Thursday November 24

Teachers Name: Mariah Besplug

Topic: Buoyancy (parts of a boat)
Curricular Outcomes:

Course: Science
Length of Class: 70 minutes
Date: November 24, 2016

GLO: 27 Construct objects that will float on and move through water, and evaluate various
designs for watercraft.
SLO: 5. Modify a watercraft to increase its stability in water. 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. (just beginning to explore these things, will use what they learn to
build and modify later in unit)

Materials: Parts of a boat worksheet, 6 gallery stations, classical music playing, bottles
and tubs to test out ballast, sailboats to test out sails, boats with keels to test them, pin the
tail on the bow, pin the tail on the stern, hull activity
Objectives:
At the end of the lesson students will be able to:
1)become familiar with the parts of a boat
2) gain ideas about how to design a boat that is stable, can be propelled through
water, and is appropriate

Activities

Time Allowed
Introduction:
Introduction (five
0) hand out books and worksheets. (gallery will get set up while minutes)
four students hand out the books and worksheets)
0)1 minute
1)Review: review which materials are sinkers and which
1)4 minutes
materials are floater. Each student has a piece of paper, two
colours- one colour says sinkers and one colour says floater. They
each get a paper, when the timer begins they have to right down
as many floaters or sinkers that they can think of, or draw a
picture of one. Let them have their books out so that they can get
ideas if they need them. They have 30 seconds then they shift
their paper at their table- do four rounds so they each have to
think of two floaters and two sinkers, then pull sticks to have
students share some of the ones that are on their paper.
1.5) expectations science safety rules, being a good team
1.5) 2 minutes
partner, keeping the noise quieter than the music.
2)5 minutes
Body:
2)Explain Gallery walk:
1. Start at the station that matches your piece of paper
2. look at the pictures and read the definition at your station
3. fill in your worksheet
4. do the activity at your station
Keel- there are two boats, one has a keel and one doesnt.
Try to tip over the boats and talk about which one is most

stable and which one is most tippy

Stern- close your eyes and pin the tail onto the stern of the
boat, then check and see how close you got
Hull- there are two boats, each with a hull that is a
different shape. Try to tip over the boats and talk about
which one is mosy stable and which one is most tippy
Mast- Each boat has a different sail. Blow on the sails to
make the boat move. Talk about which sail worked better.
Ballast- there are two boats, one has ballast and one
doesnt. Try to tip over the boats and talk about which one
is most stable and which one is most tippy
Bow- close your eyes and pin the nose onto the bow of the
boat, then check and see how close you got
5. when the music stops, clean up your station, when the
music starts again, move to the next station.
3) do gallery walk:
Conclusion: (students return to desk)
4) Fill in the worsheet as a class to make sure everyone has the
answers.
5) Labeling other boats. Use powerpoint with many boat
pictures and have students come up to smartboard to label the
different parts of those boats. (pull sticks-18)
6) movement quiz: students move to the gallery station that they
think answers the question.
Which part of the boat do you think would help a boat to move?
Why? (mast)
Which parts do you think would make your boat more stable/less
tippy? (ballast, hull, keel)
which part of the boat is underwater? (hull)
Which part is the front of the boat? (bow)
Which part is the back of the boat? (stern)
Poster Do you think we learned anything that we can add to our
poster today?
7) Clean up front table=water dumpers
front table=pick up books and worksheets and bring them to the
back
back table=pick up the boats and bring them to the horseshoe
table
back table=take down the gallery posters and bring them to the
horseshoe table.
Sponge:
Decorate our boats on our worksheet

3) 5 minutes per
station = 30 minutes
Transitions- 3
minutes
4) 5 minutes
5) 10 minutes
6) 10 minutes

7) 5 minutes

Assessment:
Objective 1-Observe students they answer the questions during the discussion and look at
their worksheets to see if they were able to fill it in. Observe them during the movement
quiz
Objective 2- observe their answers to discussion question 1-3 and what they come up
with to add to the poster

Parts of a Boat
Word Bank:
Stern
Bow
Mast
Ballast
Hull
Keel

Waterline

Directions:
1. Start at the station that matches your piece of paper
2. look at the pictures and read the definition at your station
3. fill in your worksheet
4. do the activity at your station
Keel- there are two boats, one has a keel and one doesnt. Try to tip over the boats and
talk about which one is most stable and which one is most tippy
Stern- close your eyes and pin the tail onto the stern of the boat, then check and see how
close you got
Hull- there are two boats, each with a hull that is a different shape. Try to tip over the
boats and talk about which one is mosy stable and which one is most tippy
Mast- Each boat has a different sail. Blow on the sails to make the boat move. Talk
about which sail worked better.
Ballast- there are two boats, one has ballast and one doesnt. Try to tip over the boats and
talk about which one is most stable and which one is most tippy
Bow- close your eyes and pin the nose onto the bow of the boat, then check and see how
close you got
5. when the music stops, clean up your station, when the music starts again, move to the
next station.

The keel
is a flat
blade that
sticks
down into

the water
on the
bottom of
a boat. It
makes
the boat

more
stable so
that it
does not
tip over.

Keel

The hull is . Its shape

the bottom changes
part of the how stable
boat that is
it is.
underwater

Ballast is
heavy
material that
is placed in
the hull of the
boat. It
increases
stability so

that it does
not tip over.

The boat.
bow is
the
front
of the

The
stern

is the
back
of the
boat.

The mast
is the tall
post on a
boat. Often
it has a sail
on it. This
helps the
boat
propel
when it is
windy.

Pin the Tail on the

Stern

Pin the Nose on the

Bow

Bow Activity
Close your eyes and
pin the nose onto the
bow of the boat.
How close did you
get?

Stern Activity
Close your eyes and
pin the tail onto the
stern of the boat.
How close did you
get?

Mast Activity
Each boat has a
different sail.
Blow on the sails to
make the boat move.
Which sail worked
better?
(talk about it with
your group)

Hull Activity
There are two boats
here.
Each has a different
hull shape.
Try to tip over the
boats.
Which one was easier
to tip? (talk about it
with your group)
Which one was more
stable? (talk about it
with your group)

Keel Activity
Which boat has a
keel?
Which boat does
not?
Which boat is more
stable?
Which boat is more
tippy?
(talk about it with
your group)

Ballast Activity
One boat has ballast
in it.
Try to tip both of the
boats.
Which one was easier
to tip?
Which one was more
stable?
(talk about it with
your group)