge
Introduce the Essential Question, How can we explain the things that happen around us? Ask students to brainstorm their thoughts, examples, and ideas, and record their responses on a chart. Keep this chart to refer to as the unit unfolds. Then ask students to consider the following questions:

• Are there rules that affect the ways things move?

• How can we find out?

Guide students in a class discussion highlighting scientific method and engineering process components as they arise. Do not worry about having all components during this initial discussion. The following chart is for reference and can be used as a template for anecdotal notes for recording student ideas or given as a handout after the discussion.

Introduce the topic of the unit by asking, Why does a huge ship float but a nail sink? and What rules affect whether an object floats or sinks? Ask students to discuss their hypotheses and ideas in groups, and record their hypotheses in their unit journals. Tell students that they will be investigating these hypotheses throughout the unit to help them design boats.

Review student journals to assess prior knowledge students have about buoyancy and density. Differentiate instruction based on student hypotheses. Periodically throughout the unit, review the journals to assess how well students understand the content, and redirect teaching as needed.

Background Information

Have students start to investigate some of the rules that affect whether an object floats or sinks.

For each group, provide a big tub of water and several objects that float and sink (wood, rocks, coins, nails, crayons, polystyrene cups, eraser, paper clip, marble, small piece of plastic, and so forth). Ask students to predict which of the items will sink and which will float. Then test the waters. Have students record in their journals in a simple T-chart the items that float and those that sink. Brainstorm as a class the properties of objects that float and objects that sink, and record on a chart.

Introduce the word density to describe the differences. Whether an object sinks or floats depends on the density of the object in relation to the water. The heaviness of an object compared to its size is called its density.

Water Displacement and Buoyancy Activities

Ask students, What happens to liquids when objects float or sink? Is there a difference? How can we measure what happens?

Lead a discussion of ideas and then demonstrate measuring volume of a liquid using graduated cylinders and measuring volume of an irregular solid using volume displacement. The standard experiment uses a rock that can be suspended from a string or slid into a graduated cylinder. When the rock sinks, it pushes some of the water out of the way (displaces the water). The volume of the water displaced is equal to the volume of the rock. Graduated cylinders are generally used to measure how much water is displaced. The amount water rises when a rock is added shows the volume of the rock.

Have students practice measuring the volume of irregular solids using volume displacement. Provide each group a container of water, graduated cylinders, and the sinker objects they tested for the floating and sinking activity (marbles, coins, nails, rocks, and so forth). Ask students to record their measurements in their unit Journals.

Bring students together and discuss how they just measured the displacement of water with objects that sink. Introduce the Displacement Worksheet (Appendix H) by asking, What happens to liquids when objects float? Is water displaced? Ask the students to make predictions and then work with a partner to complete the activity. Note that film canisters may be available at camera stores or replaced by non-childproof pill bottles.

Based on their observations and measurements, lead the class in a discussion of the relationship between density and displacement. Introduce the word buoyancy as students describe their observations. Look at Buoyancy Basics for a good demonstration of this concept. As a wrap-up for the day, ask the students to answer the question in their journals, How are density, buoyancy, and displacement related?

Read journals to check for student understanding. If many students are struggling with understanding the concepts, use time the following day to continue investigating these concepts with the class.

Liquid Densities

Ask students if all liquids are the same. Have them explain how liquids differ. Using the Liquid Densities worksheet (Appendix F), ask students to explore liquids with different Densities.

In groups, ask students to consider the question, Will different liquids have an effect on whether an object floats or sinks? Have each group share their thoughts and reasoning with the class. Provide each group with a small piece of wood, small piece of plastic, nail, and eraser from the floating and sinking activity as well as the jars they just created in the Liquid Densities activity. Ask students to return to their T-charts to find which objects floated and which sank in water. In a new table, ask them to write down which objects are more dense/less buoyant and which are less dense/more buoyant than water. Have students drop the objects in the liquids and record their observations in tables. An example table follows.

Density/Buoyancy Comparison

Have groups report to the class about one interesting discovery.

Pose the question, Will ocean water or bubble bath affect buoyancy? Provide tubs of liquids—one with salt water, one with bubble bath, and one with plain water. Also provide several objects that float and sink. Ask students to compare the results with plain water to see if the density of these liquids affects buoyancy. Have students add their observations to their tables.

Wrap up the day by asking students to record their answers to the Unit Question, What rules affect whether an object floats or sinks?

Lead the class in a discussion of the rules they have discovered that affect whether an object sinks or floats. Record the rules on a T-chart. Have students return to their initial hypotheses and discuss in groups any that have not been answered. Have groups share hypotheses that still need to be tested and add these to the other side of the T-chart. Circulate through the room as groups discuss, taking anecdotal notes. Refer to these notes to help students needing further clarification or additional instruction. Lead a discussion emphasizing the scientific method they have used so far and the engineering processes that still need to be investigated to answer some of their remaining questions.

Foil Boats Activity

Shape will probably be one of the questions the students would still like to consider. In the Foil Boat (Appendix I) activity, have students observe additional properties of buoyancy as they experiment with foil to create a shape that will float.

At the conclusion of this activity, tell students that they can continue to answer some of their remaining hypotheses for extra credit because the class is now going to move on to the challenge. As homework, ask students to explain in their unit journals why a huge ship floats but a nail sinks.

Introducing the Challenge

Introduce the challenge for the unit by describing the following We B Toys scenario:

We B Toys just completed their annual customer satisfaction reviews of their toy boat line. They have learned that customers have complained that their boats tend to sink. They are looking for new toy boats and are offering to purchase $1 million worth of merchandise from the company that produces the best boat. Your job is to design a new boat that will float and prepare a proposal for a new toy boat line.

Assign students into heterogeneous groups and introduce them to the following project steps:

1. Brainstorm types of materials as well as designs to create a toy boat.

2. Use the brainstormed list to create a few prototypes that display the best ideas using the Design that Boat! Worksheet (Appendix G).

3. Redesign and construct new boats based on tests.

4. Analyze the prototypes and select the best model to present to We B Toys.

5. Form "companies" with a company name and marketing theme (Appendix J).

6. Develop a brochure (Appendix L) or multimedia presentation to present to We B Toys representatives.

7. Use the marketing checklist (Appendix J) and project rubric (Appendix K) to guide the process.

Discuss the requirements and assessment criteria, and check for student understanding. Allow time for teacher and peer conferences while student groups are working to receive feedback to strengthen their projects. Have students use the collaboration rubric (Appendix D) to assess the group’s collaboration skills.

Invite guests from local toy stores or from the school community to the presentation as "representatives" of We B Toys. Assess the presentations using the project rubric.

Wrapping Up

At the end of the unit, revisit the Essential Question, How can we explain the things that happen around us? Ask students to record examples from their testing and experimentation in their unit journals as they explain what they have learned during the unit of study.

Prerequisite Skills

• Basic mass and volume measurement skills

• Working knowledge of desktop publishing software and multimedia slideshow software

• Working knowledge of word processing skills

Differentiated Instruction

Resource Student

• Allow extended computer use

• Provide a brochure template

• Break assignments into small, manageable segments and write them on a checklist

• Use a teacher assistant or instructional aide

• Arrange partnering with another non-resource student
  

Gifted Student

• Challenge the student to master complexity within applications as well as analyze and synthesize learning

• Enlist the student to use leadership skills to organize and focus the group

• Encourage the student to include more advanced technical attributes in the brochure

• Have the student exchange correspondence with a toy or boat building company

• Encourage the student to make arrangements for a guest speaker

• Have the student complete a class Web site that showcases class learning

English Language Speaker

• Pair the student with native English speakers to assist in project work

• Use visual aids

• Allow for work to be done in the student's first language and then get a translation

Credits

Teresa Kester participated in the Intel® Teach Program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.

Appendix A: Assessment Plan

Assessment Timeline

Before unit work begins:

• Chart

• Unit Journals

• Questioning

• Anecdotal Notes

Students work on project and complete tasks:

• Unit Journals

• Questioning

• Anecdotal Notes

• Marketing Checklist

• Project Rubric

• Conferences

• Peer Feedback

After project work is complete:

• Project Rubric

• Collaboration Rubric

• Reflection

Assess students throughout the unit using questioning strategies and taking anecdotal notes of responses and behaviors. Review questions posed at the beginning and end of activities in the students’ unit journals and adjust instruction as necessary. Circulate through the room as students participate in group discussions and activities, monitoring understanding, probing thinking, and gathering information on individual and collaborative skills.

Provide the marketing checklist  to give students an opportunity to brainstorm ideas and ensure all required elements are present. Ask students to refer to the project rubric  as they develop their presentations, and use both teacher and peer feedback to provide each group with information to revise their projects before the final presentation. Assess the presentations and brochures with the project rubric for content, presentation, and organization. Students use the collaboration rubric to provide feedback on their group members’ collaboration skills. As a final assessment, review student answers to the Essential Question, How can we explain the things

that happen around us?

Appendix B: Content Standards and Objectives

Texas Essential Knowledge and Skills for Science

Grade 4

The student:

Conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices

Uses scientific inquiry methods during field and laboratory investigations

Uses critical thinking and scientific problem solving to make informed decisions

Knows how to use a variety of tools and methods to conduct science inquiry

Knows that matter has physical properties

Student Objectives

Students will be able to:

• Understand the properties of density, buoyancy, and displacement

• Measure volume of irregular objects through displacement

• Develop and test hypotheses about variables that affect the buoyancy of boats using the scientific method and engineering process

• Analyze data and draw conclusions

• Use various written and visual presentation tools to effectively communicate learning

• Use persuasive speaking to convince audiences of the superiority of a product

• Work cooperatively in small groups

Appendix C: Materials and Resources

Printed Materials

Buegler, M. E. (1988). Discovering density (grades 6–9). Berkeley, CA: University of California at Berkeley, Great Explorations in Math and Science (GEMS) Project.

Gibson, G. (1995). Making things float and sink. Brookfield, CT: Copper Beech Books.

Glover, D. (1993). Flying and floating. New York: Kingfisher Books.

Science and Technology for Children (STC). (2002). Floating and sinking. Burlington, NC: Carolina Biological Supply Company.

Supplies

• Several objects that float

• Several objects that sink

• Beakers (or other containers) of water

• Graduated cylinders

• Aluminum foil

• Paper clips

• Film canisters

• Small masses (such as coins, marbles, nails, rocks, and so forth)

• Balances or scales

• Several sinks or containers for water

• Cooking oil

• Corn syrup

• Bubble bath

• Salt

• Red and blue food coloring

• Various materials that could be used to build boats

Internet Resources

• ExploreLearning, Gizmos
  www.explorelearning.com
  Interactive density labs

• MadSci Network
  www.madsci.org/experiments/archive/869327658.Ph.html
  Buoyancy lesson

• Bill Nye’s Buoyancy Lab
  http://billnye.com/billnye_resource/buoyancy/?billnye-action=gen_pdf
  Episode on buoyancy under physical science

Technology—Hardware

• Computers for conducting research and creating multimedia and publishing documents

• Projection system to share multimedia presentations with We B Toys representatives

• Digital cameras to take pictures of prototypes

Technology—Software

• Desktop publishing for designing brochures

• Encyclopedia on CD-ROM for accessing information about vocabulary and boats

• Image processing to process pictures for presentation

• Internet Web browser for conducting research

• Multimedia for designing multimedia presentations

• Word processing for creating written work

Appendix D: Boat Collaboration Rubric

Appendix E: Boat Company

Company Name:                  _____________________________________________

Company Logo:    

Production Team:                1.  _____________________________________________

                                            2.  _____________________________________________

                                            3.  _____________________________________________

                                            4.  _____________________________________________

Appendix F: Liquid Densities

DENSITY:  ARE SOME LIQUIDS MORE DENSE THAN OTHERS?

Density describes the amount of matter packed into a certain space.

1. Use a graduated cylinder to measure 100 ml of cooking oil. Pour the oil into a tall, clear plastic jar.
   
   

2. Use the other graduated cylinder to measure 100 ml of water. Add one drop of blue coloring to the water and stir to mix. Tilt the jar and slowly pour the blue water down the side of the jar. Set the jar down. Observe what happens to the liquids. Make a drawing of what you see and label it.
   
   
   
   
   
   
   
   
   
   
   

3. Measure 100 ml of corn syrup. Add one drop of red food coloring. Stir to mix well. Tilt the jar again. Slowly pour the red corn syrup down the side of the jar. Set the jar down.  Observe what happens to the three liquids in the jar. Make a drawing of what you see and label it.
   
   
   
   
   
   
   
   
   
   
   
   
   

4. In what order did you add the liquids to the jar?
   
   1.   ____________________________________

     2.   ____________________________________

     3.   ____________________________________

5. What was the final position of the liquids in the jar from top to bottom?
   
   1.   ____________________________________

     2.   ____________________________________

     3.   ____________________________________

6. From your results, what can you conclude about the density of the liquids?
   
   
   

7. List the liquids in order from the least dense to the most dense.
   1.   ____________________________________

      2.   ____________________________________

     3.   ____________________________________

8. Give the meaning of “density.”

Appendix G: Boat Design

Select a Boat Design

• Share with your team your answers to questions 4-8 from your Foil Boat handout.

• Record similar findings among team members here:

• Come to agreement on 2-3 boat designs based on your team’s findings (this includes agreeing on the types of materials to use to build the boats). For each design, draw a diagram and write a brief description.
  
  
  
  

Create Prototypes and Test Them

Create and test the team’s prototypes. Record your data below.

Modify your prototypes and try again. How did this revised prototype fair against the original?

Select Your Best Boat

As a production team, select your best boat. Record why the selected boat is the best boat. Think about what makes the boat design so special. What makes your boat hold more than other boats?

Think about the target age group for your boat. How will you persuade your target audience that they want to have your boats in their bathtubs?

Appendix H: Boat Displacement

What happens to liquids when things float on them?

1. Fill a beaker about half-full with water and adjust the water level so that it comes to a line marked on the beaker.
   
   

2. Put an empty film canister with the lid on into the beaker of water without splashing the water.  What happens to the film canister? What happens to the water?
   
   
   
   

3. Remove the canister and add 10 paper clips. Then close the lid and observe carefully as you place it into the water. Describe what happens to the film canister and what happens to the water.
   
   
   
   

4. Keep repeating step C, adding 10 more paper clips each time until you can’t add any more. Describe what happens to the film canister and the water each time:
   
   

1. Film: ______________________ Water: ______________________
   
   

2. Film: ______________________ Water: ______________________
   
   

3. Film: ______________________ Water: ______________________
   
   

4. Film: ______________________ Water: ______________________
   
   

5. Film: ______________________ Water: ______________________
   
   

6. Film: ______________________ Water: ______________________
   
   

5. Discuss your observations with your partner and write a statement about what happens to a liquid when things float.
   
   

Appendix I: Foil Boat Activity

1. What happens to a square of aluminum foil when placed in water? Record your observations:
   
   
   
   

2. What happens when you crush a square of foil and place it in the water? Record your observations:
   
   
   
   

3. Form a square of foil so it will float on the water. Place the “boat” on the surface of the water and put paper clips on it one at a time until it sinks. Record the results in the table. Redesign your boat and repeat the procedure.
   
   

WILL IT FLOAT? HOW MUCH WILL IT HOLD?

4. Make inferences about why your boat floats.
   
   
   
   

5. Did your boat support the same number of paper clips the first two times?
   What might have caused it to support more, less, or the same number of paper clips? Explain:
   
   
   
   

6. What happened when the boat was redesigned? Did it support more weight? Explain why:
   
   
   
   

7. Tell why your best boat design is so special. What makes your boat hold more than others?
   
   
   
   

8. What happened to the waterline on the outside of the boat as the paper clips were added?
   
   
   
   

9. If you doubled the size (area) of the foil (from 4”x4” to 4”x8”) predict how much more weight (how many more paper clips) you think that your boat will support. Explain:

Bonus: Could other materials be used to make boats? Find out what kinds of materials modern boats and ships are made of today.           

Appendix J: Boat Marketing

Company Name: _____________________________

Production Team: _____________________________

Boat Name: _____________________________

Marketing Jingle/Theme:

Brochure or multimedia marketing tool to use with We B Toys representatives includes all of the following elements:

_____ Company name

_____ Company logo

_____ Product name

_____ Digital image of the boat

_____ Rationale of how the boat design makes your product superior

_____ History of your product design (include findings from experimental foil boats and initial prototypes regarding buoyancy, density, and so forth)

_____ Marketing theme/logo

Appendix K: Boat Project Rubric

Appendix L: Brochure

Appendix M: Terms of Use and License

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