Buoyant Bill

Overview / Description:

Students will develop and use models as well as collaboratively plan an investigation to make sense of buoyancy.

Learning goals/objectives:

After completing this activity, students should be able to . . .

• Develop a model to seek information on what makes an object buoyant.
• Collaboratively plan an investigation or a test to prove the phenomena of buoyancy, and then build and adjust the model to serve as proof of what makes an object buoyant.
• Ask questions to clarify theories after observing investigations and seek further information.

Content Standards

Wisconsin State Standards for Science:

Science and Engineering Practices:

SCI.SEP1: Ask questions that arise from examining models or theories to clarify and seek additional information and relationships.

SCI.SEP2: Develop a complex model that allows for manipulation and testing of a proposed process or system.

SCI.SEP3: Individually and collaboratively plan an investigation or test a design to produce data that can serve as evidence to build and revise models, support explanations for phenomena, and refine solutions to problems. Consider possible variables or effects and evaluate the investigation’s design to ensure variables are controlled.

Educational Frameworks:

ASCA Mindsets and Behaviors:

B-SS 6: Use effective collaboration and cooperation skills

B-SMS 7: Demonstrate effective coping skills when faced with a problem

B-SMS 5: Demonstrate perseverance to achieve long- and short-term goals

Materials:

Learning Activities:

Assessment

Formative Assessment: Observe groups for collaborative effort and problem solving abilities.  Observe class discussion.

Summative Assessment: Collect Buoyancy Bill Worksheet to use as an assessment.  Buoyancy Bill worksheet.

Wrap-Up:

Partner up 2 groups making a group of 4.  Discuss what they used to create their Buoyancy Bill.  What did the materials have in common?  Have the class discuss what worked well, what didn't work and what surprised them.  What are the benefits to being neutrally buoyant for a scuba diver?  What problems did you have in working with your partner?  What did you do to rectify the problems or as a group can we give them input on how to improve upon this next time?

Extension Activity (for intervention or enrichment):

Intervention:  If students struggle to work cooperatively, Teacher could allow independent work or work with another group, or Teacher could intervene to assist in cooperative strategies.

Enrichment:  Allow students to  repeat this process with weights attached to the scuba diver, or adding a thrust with their partner blowing bubbles into the water to see how this impacts the diver.