TEACHER GUIDE

Wild Boat Building

Design Challenge

Grade Level:
4th Grade

Time:
45-60 min

Literacy Connection:
Where the Wild Things Are by Maurice Sendak

Standards Addressed:
● Science Standard:
○ 4-ETS1-2
○ Generate and compare multiple possible solutions to a problem
based on how well each is likely to meet the criteria and constraints
of the problem.
● Technological Literacy Content Standards:
○ Standard 9: Students will develop an understanding of engineering
design.
■ C. The engineering design process involves defining a
problem, generating ideas, selecting a solution, testing the
solution(s), making the item, evaluating it, and presenting
the results.
● Mathematics Standard:
○ AR.Math.Content.4.NF.A.1
○ By using visual fraction models, explain why a fraction a/b is
equivalent to a fraction (n × a)/(n × b) with attention to how the
number and size of the parts differ even though the two fractions
themselves are the same size • Use this principle to recognize and

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generate equivalent fractions For example: 1/5 is equivalent to

(2x1) / (2x5).
● Language Arts:
○ RL.4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first- and
third-person narrations.

Unit:
Buoyancy, Density, Displacement, Mass, Volume

The Big Ideas:

● Defining key terms:
○ Buoyancy
○ Density
● Understanding the how and why objects float or sink
● Using the engineering design process to solve a real-world problem
● Understanding how problems can be solved in a variety of ways
● Working cooperatively with a team
● Learning how to solve a problem I did not initially know how to solve

Essential Question:
How can your team design a boat that will float and hold as many Wild Things
(plastic animals) as possible to travel to Max’s house, so that they can have
supper with their beloved king?

Scenario:
After Max returned home from his trip visiting the Wild Things, the Wild Things
decided that they really missed their king. The Wild Things want to build their
own private boat and sail to Max’s house to have dinner with him. The only
problem is they don’t know how to build a boat! How can you work with an
engineering design team to help the Wild Things build a boat to get to Max in
time for dinner?

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Challenge:
● Learn about buoyancy
● Learn about water displacement.
● Learn about gravity and buoyant forces.
● Learn about density
● Develop an idea for a floating vessel.
● Design and build a final boat that can hold at least 5 Wild Things, but as
many as possible.
● Complete the STEM design journal as you design and build your boat
● Test your boat to see if it floats and how many Wild Things it can hold
● Present your boat to the class

Limitations:
The completed boat must:
● Use only the materials listed below
● Spend at or below budget on materials to construct the boat
● Be completed in under 30 minutes
● Be able to fit in a 15" x 12" x 6" wash basin of water
● Be capable of holding at least 5 Wild Things, but as many as possible
● Be able to float without human interaction
● Be designed using the engineering design process
● Be submitted to the teacher along with the design journal
● Must demonstrate ideas that are purposeful, thoughtful, and creative
● Must demonstrate knowledge of buoyancy and density through design

Materials:
The following materials should be available to create the boat. The teacher has
the option to add more materials or substitute the materials that are listed. The
teacher should prompt students to discuss why and how certain materials will
work or not work in their assigned groups.
● Index Cards
● Popsicle Sticks
● Plastic Straws
● Glue
● Corks

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● Plastic Cups
● Tape
● Plastic Animals (1 Animal = 1 Wild Thing)

Tools:
● Scissors
● Ruler
● A large sink or tub to hold water (15" x 12" x 6")
● Tap Water

*Tools may not be used as a solution to the problem.

Items for assessment:

● Completed STEM Design Journal
● Presentation of the Final Boat (Boat Floats)
● Teacher Checklist

Content Information:
The following content knowledge/skills should be introduced or reviewed to the
students prior to assigning the engineering design teams the Wild Boat Building
challenge.
● Discuss Buoyancy:
○ Buoyancy is the ability of something to float.
■ Depends on two factors:
● The object’s density
● The amount of water something displaces
● Discuss water displacement:
○ Water displacement is when an object is put in water and the water
moves out of the way in order to create more room for the object.
● Discuss forces.
○ When an object is placed in water, there are two forces that act on
it. There is gravity (always acting on objects in or out of the water)
and a buoyant force.
○ The more an object is under water, the stronger the buoyant force
will become.

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■ Reasoning: The buoyant force of something submerged is

equal to the amount of water that the object displaces.
(Archimedes Principle)
● Discuss density:
○ Density is how compact something is, in relation to its mass.
○ Formula: Density = Mass / Volume
■ Mass is the amount of matter in an object.
■ Volume is the amount of space an object takes up.
○ So, if a more dense object (more dense than water 1000 kg per m3)
is placed in the water, it will sink.
○ ****SALT WATER IS MORE DENSE THAN TAP WATER SO THIS IS WHY
MORE THINGS FLOAT IN THE OCEAN
○ Now, tying that to forces...
■ Ex: Large, light object (Pool Raft) will probably float while a
small, heavy object (Rock or Dumbell) will probably sink.

Summary/Connections:
This design activity connects with future learning because buoyancy and water
displacement is an extremely common phenomenon. Students would find this
information helpful when on a family vacation to the beach, playing in the pool,
observing boats, watching movies, etc. This design activity touches on common
topics in physics, which they will come into contact with later in their
educational careers as students.

Results:
As a result of this lesson, students will know how and why floating happens. They
will also be able to determine if an object floats or not. As a result of this lesson,
students should be able to create a boat that floats, while holding at least 5
plastic animals. They should hand in a finished product and a completed STEM
design journal.

Suggestions for the Teacher:

Introduction:
1. Read the book Where the Wild Things Are by Maurice Sendak to the class
or have the students read it individually.

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2. Have students consider the book from the perspective of the Wild Things
and discuss as a group.
a. What do you think the Wild Things thought about Max arriving in the
jungle?
b. Do you think that the Wild Things came to like Max?
i. Explain why you think that?
c. How do you think the Wild Things felt when Max had to leave?
i. Have you ever had a friend who had to leave (go on
vacation, move)? How did that make you feel?
3. Now, ask the students about the boat Max sailed in.
a. Where did the boat come from?
b. Have you ever seen a boat before in person?
i. What does a boat look like?
1. Ex: Sails, Shape, Etc.
c. Why do you think boats float so easily?
d. Have you ever heard of boats sinking?
i. Titanic, boat ruins in the ocean, etc.
4. Do a demonstration of the concept of buoyancy by dropping different
items into the tub of water and having students observe.
5. Introduce the content information from above, go over thoroughly so
students have a good understanding and solid basis for the activity.
a. Go over and write the vocabulary terms on the board for the class
to see!
i. Buoyancy
ii. Density
***When discussing the density formula (Density = Mass / Volume), talk about
fractions. Use visual fraction models to explain why a fraction a/b is equivalent
to a fraction (n × a)/(n × b) with attention to how the number and size of the
parts differ even though the two fractions themselves are the same size. From
there, you can discuss equivalent fractions.

Example: 3/4 is the same as (1 x 3) / (2 x 2)

6. Do the same buoyancy demonstration again, dropping the same items as

before into the tub of water and having students observe. Before dropping
the objects in the water, ask students which objects they think will float,
which will sink and why. (Class discussion)
7. Pass out student guides and STEM design journals.

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8. Introduce the prompt of the Wild Boat Building Design Challenge.

a. After Max returned home from his trip visiting the Wild Things, the
Wild Things decided that they really missed their king. The Wild
Things want to build their own private boat and sail to Max’s house
to have dinner with him. The only problem is they don’t know how to
build a boat! How can you work with an engineering design team to
help the Wild Things build a boat to get to Max in time for dinner?
9. Discuss how students should use the Engineering Design Loop to create a
strong design.
10. Provide materials for the students to look at and use for their design.
11. Release students to let them begin working on their designs with their
design team.
a. Allow for students to have access to the tub of water to test their
design periodically during the allotted time for creation.

Testing:
When all design teams have their final project, gather around the tub of water
with the class. Before testing, have each student present their boat design to the
class. Students should discuss what materials they used, how their boat works,
and any special features they added. Each team should present and then place
their boats one at a time into the tub. Keep track on a whiteboard how many
Wild Things each team’s boat held. After testing all team’s designs, allow
students time to finish their design journals. Both the design journal and boat
should be submitted for teacher evaluation.

Evaluation:
To evaluate each student, a checklist is provided below. Each check is worth 5
points for a total of 25 points. Students should also be evaluated on their design
journal and their presentation to the class.

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Wild Boat Building Student Checklist

Student Name:______________________________

The student participated and

followed directions.

The student’s STEM design journal

was completed and ideas were
developed.

The student successfully

completed the boat and the boat
floated.

The student showed

understanding of the overall
concepts.

Student worked collaboratively

with a partner or team.