Ship Building In Action

Goals:

To define the purpose of several different types of boats.

To develop a list of materials one would ideally use in the construction of a particular type of boat.

To work cooperatively in a group to decide what type of boat they would like to construct. To construct a model of a boat or to construct a boat that floats.

Content Areas:

Language Arts - written and verbal communication

Science - boat construction and scientific properties involved

Math - problem solving and construction of a balanced ship

History - discussion of familiar types of ships built in our past

Art - creation of a ship

Materials:

Paper/pencil

Variety of materials for boat making (popsicle sticks, milk cartons, wood, straws, etc.)

Body of water or large container for water

Resources for teachers may include the following so they have background on ship building:
 

Gibson, Charles E. (1948). The Story of the Ship. New York: H. Schuman.

Kolin, Rich. Traditional Boat Building Made Easy.



Landstrom, Bjorn. The Ship.

Lewis, Edward V. & O'Brien, Robert. (1965). Ships - Life Science Library. New York: Time, Inc.

Wooden Boat Magazine Editors. Fifty Wooden Boats.

Procedure: (3 hours, although time may vary with each group of students)

1) As a class, discuss the purpose of different types of boats, including sailboats, cargo ships, speed boats, etc. In small groups have students decide what materials they would use to make each type of boat and ask them to record their answers on paper for the teacher to evaluate later. Require students to justify their material choices.

2) Continue to discuss with the students, encouraging them to utilize what they have learned in the timeline activity, term review, and powering of boat activities earlier in the week. Based on what they learned in these lessons, ask students to determine, as a group, how they will build a boat.

3) Each group may make a different type of boat. Some may choose to make a model that looks like a real boat, but will not float, and others may choose to make a boat that really floats even if it doesn't look realistic. Teachers can give specific directions on how to build a certain boat at this time, or they may allow students to be creative and leave this portion of the assignment more open-ended.

4) Upon completion of the ship building, allow time for students to share their constructions with the rest of the class. If a body of water is near to the school, allow students to test the buoyancy of their creations. A large container of water, for example a plastic swimming pool, would also be an ideal place for students to test the ships they have constructed.

Assessment:

Students will be evaluated based on how they work in their groups and whether or not they develop a finished project. Criteria for success: As students are working, teacher may walk around classroom and simply check off names of students who are working well together and are actively participating. Finished products will also be assessed by classmates. Each student will fill out an evaluation for each ship presented to the class. Students will be successful if they earn a score of three, four or five in all areas of the peer evaluation form. Since the teacher will be actively watching what the students are creating, he/she can help to set students up for success in this area, so that every group is able to create an appropriate vessel.

Peer Evaluation Form

Name of ship builders:

Type of ship constructed:

Please rate this boat in each of the following categories: 5=Excellent, 4=Very Good, 3=Good, 2=Fair, 1=Poor
 
1) Creativity - (Did the builders add creative ideas to make their ship different from other groups?)  _______

2) Evidence of good planning - (Does the plan of the boat make sense? Did the team of builders reach their construction goal?) ________

Answer either question 3 or 4
 
3) Does the boat float? ________

4) Is the ship a model of a common type of boat? ________
 
5) Rate the boat overall _______

Students could have a boat regatta!

Students could take their boats to a pond or swimming pool to test their buoyancy.

Students could bring their boats to an elementary school to share with other children.

Making Waves - written by Jennifer Cannistra, Jamie Hanna, Michael LeRoy, & Kim Mongoven

Back to Week 2 - Day 4

This page was submitted by St. Norbert College Ocean Voyagers Program