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TRANSCRIPT
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