Water
First Level Learning Journey
Theme: Travelling on water
Introduction
This learning
journey explores floating, sinking, materials and buoyancy. Through investigation learners will come to understand that floating or sinking is determined by
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the density of a material rather than by its weight. From this starting point other areas of learning can be developed such as the movement of water for irrigation or water
security purposes or how boats or rescue vehicles travel on water.
Prior learning
Sciences – learners should:
 understand the changing states of water,
 have knowledge of floating and sinking,
 be able to contribute to discussions about current
scientific news.
Technologies – learners should:
 know basic design and construction procedures,
 be able to use problem-solving strategies to meet
design challenges and evaluate and improve work.
Experiences and outcomes
Sciences
 By investigating forces on toys and other objects, I can predict the effect on the shape or motion of
objects. SCN 1-07a
 Through exploring properties and sources of materials, I can choose appropriate materials to solve
practical challenges. SCN 1-15a
Technologies
 I explore materials, tools and software to discover what they can do and how I can use them to help
solve problems and construct 3D objects which may have moving parts. TCH 1-12a
 Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by
using feedback. TCH 1-14b
Numeracy & mathematics – learners should:
 use and understand mathematical vocabulary relating
to size,
 discuss the concept of time and select and use
appropriate measuring tools.
Numeracy & mathematics
 I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a
guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a
For further support with planning see National Assessment Resource
flowchart: http://www.educationscotland.gov.uk/Images/NAR-Flowchart_tcm4-671023.pdf
Interdisciplinary learning
Further opportunities for interdisciplinary learning, involving other curriculum areas and responsibilities of
all, can also be planned for as appropriate to your learners and context.
www.educationscotland.gov.uk/stemcentral
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Water
Stimulus
The topic can be introduced by reading
age-related stories that explore the ideas
of floating /sinking and boat building e.g.
Toy Boat by Randall de Seve; Busytown
Boat Race by Richard Scarry; The Boy Who
Built the Boat by Ross Mueller; Who Sank
the Boat? by Pamela Allen; Curious
George: The Boat Show by Kate O’Sullivan.
C
Skills
Through research activities and practical
investigations learners will develop skills in:
 inquiry and investigation,
 observation and making predictions,
 analytical thinking – relating to
success/ failure in group or individual
tasks,
 interpretation and evaluation of
information – when making sense of
results,
 draw valid conclusion, presenting
and justifying opinions,
 planning and organising through the
challenges.
For more info on skills visit: Building the Curriculum
4 and Sciences Principles and Practice at
http://www.educationscotland.gov.uk/sciences
www.educationscotland.gov.uk/stemcentral
First Level Learning Journey
Suggested key learning
Learning activities
Learning intentions and success criteria should be
established through dialogue with learners.

watch videos of a variety of vessels (http://bit.ly/M2oF4A)
designed for a particular purpose e.g. lifeboat or container
ship. Discuss and record observations,

identify objects made of different materials and of various
masses. Estimate dimensions and mass using everyday
objects as a guide and then measure. Record if objects float
or sink. What do these materials have in common? See
(http://bit.ly/1isUQaN),
Learners can:
 explain how the shape of a vessel/ boat
influences its ability to float,
 explain buoyancy using the term up thrust
force – Archemides Principle,
 explain concept of density in their own
words,
 select appropriate material and use the
correct tools to construct a boat that floats,
 adjust a design or model explaining
modifications,
 recognise and discuss the different ways
water is used within technologies to help us
e.g. water wheel for power,
 estimate and measure volume using
appropriate equipment and vocabulary,
 interpret and collate and present data in a
table or chart,
 research, analyse, interpret and present
information to explain, support or develop
an issue reported in the media.
 engage in the design and make process by constructing a
boat that floats,
 predict, explore and explain what will happen during
investigations and design challenges. Evaluate and modify as
required. Record through notes and drawings,
 research a current/recent local or global event i.e. canal or
dam construction or how a lock works. Identify cause and
effect. Present research through medium of choice justifying
conclusions through reference,
 use 250g/ 500g/ 1 kg masses and estimate how much water
would be required in a container for it to float (extension
possible),
 create an appropriate chart that organises and displays the
results of investigations,
 topical science – use current news stories about water,
buoyancy and transport on water.
Find out about Archimedes’ Principle: http://bit.ly/1c9FBjm
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Water
Reflecting on learning
Dialogue with learners will establish how the design principles were
addressed. Relate the prompts below to your own context.
Breadth – What other curricular areas were covered
during this topic? Can you relate learning to areas of real
life and /or school learning?
First Level Learning Journey
Evidence of learning
Possible methods of assessment are listed below. Select as appropriate or devise your own.
Say: Verbally explain predictions, estimations and actual results of an investigation as seen on table or
chart. Make links from their learning experiences to real-life situations.
http://www.jou rneytoexcellence.org.uk /videos /netherlees cience.as p
Personalisation and choice – Were you given the
opportunity to choose your own methods of investigation
or recording?
Depth – Were you given the opportunity to show what
you have learned and explain your learning to others?
Have you led learning in any way?
Coherence – Can you discuss some of the knowledge,
understanding and skills you have developed? How have
you used these? Can you relate them to real life or other
areas of learning?
Progression – Have you used the skills and knowledge
and understanding you already had of the subject and
have you built on these?
Relevance – Can you identify an everyday context where
you would use your knowledge, understanding and skills?
Challenge & enjoyment – Did you enjoy the learning?
Why/why not? Was it challenging enough? Can you
suggest how to take learning further?
Write: Write a simple, coherent explanation for buoyancy e.g. of boats.
Make: Complete a design challenge related to floating and sinking – make a boat selecting appropriate
materials and containers. Through a ‘predict, observe and explain’ sequence explain and discuss the
various factors involved in their investigations and challenges and give possible explanations for their
findings. Is model fit for purpose?
Do: Undertake a practical activity and explain, through demonstration and questioning, how the shape
of an object can influence the way it moves in water.
For more information see Assessing progress and achievement resource at http://www.educationscotland.gov.uk/sciences
Taking learning further
Find ways to deepen and extend learning through dialogue with learners.
Suggestions to challenge learners:
 Explain the difference in buoyancy between salt water and fresh water.
 Compare and record the height above the water surface of an object in both salt and fresh water.
 To further explore density the learners could complete a ‘Colourful Column’ team challenge where
they create a colour column by adding a variety of liquid ingredients (syrup, oil, washing-up liquid,
milk etc.) to tall measuring cylinders containing coloured water. They could extend this further by
dropping small objects into the columns.
See the Sciences Concept Development Paper for more guidance: http://www.educationscotland.gov.uk/sciences
www.educationscotland.gov.uk/stemcentral
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