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Smith 1

Final Project- Critical Inquiry Unit Plan


Education 4391
Emily Smith
December 5, 2014

Unit Rationale
For this grade two unit, I have focused on the basics of critical inquiry: Identifying a
question, collecting information to answer this question, and using the information collected to
make a reasoned judgment. This unit is has been focused by a critical inquiry question: What is
the best design for a boat that floats? Every activity and experiment in which the students take
part will bring them one step closer to being able to being able to make reasoned judgment that
answers this question.
My focus for this critical inquiry unit was to develop The Spirit of Inquiry with students as
we explore boats and buoyancy. Below is a brief overview of the way that I have integrated The
Spirit of Inquiry into this unit.
Open-mindedness
I fostered open-mindedness by encouraging students to recognize that things are not
always the way that we assume them to be; some big objects float, some small objects
sink. Establishing open-mindedness at the beginning of the unit encouraged students to
be open to different materials and processes as they create and adapt watercraft.
Fair-mindedness
Students learn fair-mindedness by leaving their biases and assumptions at the door. I
avoided making the activities competitive so that students were less likely to favor their
own materials and processes over those of others. My hope is that this will help students
more readily accept the methods that worked best.
Curiosity
I fostered curiosity by beginning with a mystery. Students work to solve the guessing
game that will lead them to understand the concept floating. I also fostered curiosity by

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encouraging students to explore floating and sinking and allowing them the freedom to
test objects and processes that are of interest to them.
Concern for truth and accuracy
Though most of our focus for this unit does not involve being precisely accurate, truth is
an important part of our learning. I have been careful to set students up to be prepared to
fail (and I use that word cautiously, as do not believe it can be counted as failure if they
learn from it) and to adapt and improve upon their projects so that no one ever feels the
need to lie about the efficacy of their methods. Students are encouraged to talk about
what works and what doesnt as they experiment with buoyancy.
Admiration for human intellectual achievements
I fostered this aspect of The Spirit of Inquiry by providing students with a range of
examples of giant man-made structures that miraculously float in water. I also
encouraged students to admire their own achievements and the achievements of their
peers by offering plenty of opportunities for students to share the insights, process, and
results of their work.
Willingness to follow arguments and reasoning wherever they lead & desire to act on the
basis of reason
Students learn this aspect of The Spirit of Inquiry as they experiment with different
materials. Rather than merely using the materials that they predicted would float at the
beginning of the unit, students are encouraged to follow the evidence that we gather
through experiments and use the materials and construction methods that worked best
when they construct their final boat.
Acceptance of uncertainty
There are many times during our experiments that students will be uncertain about the
results. Accepting this uncertainty allows students to try a range of ideas.

Critical Inquiry Unit Planning Organizer


Subject: Science

Grade: 1

Unit/Topic: Buoyancy and Boats


Date and Unit Duration: 9 x 1 hour lessons
1. Unit Overview Critical Inquiry Question
What is the best design for a boat that floats?
2. General Learning Outcomes for Unit
Skill: 2.3 Construct, with guidance, an object that achieves a given purpose, using materials that
are provided.
Attitude: 2.4 Demonstrate positive attitudes for the study of science and for the application of
science in responsible ways.
Knowledge: 2.7 Construct objects that will float on and move through water, and evaluate
various designs for watercraft.
3. Focusing Questions for Unit (Related Questions)

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What is buoyancy or floating?


What materials float?
What materials sink?
How does the shape of a boat impact how much it can carry?
How can we make something that floats sink?
How can we make something that sinks float?

4. Key Concepts for Unit

Boat
Buoyancy

5. Specific Learning Outcomes for Unit

Knowledge:
2.7.1 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.
2.7.2 Alter or add to a floating object so that it will sink, and alter or add to a nonfloating object
so that it will float.
2.7.3 Assemble materials so they will float, carry a load and be stable in water.
2.7.4 Modify a watercraft to increase the load it will carry.
2.7.5 Modify a watercraft to increase its stability in water.
2.7.6 Evaluate the appropriateness of various materials to the construction of watercraft, in
particular: the degree to which the material is waterproof, the ability to form waterproof joints
between parts, the stiffness or rigidity of the material, the buoyancy of the material.
2.7.7 Develop or adapt methods of construction that are appropriate to the design of a watercraft
so it can be propelled through water.
2.7.8 Adapt the design of a watercraft so it can be propelled through water.
2.7.9 Explain why a given material, design or component is appropriate to the design task.

Attitude:
Students will show growth in acquiring the following traits:
2.4.1 Curiosity
2.4.2 Confidence in personal ability to explore materials and learn by direct study
2.4.3 Inventiveness

Skill:

2.3.2 Attempt, with guidance, a variety of strategies to complete tasks.


2.3.3 Identify steps followed in constructing the object and in testing to see if it works.
2.3.5 Identify materials used and how they were used.
2.3.8 Describe the product and describe and explain the processes by which it was made.

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Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

Summative Assessment

A Boat for the Captain

Ahoy shipmates! My name is Captain Highseas. Im a very good sailor, but


Im not very good at designing boats. I worked on making the perfect boat
for months but when I put it in the water, it starting sinking! My boat didnt
float.

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Captain Highseas boat sinking


I need your help to design a new boat that will float and move through
water! I need my boat to:
Float for at least one hour.
Carry at least one piece of cargo.
Move through the water when the wind gusts.
Please write me a letter or draw and label pictures that tell me:
The steps you took to make the boat.
A list of the materials used to make the boat and why you chose each
material.
How you tested the boat to make sure it floats.
Thank you for your help!
Captain Highseas
Self Reflection

After you have made your boat for Captain Highseas, finish the
following sentences.
If I made the boat again I would change_____________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

A part of making this project that surprised me was ___________

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____________________________________________________
____________________________________________________
____________________________________________________
The part of my boat that I am most proud of is _______________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

A Boat for the Captain


Evaluation Guide
Construction of boat (2.4.2, 2.4.3, 2.7.3)
Not Yet
Does the watercraft float?
Can the watercraft carry a load?
Does the watercraft move through water?
Chooses appropriate materials for construction
Chooses appropriate methods of construction
Demonstrates confidence in their ability to choose materials
Creates original work

A Good Start

Yes!

Letter or labelled diagram (2.3.3, 2.3.5, 2.3.8, 2.7.9) Not Yet


Provides clear and precise explanation of construction process
Provides clear description of testing the boat to see if it works
Describes clear and relevant reasons for materials used

A Good Start

Yes!

Self Evaluation
Does this reflect the Spirit of Inquiry?
Open-mindedness

A Good Start

Yes!

Not Yet

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Fair-mindedness
Curiosity
Concern for truth and accuracy
Admiration for human intellectual achievements
Willingness to follow arguments and reasoning wherever they lead
Desire to act on the basis of reason
Acceptance of uncertainty

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Lesson Overview
Focusing
Outcomes
Question
Addressed
for Lesson
Introduction: 2.4.1
What is
buoyancy or
floating?

Instructional
Objectives
Students will
develop
curiosity
about boats
and
buoyancy.

Spirit of
Inquiry

Length
Lesson Procedure
of
Lesson
Curiosity
One
Explain to students that they are going
class
to play a guessing game. Draw a
Admiration
yes column and a no column on
for human
the board. Present 3 pairs of cards to
intellectual
students, placing the examples in the
achievements
yes column and the non-examples
in the no column. Invite students to
discuss what the three examples have
in common with a partner. Tell
students to keep that idea and mind
and see if it works as you add 3 more
pairs of cards to the board. Invite
students to suggest what the examples
have in common.
Share with students that our next unit
is going to focus on floating and
boats. Show students pictures of
various boat designs and videos of
various boats sinking. Brainstorm
with students about why each design
worked (weight, size, and materials)
and what might have caused some
boats to sink.

What
materials

2.3.5

Students will
distinguish

Curiosity

Two
classes

Ask students to write two questions


they have about boats and/or floating.
Explain to students that we are going
to explore what materials float and

List of
Materials

Assessment

6 picture pairs
showing
examples and
non-examples
of floating.

Pictures of
various boat
designs (canoe,
ship, dinghy,
motorboat,
etc.)
Videos of boats
sinking.

Clear basin or
bucket filled

Exit slipstry to
include
answers to
these
questions in
the unit.

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float?

2.4.1

What
materials
sink?

2.4.2

between
materials that
sink and
float.

2.7.1
Students will
classify
materials
based on
their
buoyancy.
Students will
develop
curiosity and
confidence in
their ability
to explore
materials.

Openmindedness
Willingness
to follow
arguments
and
reasoning
wherever
they lead
Desire to act
on the basis
of reason
Acceptance
of
uncertainty

what materials sink. Invite students to


gather one item each (that will not be
damaged by water) from the school
yard or classroom to test.
Distribute the What floats? activity
sheet to students. Invite students up to
the front of the room, one at a time, to
show their item to their classmates.
Students will fill in a quick sketch or
word to identify the item in the first
column of their sheet. Next, students
will record their prediction about
whether the item will float or sink.
The student at the front will place
their item in the clear basin to see if it
floats. Students will record the result
on their sheet.
After all students have tested their
items, ask students if they are getting
better at predicting what items will
float. As a class, identify criteria that
helps you know if a material will float
or sink (waterproof, stiffness, etc.)
List the criteria on chart paper to refer
to in later lessons.
Divide the class into groups of about
four students. Distribute four
materials to each group that they
wouldnt have had access to before
(aluminum foil, wood scraps, fabric

with water.
Materials
gathered from
classroom and
school yard.
What floats
activity sheet: a
table with one
column for a
picture or word
to identify the
item, one
column for a
prediction, and
one column
that identifies if
the item
actually
floated.
Chart paper
and marker.

What floats?
activity
sheet.

Observation
of criteria
identified by
students
following
the activity.

Additional
Observation
floating/sinking of ranking.
materials (foil,
fabric, coffee
stirrers,

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How does
the shape of
a boat
impact how
much it can
carry?

2.3.2
2.4.5
2.7.4
2.7.5

Students will
adapt a boat
to increase
the load it
can carry.

Concern for
truth and
accuracy
Openmindedness

One
class

scraps, etc.). Ask each group to rank


items from the best floater to the best
sinker using our criteria. Invite groups
to explain their reasoning to the class.
Distribute the Cargo Carry sheets to
students. Explain that boats often
need to carry huge amounts of cargo.
Distribute a similarly sized piece of
foil to every student. Invite students to
create a boat out of the foil that will
carry the most amount of weight.
Have students draw their boat design
on their Cargo Carry sheets. Provide
students with tokens or coins to stack
on their boats as they float in the
basins of water to see how much
product their boat can carry. Note
how many coins the boat could hold
on the sheets.
Allow students time to circulate and
see their classmates boats and then
use the ideas they collect to adapt
their own. Invite students to explain
their adaptations and how they helped
their boat carry more weight.

popsicle sticks,
etc.)
Cargo Carry
sheets: this
includes a
section where
the students
can draw their
first boat
design, write
how many
coins that
design could
hold, and
explain any
adaptations
they made to
their boat to
help it carry
more weight.
Basins or
buckets filled
with water
Aluminum foil
Tokens/coins
Building
materials

Observation
of boats
Cargo
Carry sheets

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How can we
make
something
that floats
sink?

2.3.2
2.3.5
2.3.8
2.4.2
2.7.2

How can we
make
something
that sinks
float?

2.3.2
2.3.5
2.4.2
2.7.2

Students will
alter a
floating
object to
make it sink.

Openmindedness

One
class

Acceptance
of
uncertainty

Students will
describe their
product
explain how
materials
were used.

Students will
alter a
sinking
object to
make it float.
Students will
develop
confidence in
their ability
to problemsolve.

Openmindedness
Acceptance
of
uncertainty

One
class

Divide the class into pairs. Distribute


a toy boat to each pair and challenge
these students to find a way to make
the toy boat sink. Allow students time
to test their hypotheses by placing
their boats in water. The faster and
deeper the boat sinks, the better.
Have a gallery walk to look at the
results of each pairs work. One
partner will stay at their station to
explain their process and how they
used materials while the other partner
browses the work of their peers and
then they will switch.
Let that class know that today we are
going to work on creatively solving
problems. Divide the class into pairs.
Have each pair draw a material from
the grab bag. In their pairs, students
must work together to construct a boat
that floats using the item pulled from
the bag as the primary material. Allow
students time to test their hypotheses
by placing their boats in water.
Once a boat has been constructed,
students will find two other pairs to
share their solution with. When
everyone has finished sharing, well
discuss common solutions together.

Toy Boats
Basins or
buckets filled
with water

Observation
of progress
with the
boat.

Additional
Observation
floating/sinking of
materials.
descriptions
to peers.

Basins or
buckets filled
with water
Bag filled with
building
materials that
do not naturally
float but could
be made to
float with a
little creativity
(paper clips
will float if
strung together
to increase
surface area,
limes sink but

Observation
of progress
with the
boat.
Observation
of
explanations
to peers.

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Summative
task: What is
the best
design for a
boat that
floats?

2.7.3
2.7.6
2.7.7
2.7.8
2.7.9
2.4.2
2.4.3
2.3.3
2.3.5
2.3.8

Students will
choose
appropriate
materials for
a boat and
explain these
choices.

Openmindedness

Students will
create a boat
that floats.

Willingness
to follow
arguments
and
reasoning
wherever
they lead

Students will
describe the
process
through
which their
boat was
made.

Admiration
for human
intellectual
achievements

Desire to act
on the basis
of reason

Three
classes

their peels
float, coffee
grounds alone
do not float but
they do float if
placed in a
plastic bag etc.)
Build a boat that floats and moves
Building
See attached
through water. Be sure to test the boat materials
along the way.
(paper, tinfoil,
plastic bags,
Write a letter or create a labelled
wood scraps,
diagram for Captain Highseas.
Styrofoam
trays, etc.)
Complete Self Evaluation.
Buckets or
basins filled
with water.

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