Cardboard Boat
| Title: Cardboard Boat | Author: Blake D. Jersey |
| Subject(s): Math, Listening and speaking, SEL | |
| Grade Level(s): 11-12 | Total Time: 2 days, 12 hours and 35 minutes |
Overview / Description: Students will collaboratively design and construct a cardboard boat using a variety of tools and methods which will float and hold 1 human in the school pool.
Learning goals/objectives:
After completing this activity, students should be able to . . .
- Gain knowledge in using a variety of tools and methods to accomplish the goal of making a cardboard boat that floats and holds a student using basic geometric construction principals.
- Work collaboratively to plan, build and problem solve.
Workplace Readiness Skill:
| X | Social Skills | X | Communication |
| X | Teamwork | X | Critical Thinking |
| X | Attitude and Initiative | X | Planning and Organization |
| X | Professionalism | Media Etiquette |
Content Standards:
Math Geometry Standard:
Making Geometric Constructions:
G-‐CO.12. Make
formal
geometric
constructions
with
a
variety
of
tools
and
methods
(compass
and
straightedge,
string,
reflective
devices,
paper
folding,
dynamic
geometric
software,
etc.).
Copying
a
segment;
copying
an
angle;
bisecting
a
segment;
bisecting
an
angle;
constructing
perpendicular
lines,
including
the
perpendicular
bisector
of
a
line.
Language Arts Standard:
Listening and Speaking:
EE.SL.11-12.1 Engage in collaborative discussions.
a. Prepare for discussions by collecting information
on the topic.
b. Work with peers to set rules and goals for
discussions.
c. Ask and answer questions to verify or clarify own
ideas and understandings during a discussion.
d. Respond to agreements and disagreements in a
discussion.
Educational Frameworks:
ASCA MINDSETS & BEHAVIORS Standards:
B-SS 6: Use effective collaboration and cooperation skills
B-LS 1: Demonstrate critical-thinking skills to make informed decisions
Materials:
Students will have to obtain their own cardboard by contacting local businesses (this is to work on communication and social skills as well as professionalism.)
Videos: Modular construction of Boats video, LCS Ship Built in Marinette, WI
Per Group of 2-4 students:
2 tubes of liquid nail
2 tubes of silicone
2 rolls of duct tape
scissors or box cutter
student swim suits
life jackets
Learning Activities:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Teacher shows video on boats. Review what will make a boat float (buoyancy, mass, thrust) Have a discussion with students on possible designs of boats. Teacher shares the rubric to describe the boat they are to construct | WG | 20 min |
| Have the students work in groups to create a detailed diagram of their model boat. Students will need to discuss the plan in small groups with the teacher to have it approved. Students gather cardboard from local businesses using professionalism and social skills. | SG | 2 days |
| Teacher gathers materials above and distributes them to the teams of 2-4 students. | T | 5 minutes |
| In small groups teams construct a boat made out of cardboard. Students will take the boats to the school swimming pool and determine if the boats float for a minimum of 1 minute. Teacher will make anecdotal notes and use the rubric to complete assessments. | SG WG T | 10 hours 90 minutes 30 minutes |
Assessment: Student diagrams will be collected. Teacher will evaluate through observation whether students are able to professionally and independently obtain cardboard. Teacher will keep anecdotal notes on students ability to collaborate, use professional manners, and problem solve. Teacher will observe whether students use critical thinking to problem solve. Cardboard Boat Rubric
Wrap-Up: Teacher and students discuss the results. Which boats were a success and which ones were not, and why.
Discuss professionalism and what problems occurred in team planning and discussion and how issues were resolved.
Discussions will happen with small groups to intervene on usage of tools and mathematical computations that led to inadequate boat flotation.
Extension Activity (for intervention or enrichment): Extension: Students may devise a propulsion devise using any materials of their choice. Intervention: Students may use computers to assist in modeling of their boats if necessary.
ATTACHMENTS