Lesson Plan

SHIP MAKING AND SHIP REGATTA

SHORT TERM GOALS:

To allow the students to become familiar with the advancement of sailing crafts and ship designs from ancient worlds to modern sailing designs.
To give the students the opportunity to incorporate prior knowledge in building a ship of their own.
To provide students with an opportunity to use various sources (books, magazines, etc.) to learn more about ships, shipbuilding, and important factors to take into consideration when building a ship.

TIME ALLOTMENT: 2 3/4 hours

CONTENT AREAS ADDRESSED:

(1) Science

(2) Math

(3) Language Arts

(4) Art

CONCEPTS ADDRESSED:

(1) Critical Thinking

(2) Comparing

(3) Testing

(4) Communicating

(5) Cooperating

Materials:

(1) Resource books

(2) Styrofoam

(3) Empty 2ml bottles

(4) Toothpicks

(5) Straws

(6) Cloth

(7) Construction Paper

(8) Butcher Trays

(9) Popsicle Sticks

(10) Rain Gutters

(11) Clay

(12) Glue

(13) Wood Blocks

PROCEDURE:

Throughout the study on ships and sailing, the students have begun to understand the concept of buoyancy, as well as the factors involved in buoyancy such as density, weight, and surface area. To see how well the students have understood these concepts, allow them to design their own ships.
Have several informational books available for the students to look through for design ideas and clues on how to make sails. A few examples are listed in the Resources at the end of this lesson.
Provide a number of materials for the students to use to build their ship, so they can use their own creativity to decide which material would work best for the parts of the ship. (Example: The students could use a butcher tray for the bottom of the boat, toothpicks to build the masts, and construction paper to build the sails.)
Allow the students to work in groups of two because the students will need the extra hand in developing the sails and holding the parts of the ship together. They will also be able to make the ship more complex if two are working instead of just one.
While the students are working, the teacher can walk around the room offering helpful suggestions whenever there is evidence of confusion or difficulty.
As the students are finishing up on their ship/boat, allow them to discuss with each other why they put their boat together the way they did. They could possibly make a list of the materials they used and why for later discussion.

SHIP REGATTA:

Because the students put so much time and effort into their ships, they should be given an opportunity to test their ships in water. While the students are building their ships, they can be given opportunities to test the materials to make sure the concepts of buoyancy are being used properly. But as a final activity, possibly allow the students to set up a bracket for a ship regatta for double elimination, single elimination, or a round robin.
Give the students a little time for trial runs in some rain gutters which are plugged at the ends. The students will have to decide among themselves who will be the one to compete, but the other students can cheer. The students will then begin the competition by setting the two rain gutters next to each other, starting the ships at one end, and using their own "hot air" (breath) to blow the ships to the opposite end of the rain gutters. The first ship to reach the end will be the winner of that round.
After the final races have been completed, awards can be given out to the participants and the winner.
Allow the students to discuss with each other why some of the boats floated or sailed better than others. Ask them to make comparisons between the ships, so the students can see how their ship could be improved.

ASSESSMENT:

Observation Checklist
Group Participation Rubric
The ship regatta will tell how well the students put their ships together in relation to the concept of buoyancey because they will either float or not float. This will help determine how well the students understood the concepts involved in building a ship.

EXTENSIONS:

Take the students to a shipyard so they can see first hand how ships are built. There should also be someone there who is capable of explaining the process and detail of such a project.
Develop a more complex classroom ship, which will incorporate more woodworking, cooperation, and planning.

RESOURCES:

Everett-Fisher, L. (1971). The shipbuilders. New York: Franklin Watts, Inc. [ISBN: 531-01043-0]

Goldsmith-Carter, G. (1970). Sailing ships and sailing craft. New York: Grossett and Dunlap, Inc. [ISBN: Unavailable]

Martin, J.H. (1985). Pictorial history of ships. Norwalk: Longmeadow Press. [ISBN: 0-9042-30-22-8]

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