Understanding by Design Unit Template

Title of Unit Buoyancy and Boats Grade Level Grade 2

Subject Science Time Frame TBD

Developed By Emma Hoblak, Heather Million, Emily Sutton,

Sarah Boersen, and Michelle Kang

- Scaffolding - Universal Design for Learning

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?

General Learner Expectations

Students will:
2–7 Construct objects that will float on and move through water, and evaluate various
designs for watercraft.

Specific Learner Expectations

Students will:
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. Alter or add to a floating object so that it will sink, and alter or add to a non floating object so
that it will float.
3. Assemble materials so they will float, carry a load and be stable in water.
4. Modify a watercraft to increase the load it will carry.
5. Modify a watercraft to increase its stability in water
6. Evaluate the appropriateness of various materials to the construction of watercraft, in
particular:
• the degree to which the material is waterproof (not porous)
 • the ability to form waterproof joints between parts
• the stiffness or rigidity of the material
• the buoyancy of the material.
7. Develop or adapt methods of construction that are appropriate to the design task.
9. Explain why a given material, design or component is appropriate to the design task.
By identifying specific learner expectations we are able to identify exactly what our students
need to be able to do and know by the time the unit is done. This way we can determine which
concepts are most important and need more scaffolding to ensure a better understanding. Based
upon student understanding, some objectives will require more class time than others. It is
necessary to teach foundational knowledge before letting students plan, design, and create to
ensure students can access their own previous learning to further their understanding.

We are providing a variety of options for representation, action and expression and engagement.
For example, students will use multiple modes to create their watercraft and use tools that cater
to their needs. Furthermore, teachers will provide options for students’ interests and optimize
individual choice and autonomy for students and make the performance assessment relevant to
students’ interests.

Enduring Understandings Essential Questions

What understandings about the big ideas are
desired? (what you want students to
understand & be able to use several years
from now)
What misunderstandings are predictable?
What provocative questions will foster inquiry
into the content? (open-ended questions that
stimulate thought and inquiry linked to the
content of the enduring understanding)

Students will understand...  How can you design a watercraft that

 How different materials sink or float
 How to evaluate the appropriateness
of a specific material
 How to create a watercraft using
different material that will float
 How to engage in a design process to
create and test a solution to a problem
Based upon the outcome goals, teachers can
decide how to proceed with the
implementation of these understandings to
best suite student needs
Related misconceptions…
 Larger objects will sink, smaller
objects will float
 Things sink when they are heavy, and
float when they are light
 Hard objects sink and soft objects
float
floats with limited resources?
 What materials sink or float?
 What modifications will help stabilize
and make a watercraft float?
 What do you think is the best design for a
watercraft?
Providing opportunities for students to share
their ideas and discuss with one another is a
great way to encourage critical thinking. This
scaffolding technique ensures that students are
engaged in their learning. Further, guiding
lessons to inquire about these essential
questions, will depend on how teachers need to
scaffold learning.
Discussion and formative assessment can
show students’ previous knowledge,
misunderstandings, and understanding can
inform teachers about how they will need to
scaffold upcoming lessons, and how they
should scaffold to ensure students know the
big ideas.
Knowledge:
What knowledge will student acquire as a
result of this unit? This content knowledge
may come from the indicators, or might also
address prerequisite knowledge that students
will need for this unit.
Students will know…
 What materials float or sink
 What causes a material to float or sink
 How to use the design process to
construct and adapt a watercraft that
floats
 How to ask questions that lead to
exploration and investigation
In order for students to understand the task at
hand, it is important to work on creating
vocabulary for the terms within this unit. This
will help students while they are doing their
work, to be able to refer back to definitions to
make sure their understanding on the various In order for students to obtain these skills, it is
topics is clear.
Skills
What skills will students acquire as a result of
this unit? List the skills and/or behaviors that
students will be able to exhibit as a result of their
work in this unit. These will come from the
indicators.
Students will be able to…
 Problem solve through use of technology
by constructing, using given materials a
watercraft
 Understand the importance of selecting
appropriate materials and the importance
of shaping, positioning, fitting and
waterproofing their constructions to do
the intended job
 Explain why the materials used are
appropriate
 Use the design process to construct a
solution to a problem
important that they have enough opportunities to
reflect on their learning and are able to explain
their thinking.