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Lesson

Title/Focus
Subject
/Grade
Level
Unit

Making Boats

Date

Nov. 26th/14

Science 2

Time
Duratio
n

50 min

Buoyancy & Boats

Teacher

Ms. Getschel

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

Construct objects that will float on and move through water, and evaluate
various designs for watercraft.

Assemble materials so they will float, carry a load and be stable in water.
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.
Develop or adapt methods of construction that are appropriate to the design
task.
Explain why a given material, design or component is appropriate to the design
task.

LEARNING OBJECTIVES
Students will:
1. Create a boat out of juice boxes and paper envelopes that floats, can carry a load and move
through water.

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Discussion
Creation of boats
What factors affect buoyancy? What was the acronym discussed?
(pre-assessment)
What were the result of the lemon, bottle and popcorn experiment?
What is displacement?
Popsicle sticks, tin foil and plasticene boats
Exit Slip

LEARNING RESOURCES CONSULTED

Alberta Program of Studies.


https://www.youtube.com/watch?
v=mM1bAtIQkW4

MATERIALS AND EQUIPMENT

Juice boxes
Paper Envelopes
Markers
Scissors

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge

Prepare experimental materials on back desk.


Introduction
Watch video on boats (4 min 30 sec)
https://www.youtube.com/watch?v=mM1bAtIQkW4
Ask:
What are the 4 factors that affect buoyancy?
Evaluate the extent of knowledge that will help
students build their boats in this lesson. Review
answers in workbook.
If students do not seem prepared, return back to
instruction of previous day.

Time
5 min.

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to Body

Learning Activity
#1

Learning Activity
#2

Assessments/
Differentiation

Closure
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Students will actively participate in discussion.


Students will listen attentively to instructions.

Students will work individually on science booklets.


Boats video.
Review factors of buoyancy & booklet answers.
Mini-Lesson
Creation of boats
Exit Slip
Have students open their workbooks and close down
PowerPoint.
Body
Mini-Lesson
Discuss each material (juice boxes & paper envelopes)
according to factors of buoyancy previously discussed.
Discuss
- 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.
Creation of Boats
Have student build one boat at a time.
They must complete one boat fully before getting the
materials to begin the next.
Remind students of the design task (float, carry a load,
move through water).
If students finish early, have them decorate boats and
write one sentence for each boat about the design they
chose.
Assess knowledge of buoyancy by observing boat
creation.
Have a poster that states the 4 influencing factors of
buoyancy easily accessible.
If understanding is unclear, revisit instruction.
Assessment of Learning:
Have students complete quick exit slip worksheet where
they will circle which object they think is best
constructed to float or sink.
Exit slip will be formatively assessed and feedback will
be written on worksheets and returned. Thank the
students for their attention.

Time

5 min.

35 min.

Time
5 min.

Inform that we will be making boats tomorrow.

Float or Sink
Circle the object that you think will float in each box.

OR

Bread Slice

Crumpled Bread

OR

Wood Block

Eraser

Foam Ball

OR

Marble