FLOAT THAT BOAT

Erin HamptonMegan Criss

Joe BerryCasi Hay

Lauren Ray

Table of Contents

Summary of Unit Engaged Learning Characteristics NETS-S Integrated Technology What We Learned

Unit Summary

Float that Boat

In this activity, students worked together in groups to design a boat out of their choice of materials that will float and work properly. They chose their material by experimenting with buoyancy, density, and displacement. Their job was to persuade a toy company through brochures and slideshows to use their design. This lesson not only taught science and math, but also incorporated technology into their unit.

During the lesson, students were focused on these 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 sink?What happens to liquids when objects float or sink?

Right Brain Characterisitics

Responds to demonstrated instructions

Looks for patterns and configurations

Looks for similarities

Spontaneous

Left Brain Characteristics

Responds to verbal instructions

Problem solves by logically and sequentially looking at the parts of things

Is planned and structured

Engaged Learning

In order for a student to be engaged in the unit, we believe they must have these characteristics:

Collaboration

The students work in groups in this activity while experimenting with water and volume displacement. They also consider a question at the beginning of the lesson so that they can promote group discussion.

Float the Boat Example:

Students work in collaborative groups in which the groups make decisions regarding planning, implementing, and evaluating their work, making explicit use of multiple and differing points of view.

Flexibility

The teacher allowed them to make their own boats. This lesson wasn’t like math to where there was only one answer. The children got to work at their own speed and perfect their boat.

• Groups are formed for specific purposes such as common interest and need for specific skill building--and reformed on a regular basis.

• Allowing the students to work at their own speed or learning rate so that they can understand the concept

Float the Boat Example:

Problem Solving

Students take on the role of designers and guess what properties it will take to actually float their boat. They have to add items to their boat and subtract other things to get it to float.

A systematic approach utilizing multiple prospective to uncover the issues related to a particular problem, designing an intervention plan, and evaluate the outcome.

Float the Boat Example:

Creativity

The boat can be as creative as they want. They have the option of which materials they can add onto the boat. The students made brochures or multimedia slideshows to persuade the toy companies to use their idea. This gave them an opportunity to be creative and use different colors and thoughts. This activity got to have them be hands on and learn at the same time.

• Allowing the students to be open minded and to explore new ideas

• Allow students to be hands on learners and express their thoughts in various ways

Float the Boat Example:

Challenging

They might fail, but they have to go back and fix the boat in the end. They have to research each design and how it might take on each liquid. Students have to apply their research to their boat design. They explore different ideas and the teachers became facilitators.

• Makes students think• Allows them to do research • Tests their knowledge

Float the Boat Example:

NETS-STechnology Operations and Concepts

Students must have working knowledge of desktop publishing software and multimedia slideshow software

Students need to have a working knowledge of word processing skills

Students develop a multimedia presentation to present to the toy company

NETS-SPlanning and Designing Learning Environments and Experiences

Students have to have plan how they will make their boat

NETS-STeaching, Learning, and the Curriculum

Students are learning by exploring. Students can also be teachers when

sharing ideas/ knowledge with their group.

Students use leadership skills to act as teachers in organizing and keeping the group focused.

NETS-SAssessment and Evaluation

Students will be assessed on how they set goals

Students will have to provide feedback

They will be evaluated on how they reflect on learning throughout the learning cycle

NETS-SProductivity and Professional Practice

Students are working toward a goal collaboratively

They are making a multimedia presentation to present to a company

They are investigating some of the rules that affect whether an object floats

NETS-SSocial, Ethical, Legal, and Human Issues

Students work collaboratively brainstorming types of materials as well as designs to create a toy boat

What is Technology Integration

Technology integration is using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways. Discrete computer skills take on new meaning when they are integrated within the curriculum. Integration is incorporating technology in a manner that enhances student learning