elementary science grade technology...

Floating Fun for my Favourite Toy

Strand: Matter and MaterialsTopic: Properties of Solids & Liquids

2GRADE

Context and Purpose

Unit Overview

Making Decisions

Looking at Values

Teaching the Unit

New Vocabulary

Summary of Resources

MOE Expectations

Links to Other Subjects

Blackline Masters

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Elementary Science andTechnology Partnership

Acknowledgements

Project director and editor Dr. Malcolm Welch, Faculty of Education, Queen’s University, Kingston, Ontario, Canada, K7L 3N6

Project deputy director Dr. Andréa Mueller, Faculty of Education, Queen’s University

Lead teacher author Rosemary Engemann, Algonquin & Lakeshore Catholic District School Board

Teacher and Faculty Partners Algonquin & Lakeshore Catholic District School Board

Christina Ackerman, Faith Bland, Paul Couture, Paul Cox, Pauline Dockrill, Theresa Frendo-

Cumbo, Jamie Gaudet, Lisa McDonald, Gail Ows, Lisa Romano, Walter Sepic, Jamie Tees, Sheena

Whalen

Catholic District School Board of Eastern Ontario

Colleen Bennett, Dawn Fewer, Heather Garleau, Chris Shannon

Faculty of Education, Queen’s University

Dr. Peter Chin, Dr. Cathy Christie, Joan McDuff, Dr. Hugh Munby, Luigia Cimellaro, Jenny Taylor

Consultant Dr. David Barlex, Director, Nuffield Design & Technology Project

Layout Douglas Gifford

Illustrations Michael Shumate and Rob Loree

Project administrator Tricia Walker

The EST project wishes to thank all those teachers, administrators, school board personnel and

students who supported the piloting of the curriculum materials and who provided valuable feedback.

© Algonquin & Lakeshore Catholic District School Board 2002

© Catholic District School Board of Eastern Ontario 2002

© Faculty of Education at Queen’s University 2002

ISBN 1-894855-08-6

2 3

The Context

Most children enjoy playing in water, whether at

the beach, in a pool or in the bathtub. When at the

beach or in a pool they often make use of some

type of float to aid them in swimming and for

fun. These devices may be rings or tubes, rafts or

floating animal shapes.

In this unit students will design and make a float

for a small toy of their choice. To be successful,

the students will need to learn why objects float

or sink and why some materials and shapes float

better than others.

The Purpose

In this unit students will learn:

about the buoyancy of materials;

how the shape of a material affects buoyancy;

to conduct a simple experiment and record

their observations;

to write a design specification;

to mark, cut and shape materials with

increasing accuracy;

to evaluate a product against a design

specification;

to evaluate their designing and making.

Context and Purpose

2 3

Unit Overview

The Support Tasks

1 Exploring floating and sinking

45 minutes

2 Investigating shapes and materials that float

45 minutes

3 Learning to cut and join materials

80 minutes

4 Supporting a mass

45 minutes

5 Writing a design specification

30 minutes

The Big Task: The design and make activity

The Big Task is for students to design and make a

float to support a small toy. The float may be used

in the bath or in a swimming pool. The shape of

the float should reflect the toy it is supporting.

140 minutes

The Evaluation 30 minutes

Unit Review 30 minutes

4 5

Making Decisions

Design Decisions

The students can decide on the following:

which toy is to be supported by the float

the shape of the float

the size of the float

the materials used to make the float buoyant

4 5

Looking at Values

Grades 1 - 3

Making design decisions involves making value

judgements. Making these judgements is an ongoing

process that will permeate this unit. Teachers should

engage students in thoughtful discussion that will

help them make decisions that are important to

themselves and eventually to society.

Values are influenced by personal priorities. This

is particularly relevant in the case of Grade 1 - 3

students. Teachers should explore how students

feel and what they think, knowing their experience

is centred on themselves, their friends and their

family. Discuss how these relationships might

influence them when making decisions.

Teacher input

Explain to students that products and services are

designed and made to meet a need or want. Tell

students that when they decide about the worth

or importance of a product, they are making a

value judgement about its quality. Tell students

that a democratic society requires each student to

become an informed citizen who will use his or her

knowledge and value system when making decisions

about technology in settings outside the school.

Explain to students that as they learn to recognize

and discuss values, they will begin to compare

how their own values are similar to or distinct

from those of friends and others. Ask questions

that will help students conceptualize what values

are and how these values might impact their

life, both now and in the future. Recognize that

students’ answers will reveal value judgements

that become more complex and sophisticated

with practice and experience.

At appropriate times throughout the unit, use the

following questions as starting points to engage

students in thinking about and discussing values.

Aesthetic values

In what ways is the product pleasing to the

senses?

Do I like my product? If so, why? If not, why

not?

Technical values

What materials were used in the production?

What skills were needed to make the product?

Does the product perform its intended

function?

Will the product withstand extended use?

Economic values

Who else would want to own the product?

Why would someone else want to own the

product?

Environmental values

How long will the product last?

What happens to the product when it is no

longer wanted?

Social values

Whose needs or wants were considered

during the designing?

What needs or wants were considered during

the designing?

Moral values

How does the product affect me?

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Teaching the Unit

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Teaching the Unit

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suggested timing

Support Task 1: Exploring floating and sinking

45 minutes

Student activity

Working in small groups students will conduct

an experiment to determine which objects and

materials float and which sink.

From a central table one student from each group

will choose an item from those available. Before

putting the object into the water they must

record its name on the BLM “Does it float or does

it sink?”, the material from which the object is

made, and predict whether the object will sink or

float. Remind students not to drop the item into

the water, but place it in gently to cut down on

splashing. They should wait a few seconds and

then record whether it floats or sinks.

Students record their observations on

the BLM “Does it float or does it sink?”

Return the objects to the

main table and repeat

until each group has

tested ten items.

Teacher input

Tell the class they are going to design and make

a float to support their toy in a pool or bathtub.

Explain that to be successful they will first need

to learn about why some objects float and others

sink.

Ask the students where some of their

favourite swimming places are (pool at home,

neighbourhood public pool, beach) and about

special toys they like to use when playing in the

water. Make a list on the board to include inner

tubes, flutter boards, rafts, inflatable creatures

and life jackets. Identify with the students that

not only are these devices fun to play with when

swimming, but they also keep us afloat.

Show the students how some objects

float and some sink. Use a variety of

materials and a see-through water

container (aquarium). Include

objects of different sizes, as well

as those of similar size and

different mass. Ask students

the following questions:

What is the name of this

object? What material is it made of? Do you think it will float or sink? Did it float or sink? Why do you think this happened?

Repeat this procedure with two or three items.

Ask students to define the words float and sink.

Record their responses on the chalkboard or on

chart paper.

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: none required

Consumable materials: large see-through container of water (aquarium), variety of objects

that will sink or float (jars with lids, pennies, nails, stones, popsicle sticks,

blocks of wood, milk cartons, Styrofoam blocks, ping pong balls, golf balls,

different fruits and vegetables), tub of water for each group of students,

paper towels, copies of BLM “Does it float or does it sink?”Tools: pencils

Safety checkDiscuss the hazards and risks involved in using water in the classroom and how these risks can be

managed by behaving sensibly and following the correct procedures. Check that students do not

have a latex allergy.

suggested timing

Teacher input

When the experiment is complete ask students

to identify common factors for those objects that

float and those that sink. Ask if there are any

surprises (not all little objects float, not all big

objects sink). Ask students to draw conclusions

from the experiment.

To encourage students to experiment with

different items, keep a “Floating/Sinking”

centre in the classroom until the end of the unit.

Encourage students to add new items to the

collection. They can then add their findings to

the chart made at the end of the student activity.

Students may also bring in some of the pool floats

they use.

Relating this Support Task to the Big Task

At the conclusion of this Support Task have

students tell you what they have learned about

floating and sinking. Next ask students how this

information will help them to design and make a

float to support a small toy.

New vocabulary

sink, float

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Teaching the Unit

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Teaching the Unit

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suggested timing

Support Task 2: Investigating shapes and materials that float

45 minutes

Student activity

Divide students into small groups and give each

a tub of water, a ball of plasticine, a re-sealable

sandwich bag or balloon, a ball of foil, and paper

towels.

Explain that their task is to change the shape of

each object that sinks so that it floats and remains

above the waterline. Students use the BLM “I

made it float.” Students may use words or pictures

to record how the object looked before and after

changes were made.

Teacher input

Tell the students that today they will investigate

why a huge ocean liner floats but a little penny

will quickly sink.

Place a ball of plasticine into a large, clear

container (aquarium) of water at the front of the

class. Ask students: What is happening? Why do

you think this is happening?

Tell the students that they will be working in

groups to change objects that sink into objects

that float and also objects that float low in the

water into objects that float well above the

waterline. This is important since the floats they

will be designing and making must stay above the

waterline.

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: picture of large ocean liner

Consumable materials: a large, clear tank (aquarium) containing water, several balls of

plasticine and foil, re-sealable sandwich bags or balloons, a tub of water

for each group, paper towels, copies of BLM “I made it float”Tools: pencils


managed by behaving sensibly and following the correct procedures. Check that students do not

have a latex allergy before using balloons.

suggested timing

Teacher input

When the class has completed the experiment ask

the following questions:

What changes to the shape of the plasticine

made it float?

What did you have to do to the balloon to

make it float?

What did you do to the ball of tin foil to make

it float?

What did you do to the re-sealable sandwich

bag to make it float?

Remind students to bring a small toy to the next

class.




shapes that float. Next ask students how this



New vocabulary

waterline

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Teaching the Unit

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Teaching the Unit

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suggested timing

Support Task 3: Learning to cut and join materials

80 minutes

Student activity

Divide the class into groups of three or four. These

will act as expert groups. Students will experiment

with different ways to cut and join materials in

order to make an open box. Remind them to work

carefully and to seal all joins so that water cannot

get in. When they have completed their box they

may try it in a tub of water. If it is unsuccessful

they will need to identify the problem and make

corrections. If it floats, ask the students to identify

improvements they can make.

When the students have completed the

activity, gather the class together to

observe and discuss which method,

materials and tools worked best.

Record these on chart paper or on the

chalkboard for students to refer

to when they tackle

the Big Task.

Teacher input

Tell the students that it is important to know how

to cut and join the materials (Styrofoam, tin foil,

plasticine, popsicle sticks, milk cartons) they

might use for designing and making their float. A

way for them to do this is to construct an open box.

This will provide the opportunity to create a simple

structure that floats, experience working with

different materials, and learn about joining seams.

Ask the students what they think is important to

remember when they join the materials (there

should be no spaces where water can get in).

Set up one or two stations

for each of the materials

that will be available to

students. Have available

the tools for cutting and

measuring as well as

materials for joining

(tape, glue, stapler).

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Teaching the Unit

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Teaching the Unit


Consumable materials: tub of water, Styrofoam (meat trays), plasticine, tin foil, popsicle sticks,

milk cartons, masking tape, duct tape, white glueTools: scissors, rulers, staplers

Safety checkDiscuss the hazards and risks involved in using cutting tools and materials in the classroom and

how these risks can be managed by working carefully and following the correct procedures.

suggested timing


At the conclusion of this Support Task have students

tell you what they have learned about materials

and tools, and making boxes that float. Next ask

students how this information will help them to

design and make a float to support a small toy.

New vocabulary

none

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Teaching the Unit

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Teaching the Unit

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suggested timing

Support Task 4: Supporting a mass

45 minutes

Student activity

Have workstations set up with the required

materials. Divide the class into small

groups. Explain to the class that they will be

experimenting with floats and objects in the

following way:

Place the smallest object on the smallest piece

of Styrofoam and place on top of the water.

Observe what happens. Repeat with the other

two sizes of Styrofoam.

Repeat with the medium size object.

Repeat with the large size object.

When all groups have completed the activity,

gather students as a class to discuss their

findings. Record these on chart paper or on the

chalkboard.

Teacher input

Explain to the students that the float they will

be designing and making has to float and also

support a mass (their toy). Tell them that during

this activity they will be given the opportunity

to test different sizes of floats with objects of

different mass to determine which size float is

most effective.

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Teaching the Unit

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Teaching the Unit


Consumable materials: enough Styrofoam rectangles/squares (which may be cut from meat trays)

so that each workstation has 1 small piece (60 mm x 60 mm), 1 medium

piece (100 mm x 100 mm), and 1 large piece (150 mm x 150 mm), 3 objects

(small, medium, large) for each group (these may be chunks of plasticine),

tub of water (1 per workstation)Tools: none required


managed by behaving sensibly and following the correct procedures.

suggested timing




supporting a mass. Next ask students how this



New vocabulary

mass

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Teaching the Unit

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Teaching the Unit


Consumable materials: BLM “My fabulous float design specification”

Tools: none required

Safety checkReview with students the hazards and risks they may encounter when making a float for their

favourite toy.

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suggested timing

Support Task 5: Writing a design specification

30 minutes

Student activity

Students complete the BLM “My fabulous float

design specification”. Working in small groups

they can discuss their answers with other

students.




writing a design specification. Next ask students

how this information will help them to design and

make a float to support a small toy.

New vocabulary

none

Teacher input

Explain to the class that each student must

write a design specification that will answer the

following questions:

Who will play with the float?

What toy must the float support?

What size must the float be?

What shape must the float be?

What materials will be used to make the float?

What tools will be needed to make this float?

Tell the class that they can record their answers

to these questions on the BLM “My fabulous float

design specification.” They can also record the

materials they will use and the tools needed to cut

and shape them. This specification will be used

in the sessions when the students design and

make and then evaluate their float.

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Teaching the Unit

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Teaching the Unit

Resources requiredStimulus materials: BLM “My fabulous float design specification”, a variety of pool

floats brought in by students, toysConsumable materials: milk cartons, plasticine, foil, popsicle sticks, Styrofoam, cardboard, re-

sealable sandwich bags, balloons, elastic bands, white glue, items for

decorating floats (buttons, sequins, wallpaper sample books), tubs of waterTools: pencils, scissors, crayons, permanent markers (variety of colours)

Safety checkReview the hazards and risks involved when using cutting tools and how working carefully and

using the correct procedures can manage these. Check there are no latex allergies within the

school before using balloons.

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suggested timing

The Big Task: Designing and making a float for a favourite toy

140 minutes

Student activity

Students work individually to make their float.

They may choose any materials from the class

supplies or they may have brought in some of their

own. Have tubs of water available for testing their

floats at various stages of making. Encourage the

students to make changes as necessary. Students

should refer to their design specification on BLM

“My fabulous float design specification” before

making begins. They may test their float at any

time to determine if they are being successful.

Teacher input

Tell the class that they are now ready to design

and make their fabulous float for the toy of their

choice. Remind the students they have written a

design specification that they should use as they

are making the float.

Remind the students that they have made design

decisions about:

the toy the float must support;

the size of the float;

the shape of the float;

the materials they will use to make the float.

Students may wish to bring some materials from

home for their project. They should be allowed the

chance to do so. They can use one work period

to design their float and consider necessary

materials, then they can begin making their float

during the next work period.

suggested timing

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Teaching the Unit

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Teaching the Unit


Consumable materials: tubs of water, floats made by students, BLM “My fabulous

float: self evaluation”, BLM “My fabulous float: peer evaluation”Tools: pencils

Safety checkDiscuss the hazards and risks involved in testing floats and how these risks can be managed by

being careful and respecting the property of others.

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suggested timing

Evaluating the Final Product

30 minutes

Student activity

Put students into pairs. They should look at and

test the floats to answer the following questions

about their float and their partner’s float:

Did it float?

Did it support the toy?

Was it the shape the designer had planned to

use?

Did the designer choose the materials wisely?

Did the designer need to make changes?

Is it attractively decorated?

There are two evaluation sheets (BLM “My

fabulous float: self evaluation” and BLM “My

fabulous float: peer evaluation”) that the students

can use to record their answers.

Teacher input

Tell the class that now is the time to evaluate the

fabulous floats. Explain that to do this they will

need to check whether the float did what it was

supposed to do. Remind students that they wrote

this down just before they began to make their

special float (BLM “My fabulous float design

specification”) and they should use this sheet as

a reminder.

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Teaching the Unit

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Teaching the Unit


Consumable materials: BLM “Unit Review”

Tools: pencils

Safety checkDiscuss whether students used hazard recognition, risk identification, and risk management

when designing and making a float for their favourite toy.

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suggested timing

Unit Review

30 minutes

Student activity

The students can discuss these questions in

small groups or as a whole class. When they have

finished their discussion give each student a copy

of BLM “Unit Review.” Based on their responses

the students should set a goal for improvement for

their next design and make activity.

Teacher input

Explain to the class that it is important to think

about how to become better designers and

makers. They can do this by thinking about and

discussing the following questions:

What did you enjoy the most?

What did you find easy?

What did you find difficult?

What did you get better at?

Did you help each other?

What could have been done better?

How could these things have been done

better?

suggested timing

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New Vocabulary

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Term Definition

float to rest or move on the surface of a liquid without sinking

mass the amount of matter in an object, measured in kilograms

sink to disappear partly or totally below the surface of a liquid

waterline the line along which the surface of the water touches a ship’s side

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New Vocabulary

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Support Task Stimulus Materials Consumable Materials Tools

1 none required large see-through container of water (aquarium), variety of objects that will sink or float (jars with lids, pennies, nails, stones, popsicle sticks, blocks of wood, milk cartons, Styrofoam blocks, ping pong balls, golf balls, different fruits and vegetables etc.), tub of water for each group, paper towels, BLM

“Does it float or does it sink?”

pencils

2 picture of large ocean liner

large see-through container of water (aquarium), several balls of plasticine and foil, re-sealable sandwich bags or balloons, tub of water for each group, paper towels, copies of BLM “I made it float”

pencils

3 none required milk cartons, plasticine, tin foil, popsicle sticks, Styrofoam, masking tape, duct tape, white glue, tub of water

scissors, rulers, staplers

4 none required enough Styrofoam rectangles/squares (which may be cut from meat trays) so that each workstation has 1 small piece (60 mm x 60 mm), 1 medium piece (100 mm x 100 mm), and 1 large piece (150 mm x 150 mm), 3 objects (small, medium, large) for each group (these may be chunks of plasticine), tub of water (1 per workstation)

none required

5 none required BLM “My fabulous float design specification” none required

The Big Task pool floats brought in by students, action figures, fashion dolls, BLM “My fabulous float design specification”

milk cartons, plasticine, foil, popsicle sticks, Styrofoam, cardboard, re-sealable sandwich bags, balloons, elastic bands, white glue, items for decorating floats (buttons, sequins, wallpaper sample books), tubs of water

pencils, scissors, crayons, permanent markers (variety of colours)

Evaluating the Final Product

none required tubs of water, floats made by students, BLM “My fabulous float: self evaluation”, BLM “My fabulous float: peer evaluation”

pencils

Unit Review none required BLM “Unit Review” pencils

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MOE Expectations

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MOE Expectations

MOE ExpectationsLinks to Support Tasksand the Big Task

Overview 1 2 3 4 5 BT when students examine materials in the world around them, they become

aware of a wide variety of similarities and differences in the properties of those materials – for example, the way they look, feel, sound, or change. In Grade 2, students will develop their understanding of properties of materials through investigating liquid and solid materials. They will investigate ways in which solids and liquids interact, and will learn that some materials exist in both solid and liquid states. They will also learn that it is important to take into consideration the various properties of solids and liquids when designing and making or building objects for use

Overall expectations 1 2 3 4 5 BT demonstrate an understanding of the properties of familiar liquids (e.g.,

vinegar, detergent, water, oil) and solids (e.g., sugar, salt, sand), and of interactions between liquids and between liquids and solids

investigate the properties of and interactions between liquids and between liquids and solids, and identify the types of objects or materials that can be used to contain liquids and solids (e.g., a plastic bowl will hold a liquid or a solid but a paper towel will only hold a dry solid)

identify and describe ways in which we use our knowledge of liquids and solids in making useful objects and in living in our environment

Specific expectations: Understanding basic concepts 1 2 3 4 5 BT

describe the properties of liquids and solids, using their observations

distinguish between solids that dissolve in water (e.g., sugar) and solids that do not (e.g., sand)

describe, using their observations, the characteristics of the three states of water, and identify the conditions that cause changes from one state to another (e.g., water turns to ice when placed in a freezer)

recognize that the states of liquids and solids remain constant in some circumstances (e.g., solids remain solid when broken; liquids remain liquid when poured), but may change in other circumstances (e.g., liquids may freeze when the temperature drops; solids may melt when heated)

identify reversible changes in materials (e.g., the changing of ice to water)

identify, through observation, various substances that are buoyant (e.g., wood, oil), that can absorb another substance (e.g., paper towel), and that can dissolve another substance (e.g., water)

evaluate the appropriateness of the materials chosen in the design and used in the construction of a structure that is intended to float (e.g., polystyrene, paper, metal, wood)

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MOE Expectations

21

MOE Expectations

Specific expectations: Developing skills of inquiry, design, & communication 1 2 3 4 5 BT design and assemble, using given materials, an object that is buoyant and able

to support a given mass, and identify and describe the materials and tools they used

ask questions about and identify needs and problems related to the use of liquids and solids, and explore possible answers and solutions (e.g., devise and explain a plan to build a model raft; predict changes that will occur when ice or water is heated or cooled)

plan investigations to answer some of these questions or solve some of these problems, and describe the steps involved

use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use such words as clear, runny, and greasy when describing liquids, and granular, hard, and opaque when describing solids)

record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (e.g., record data from experimentation with liquids and solids; on a chart list characteristics of different liquids that they have observed)

communicate the procedures and results of investigations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., write a booklet for the school library describing class experiments in investigating liquids and solids)

Specific expectations: Relating science and technology to the world outside the school 1 2 3 4 5 BT compare the properties of liquids with those of solids to determine which

materials take the shape of their container (e.g., water will fill a margarine container completely but ice cubes will leave spaces)

compare different materials with respect to their capacity to absorb, and identify ways in which this capacity determines how these materials are used (e.g., bond paper, paper towels, cotton, linen, wood, plastic)

describe, using their observations, the behaviour of various liquids (e.g., water, oil) when poured on different surfaces (e.g., rough wood, smooth wood, cloth), when combined with solids (e.g., powdered milk), and when combined with other liquids (e.g., vinegar), and explain how the reactions they observe determine the uses of these liquids and solids

compare the properties of water with the properties of at least one other liquid (e.g., detergent, oil, molasses)

identify liquids used in the home and describe how they are used (e.g., milk for drinking and cooking; detergent for cleaning)

describe, using their observations, some ways in which solids and liquids can be combined to make useful substances (e.g., flour and water make paste)

identify objects in the immediate environment as solids (e.g., sand, ice, rocks) or liquids (e.g., milk, vinegar, water)

recognize international symbols that give us information on the safety of substances (e.g., household cleaners, cleansers, bleaches) and Canadian Safety Association signage when working with liquids and solids

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23

Blackline Masters

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Language

Writing

communicate ideas (thoughts, feelings,

experiences) for specific purposes

organize ideas in a logical sequence

(beginning, middle, end)

use and spell correctly the vocabulary

appropriate for this grade level

use correctly the conventions specified for

this grade level

Reading

read independently, using reading strategies

appropriate for this grade level

understand the vocabulary and language

structures appropriate for this grade level

use some conventions of written materials to

help them understand and use the materials

Oral and Visual Communication

communicate messages (using words and

pictures), and follow instructions and

directions

listen to discussions and ask relevant

questions

apply the rules of participating in a

conversation and working with others

use conventions (sentence structure) of oral

language

use words from their oral vocabulary,

personal word lists and class lists compiled

through brainstorming

use underlining, colour, size of print for

emphasis, print legibly

Mathematics

Measurement

use mathematical language to describe

relative times, sizes, temperatures, amounts

of money, areas, masses and capacities (e.g.,

higher tower, fewer cups)

Geometry

explain how they used different three-

dimensional figures and concrete materials in

building a structure or model

Data management and Probability

sort and classify objects and data using

concrete materials

collect and organize data

create and interpret displays of data, and

present and discuss the information

The Arts

Visual Arts

produce 2D and 3D works of art that

communicate ideas (thoughts, feelings,

experiences) for specific purposes and to

familiar audiences

use the elements of design in ways

appropriate to this grade

use correctly vocabulary and art terminology

associated with the specific expectations for

this grade

identify strengths and areas for improvement

in their own and others’ artwork, and explain

their choice

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Blackline Masters

Title Used in…

Does it float or does it sink? Support Task 1 on page 6

I made it float Support Task 2 on page 8

My fabulous float design specification Support Task 5 on page 14

My fabulous float: self evaluationEvaluating the Final Producton page 16

My fabulous float: peer evaluationEvaluating the Final Producton page 16

Unit Review Unit Review on page 17

Name: Date:

Does it float or does it sink?

Name of objectWhat material is the object made

of?Does it float? Does it sink?

nail metal no yes

Name: Date: Name: Date:

I made it float

Draw pictures or use words to complete the chart below.

Name of object What it looked like

How I changed it Did it work?

Name: Date: Name: Date:

My fabulous float design specification

1. Who will play with my float?

2. What toy will the float support?

3. This is what my float will look like:

continued…

Name: Date:

4. To make my float I will need the following materials:

.

5. To make my float I will need the following tools:

.

Name: Date:

My fabulous float: self evaluation

1. Did the float actually float?

2. Did the float support the toy?

3. This was the shape I planned to use:

4. This was the shape I did use:

continued…

5. Did I choose the correct materials?

6. I know this because

.

7. What changes did I need to make during the designing and making?

.

8. Is the float attractively decorated with appropriate materials?

Float made by: Date:

Float evaluated by:

My fabulous float: peer evaluation

1. Did the float actually float?

2. Did the float support the toy?

3. Did the float use appropriate materials?

4. Is the float attractively decorated with appropriate materials?

5. I think the float could be improved by

.

Name: Date:

Unit review

1. The thing I enjoyed most about this unit was

.

2. It was easy to

.

3. It was not so easy to

.

4. I am pleased with my completed float.

5. I could have made it even better by

.

Name: Date:

6. Three things I learned while doing this unit were:

1.

2.

3.

7. One thing I will do differently next time I design and make a

product is

.

elementary science grade technology...

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