Subject/Grade: Science, Social, Grade ½ (gr.

2 objectives) Lesson/Date: Time: 1:30 - 2:30

Stage 1: Desired Results

Lesson Lesson 4 with Boats and Buoyancy.
Overview:
Testing different boat shapes and boat bottoms.

GOs: GLO: 2.1: Canada’s Dynamic Communities: Students will demonstrate an understanding and
appreciation of how geography, culture, language, heritage, economics and resources shape
and change Canada’s communities.

2-7 Construct objects that will float on and move through water, and evaluate
various designs for watercraft.

SOs: SLO: 2.1.1: Students will appreciate the physical and human geography of the communities
studied:

- Appreciate how a community’s physical geography shapes identity

SLO: 2.1.2: Students will investigate the physical geography of an Inuit, an Acadian, and a
prairie community in Canada by exploring and reflecting the following questions for inquiry:
- How are the geographical regions, landforms, and bodies of water in each
community?
- What are the main differences in climate among these communities?
- What geographic factors determined the establishment of each community (e.g.,
soil, water and climate)?

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.

Learning
Objectives Students will:
● Review their knowledge of terms learned previously such as buoyancy, density, and
absorbancy.
● Review what materials absorb water and what materials are water resistant or water proof.
● Explain what is happening to molecules and density when something absorbs water.
● Make predictions prior to experiment and observations.
● Experiment with different boat shapes and how it affects buoyancy.
● Record findings in experiment.

Stage 2: Assessment Evidence

Subject/Grade: Science, Social, Grade ½ (gr. 2 objectives) Lesson/Date: Time: 1:30 - 2:30
Formative Students’ participation will help assess Summative
Assessment their understanding. Assessment

Stage 3: Learning Experience

Prior to - Have slides prepared Resources:
Lesson: - Have worksheet prepared
- Have materials for experiment
ready
Time: Content/Description Differentiation/
Assessments:
Introduction:

Review of Previous Concepts/New Learning:

Students at the board

Review discussion:
- What is buoyancy, density, absorbency?
- What materials did we test? What was the most absorbent? Why?
- What was happening with our molecules?
- How many pennies did the paper boat hold? Why did the boat sink?
- How many pennies did the reinforced boat hold? Why did it sink?
- Does the placement of pennies matter?

Transition

Transition into our brainstorm - students still at board

Body:

Learning Activity 1:

We will do a brainstorm on if the shape of our boat affects buoyancy? If the

shape of the bottom of our boat affects buoyancy, and if we should have high or
short sides to our boat.
- Students will brainstorm different shapes we can make our boats

Transition

Students’ still at board until instructions are finished

Learning Activity 2:

I will then explain the experiment

Subject/Grade: Science, Social, Grade ½ (gr. 2 objectives) Lesson/Date: Time: 1:30 - 2:30
- Students will get into groups 3 or 4 (need 6 groups or less)
- Once students’ have their group they will check with me, and I will give
them worksheets and assign them a table.
- They will make predictions on their worksheet before doing anything
else.
- Once they've shown me they made predictions I will give them materials
for their boats
- Students’ will make their boats and draw their boat before beginning
- One at a time in the group they will test their boats and record their
findings
- Afterwards they will draw what their boat looked like after it sank

Afterwards I can have students’ help me clean up, and we can discuss what
happened and why
- In your groups what boat shape worked the best?
- What boat bottom worked the best?
- Was stability something you had to work through?
- How can we make our boats more stable?
- Do you think the paper boat with aluminium foil worked better or just
aluminium foil? Why?
- Why did your boats sink?

Can we brainstorm ideas on materials etc. on how to make the most buoyant
boat that can hold a large amount of pennies or objects?
- Brainstorm on board

Consolidation:

Review of Key Concepts/Point to Next Class: