Unsinkable Thematic Unit - Curriculum

Section 01 The Titanic StoryActivity FourWho’s Aboard?Who sailed on the Titanic?How do different people act in the same situation?Suggested Learning IntentionsChildren will: learn how people used to live, including roles andresponsibilities in society; express thoughts and feelings (of a character)(Comm); examine the decisions made by historicalcharacters (TS&PC); and participate in role-play simulation anddemonstrate empathy with the past (TS&PC).Suggested Learning andTeaching ActivitiesUse the internet to access the passenger lists fromthe Titanic. Invite children to research a varietyof people’s experiences onboard the Titanic, forexample, examining the differences between theaccommodation and food onboard and the cost ofpassage. Encourage groups of pupils to devise a listof questions for interviewing passengers.Hot Seating* could then be used with the questionsand to reflect on passenger experiences.Use the Freeze Frame* activity to explore what thecharacters were doing when the news came that theship was sinking.Working in pairs, ask children to select a name ofa passenger who was onboard the ship. Use theresearch undertaken in the theme to create a profileof their Titanic passenger. Use the Hot Seat* activityso that children can take on the role of their chosenpassenger, outlining their experiences onboard theTitanic.Use the internet to examine the crew lists of theTitanic. Find out the roles of some of the jobs listed.The children should work in groups to use books andthe internet to find out what crew members did tohelp the passengers as the ship was sinking. Invitechildren to listen to the account of CH Lightoller, themost senior surviving officer who describes how theTitanic sank. The account can be accessed at:www.bbc.co.uk/archive/survivorsofthetitanic.Use the account as a stimulus for the children towrite their own account as a crew member on theTitanic, outlining what they did.Research who Molly Brown was and how she gainedher reputation as ‘Unsinkable’. Find out what she didas the Titanic was sinking and explore the qualitiesshe displayed in her attempt to help and save others.Compare and contrast her actions with those ofsome of the others on board, for example, find outabout Bruce Ismay and what he did while the Titanicsank.Explore the qualities Bruce Ismay displayed.Evaluate the differences between the qualities eachcharacter displayed. Alternatively, compare andcontrast the actions of Captain Smith or ThomasAndrews with Bruce Ismay. Write qualities for thesemen and their actions.Invite children to create character sketches of keycharacters by drawing portraits and surroundingthem with words to describe their qualities, givingevidence to justify the choices.* See Active Learning and Teaching Methods for Key Stages 1&29

UnsinkableActivity FivePlotting a CourseWhat were the planned stages of the Titanic’s voyage?Suggested Learning IntentionsChildren will: know how transport has changed over time; be able to use a diary or postcard format todevelop, express and present ideas (Comm); use ICT to research, select and edit informationfrom a range of digital sources (UICT); use a variety of forms of creative writing todemonstrate empathy with the past (TS&PC).Suggested Learning andTeaching ActivitiesA Postcard From Research using books and the internet, the towns theTitanic visited or was due to visit.(Belfast, Southampton, Cherbourg, Cork, New York)Invite children to select a picture of one of thetowns and create a postcard to describe the visitto that town/port. Alternatively they could writea diary account of a passenger who visited one ofthese towns or a series of accounts of the journeydescribing the route taken and what was seen,heard, smelled, felt etc., in the ports visited.Locate New York on a map of America. Researchhow long the journey should have taken in 1912.Explore ways of travelling to New York and find outhow long journeys take today. Use airline sites orbrochures to discover the means of transport, timesand costs of travel to New York today.Use ICT to create and design a brochure for thepeople travelling to New York on the Titanic,describing what they might see when they reachedNew York as tourists.Plot the course of the iceberg on its collision coursewith the Titanic. Use a search engine to explorewhere ice fields can be found today. Find out whattechnology ships use to locate and avoid icebergstoday. Explore airline or ferry companies’ websitesto plot courses of travel from Northern Ireland today.10

Section 01 The Titanic StoryActivity SixThe Legacy of the TitanicWhere is the Titanic Quarter?What happened there in the past?What is happening there now?What will the Titanic Quarter look like in the future?Suggested Learning IntentionsChildren will: learn that some buildings have been used in thepast for different purposes; be able to locate relevant information and use itappropriately (Comm); use ICT to record and present data (UMaths, UICT);and identify and use appropriate sources to gaininformation (TS&PC).Suggested Learning andTeaching ActivitiesFind out about the Samson and Goliath cranes atHarland and Wolff. Examples of questions that maybe researched include: Who were they named after?Why? When were they erected? Why?Research the stages of the development andconstruction of the Titanic. Compile a timeline of thebuilding of the Titanic.Research the industries in Northern Ireland thatwere linked to the building of the Titanic.Examples include, local linen companies whoprovided bedding and table cloths and softfurnishings for the Titanic or the Belfast Ropeworkswho produced rope for Harland & Wolff.Compile a list of workers who were involved inbuilding and fitting the ship in the Titanic Quarter.Explore the planned re-development of the TitanicQuarter. Use Google Earth to locate the TitanicQuarter on a map of Belfast.Study the plans for the Titanic Quarter and NorthernIreland Science Park which contains the dock thatthe Titanic was built. Explore what has been builtalready in Titanic Quarter and infrastructure that isalready in place. How has the past been preserved inthe area?Research the Nomadic’s link with the Titanic.Compile a list of questions in a group to find outabout the Nomadic. Examples could include: Whenwas it built? What was it used for? What are itsdimensions? Why is it an important piece of history?Plan and make a visit to the Titanic Quarter and theNomadic. Keep a digital record of your visit. Presentthe learning on display boards in the classroom.Examine the buildings erected in the NorthernIreland Science Park. Explore how in the TitanicQuarter, buildings are used in new ways, for example,the former paint room for Harland & Wolff ships issometimes used as a studio for film sets.As a class, conduct a survey to find out what facilitiespeople would like to see included in the TitanicQuarter. Use ICT to present the results of the survey.Challenge the children to work in groups to design abuilding for the modern day Titanic Quarter. Explainthat their design should have a modern purpose butmust also reflect history. Encourage pupils to createa brochure to advertise their building to tourists.Generate and agree success criteria for the design.Evaluate each others brochures according to thesuccess criteria.Use ICT to present their design and advert. Use astrategy such as Dot Voting* to select the best designbased on the agreed success criteria.* See Active Learning and Teaching Methods for Key Stages 1&211

UnsinkableActivity SevenIceberg Ahead!Primary Upd8 makes science relevant using thepower of topicality. Every day interesting sciencepops out of the news. The following punchy activitiesprovide maximum engagement and create the bridgeto the curriculum.Instead of just exploring the different types andproperties of water and the changes that occur in thewater cycle, this interactive activity enables learnersto investigate through news headlines of ‘IcebergAhead’.Go to www.nicurriculum.org.uk, download the activityand teacher’s notes by navigating to Key Stage 1 and2; Areas of Learning; The World Around Us; PrimaryUpd8; Iceberg Ahead.Invite children to think about the phrase ‘The tipof the iceberg’. This is usually used to describe adifficulty where there are more unseen problemsthan those being described. Copyright Primary Upd8. Primary upd8 is a joint initiative fromthe Association for Science Education and the Centre for ScienceEducation, Sheffield Hallam University. Used with permission.12

SECTIONUnsinkable?02

Section 02 Unsinkable?Activity EightSorting SinkersWhich everyday objects will float? Which will sink?What factors affect how an object floats?Why does a drawing pin sink yet a tanker float?Suggested Learning IntentionsChildren will: learn how properties of materials relate to howthey are used; share and evaluate ideas using evidence to justifyopinions (Comm); and make predictions and give reasons based onscientific knowledge and understanding (TS&PC).Suggested Learning andTeaching ActivitiesOrganise the children into groups. Give the groupsone minute to list the materials boats have beenmade from in the past and present. Discuss thesuggestions as a class and the reasons why thesematerials would have been used.Gather a selection of everyday objects, some of whichshould be made from the shipbuilding materialsmentioned in the discussion. Example objects couldinclude: pencil, rubber, nail, bath toy, paper clip,rubber ball, ping-pong ball, apple and paper towel.Ask the children to make predictions for each itemas to whether they think it will float or sink andrecord the predictions. Provide each group with abasin of water. Allow each group time to carry outthe investigation and to record and present theirfindings.Discuss predictions. Encourage children to considerquestions, for example, ‘Why did the paper clipsink yet a massive tanker will float?’ Ask childrento suggest factors that might influence floating andsinking.15

UnsinkableActivity NineFloating AroundWhy does a tennis ball float?Why does the ball of clay sink?How can the same weight in clay be made to float?Suggested Learning IntentionsChildren will: learn how properties of materials relate to howthey are used; suggest how to make a test fair, identifying whatshould be changed, measured and kept the same(TS&PC); and analyse and evaluate what has been made withreference to the original design (TS&PC).Suggested Learning andTeaching ActivitiesEach group will require a large clear containersuch as a fish tank or similar clear container thatis big enough to allow a tennis ball to float. Showthe class a tennis ball and ask for suggestions andreasons why children think it may or may not float.Demonstrate to the class that it floats and will returnto the surface even if pushed under the water. Allowthe children to use a tennis ball themselves to feelthis happening.Divide the class into groups and show them a clayball. Each group should discuss whether they thinkit will sink or float. Discuss why it might sink, forexample, due to its weight. Provide each group witha ball of clay. The clay balls should all weigh thesame, be the same size and also be malleable andstill not dry. Allow each group to test their theoryas to whether or not the ball will float or sink in thetank. After the groups have discovered that the ballsof clay sink, set them the challenge of making themfloat. Take photographs of the groups’ ideas andsuggestions and see if their predictions work.After the investigation, groups may sort and annotatethe photographs of their work. Ask them to maketheir own suggestions as to why the ball of clay floatswhen its shape, not its mass (weight) is changed.Provide each child with clay so that they can createtheir own boat. While the clay is wet, woodenskewers, lollipop sticks, paper, fabric or otherappropriate materials could be used to make sailsand masts to add to the boat-like appearance of themodel. Allow the clay boats to air dry. When theyare dried they can be decorated and named, like realboats.16

Section 02 Unsinkable?Activity TenFruit FloatWill a lemon/orange float - how can we make it sink?Can we explain why the fruit with peel floats?Suggested Learning IntentionsChildren will: learn how properties of materials relate to howthey are used; share and evaluate ideas (Comm); and evaluate and justify the decisions (TS&PC).Suggested Learning andTeaching ActivitiesOrganise the class into groups of three or fourpupils. Provide each group with a large basin ofwater and an orange or a lemon. The investigationmight include a selection of oranges and lemonsrather than just one type. Ask the children to predictwhether they think the fruit will float or sink. Invitethe groups to place the fruit in the water and recordwhat happens. Photographs of the investigationcould be taken for recording purposes. When thefruit floats, discuss with the class possible reasonsas to why this happens.Challenge the class to make the fruit sink by itself.Give them time to explore how this may be done. Thegroups should draw, label and record what happenedduring their investigation. Ask the class to explainwhy they think the fruit sank.Note:If the fruit is peeled it will sink. The air bubbles inthe peel have been removed. The fruit is more densenow and so it sinks.17

UnsinkableActivity ElevenContainer ChallengeHow do ships carry large cargoes?Can we design and carry out a fair test?How can we change and improve our designs?What have we learned about carrying weight on ships?Suggested Learning IntentionsChildren will: learn how advances in technology have changedthe way we travel; and be able to predict, test, observe and reason(TS&PC).Suggested Learning andTeaching ActivitiesProvide the class with pictures of large tankers, carferries and cargo ships. Discuss how they mightfloat. Remind the class of the small objects theyused in Activity 8 (Sorting Sinkers) which they haveseen sink. Explain that the groups are going to carryout a test on a boat hull to see if they can improve thecargo it carries. Explain that the groups are going tocarry out a fair test. Discuss how a fair test would beconducted (hulls must be same size and made of thesame amount of tin foil to keep the test fair).Challenge the children to make two hulls of boatsfrom tin foil. One they will load with marbles ofthe same size and weight (or other available smallobjects) until it sinks. The other they are goingto divide into compartments with pieces of balsawood. They will then test loading compartmentsin a variety of ways to see how best to improve theamount of cargo the hull can hold. Provide time forthe children to carry out and record the outcomes oftheir investigation.Discuss what happens when the hull is divided intosections. The groups should attempt to suggestwhere the best place to store the cargo would be.They should investigate how much more cargo thehull could carry. Encourage them to pose questionsof their own for investigation.18

Section 02 Unsinkable?Activity TwelveDead Sea FloatWhere is the Dead Sea?Why do objects that would normally sink, float on it?How can we prove salt water is heavier than fresh water?Suggested Learning IntentionsChildren will: learn about the variety of living things and theconditions necessary for their growth and survival; be able to make relevant contributions to adiscussion (Comm); use ICT to research, select and edit information(UICT); and be able to discuss and design an investigation(TS&PC).Suggested Learning andTeaching ActivitiesDivide the class into small groups. Each groupshould research the Dead Sea. The groups shoulddecide on suitable characteristics to research, suchas temperature, location, habitat for animals, andsalt content. The groups should be encouraged tolocate images of the Dead Sea.Discuss how objects which would sink in other seascan float on the Dead Sea. Suggest possible reasonsfor this. Challenge the children to design a simpleinvestigation to prove this. The groups could beprovided with materials to stimulate discussion andwhich may be used to design investigations.Each group should consider: The question they are seeking; What they want to prove; How they intend to prove their answer; Design of the investigation; Recording of outcomes; Deductions and analysis of outcomes.Children should be encouraged to come upwith various tests/investigations of their own.Alternatively either one or both of the investigationsoutlined below could be used.Note:The Dead Sea has a very high salt content. Saltwater is heavier than freshwater and so objects,which will not float in freshwater, can float in it.19

UnsinkableSalty EggsProvide each group with the following: Two eggs; Two containers with warm water; Salt.In one of the containers, add several spoonfuls ofsalt; stir to dissolve. When the eggs are placed inthe containers the egg in salt water will float – theother will sink. The reason for this is that salt wateris more dense than tap/fresh water so the weight ofthe egg does not have to push away as much water tomake space for itself and so it floats.Coloured WaterProvide each group with the following: Table salt; Two clear plastic cups; A spoon; Tap water (warm); Food colouring; A large container (for example, a pint glass).Pour equal amounts of warm water into the plasticcups. Add four or five tablespoons of salt to onecup and stir until it dissolves. Pour this into thepint glass. Add three drops of food colouring intothe other plastic cup of warm water and stir to mix.Slowly pour the coloured water into the pint glass.Take time when doing this. Let the mixture sit amoment and observe what happens. Explain whatthis investigation proves.Use a digital camera or video to record the steps inthe investigation. Create a cartoon strip with thephotographs and add captions to each photograph toexplain what is happening.20

Section 02 Unsinkable?Activity ThirteenRaise the RaftersThe Great Raft ChallengeHow can we make a piece of material float?What everyday objects will create buoyancy to float it?Can we design a simple raft using these materials?Will it bear weight?Suggested Learning IntentionsChildren will: learn how the use of materials relates to theirproperties; use reason to justify opinion (Comm); use ICT to record and

Activity Two Unsinkable Sources 6 Activity Three Unsinkable Opinions 7 . Activity Ten Fruit Float 17 Activity Eleven Container Challenge 18 Activity Twelve Dead Sea Float 19 Activity Thirteen Raise the Rafters - The Great Raft Challenge 21 The Arts 24 Personal Development and Mutual Understanding 25 . Pau