Floating Vikings Boats

Overview

Today’s STEAM lesson links Vikings history and culture to hands-on building. Students design and construct small boats using classroom materials, then test how well they float, comparing results to explain buoyancy and improve designs.

Learning intentions

WALT:

• Learn about Viking voyages and seafaring as part of distant-past stories.
• Design a boat that can float by using materials and engineering ideas.
• Explain that floating happens because of buoyancy (the water supports the boat).
• Measure and compare changes (size, mass, and how well the boat holds weight).

Success criteria

I can:

• Build a boat that floats in the water test.
• Describe what happens to my boat and link it to buoyancy.
• Use measurements (cm and grams) to compare my boat to others.
• Give one modification to improve my design after testing.

Curriculum links

• History — Examples of ships and seafaring outside the New Zealand context (Vikings’ voyages).
• Stories from or about the distant past — retell what they have learnt.
• Technology and engineering skills — plan, build, test, and improve a product.
• Science — everyday applications involving forces and observable effects (floating/sinking).
• Mathematics — measure and compare using appropriate units (length and mass).

Lesson structure (60 minutes)

1. 0–5 min · Hook (Vikings story + question). Teacher shows 3 short prompts on the board: “Where did Vikings travel?”, “What ships did they use?”, “What helps a boat float?” Students quick-write one prediction: “My boat will float if…”

2. 5–12 min · Mini teach (Viking seafaring + buoyancy idea). Teacher explains Vikings as seafarers who travelled for trade and raids using longships, connecting “boats were important for journeys.” Then introduce buoyancy simply: “When an object floats, water pushes up on it and supports it.” Students turn-and-talk to share one sentence retelling Vikings seafaring and one sentence about floating.

3. 12–20 min · Plan and design sketch. Students work in pairs at a design table. Each pair completes a “Design Plan” sheet:

• Boat idea (shape and materials)
• Expected float outcome (Will it float? What makes you think so?)
• Measurements they plan to use (e.g., length of hull, mass of materials)

4. 20–37 min · Build (engineering + tech skills). Teacher models safe tool use and rules for water testing. Students build prototypes using their selected materials, aiming for a watertight hull (as much as classroom materials allow). Teacher circulates prompting: “What will you change if it sinks?” and “How will you keep water out?”

5. 37–47 min · Maths prep: measure and record before testing. Before placing boats in the water, students measure and record:

• Hull length (cm)
• Mass of dry boat (g) Teacher checks for reasonable measuring technique and correct units. Students also label their boat clearly for tracking results.

6. 47–55 min · Test + compare (science investigation). Each pair tests once in the water tray. If there are multiple boats, organise a simple rotation. Students record observations:

• Floats / sinks
• How stable it is (stays level / tilts)
• Any water inside (lightly damp / very wet) Teacher reminds: do not overfill trays, and return boats gently.

7. 55–60 min · Share (art finish + improvement reflection). Students complete a “Next step” statement: one design improvement based on test results (e.g., add supports, reduce mass, adjust shape, seal gaps). Teacher invites 2–3 quick shares, linking back to buoyancy and Viking seafaring importance.

Resources

• Small water trays or shallow tubs for floating tests
• Measuring tools: rulers (cm), kitchen scales (grams)
• Materials for boat building (choose from): cardboard, craft sticks, paper, foil, plastic bottle caps, tape, glue sticks, string, straws
• Optional buoyancy aids: foam pieces, plastic bags (teacher-controlled), wax paper
• Art supplies: markers, coloured tape, stickers, crayons
• Design Plan sheet and Test Record sheet
• Paper towels and wipes
• Safety goggles (optional but recommended)
• Boat labels (name tags) and clipboards

Assessment

• During planning: check for a clear design and a prediction that links to floating.
• During building and testing: observe whether students record measurements and use fair comparisons (same test conditions for each boat).
• Exit reflection (last 5 minutes): “My boat floated/sank because…” and “Next time I would change…”

Differentiation

• Support: provide sentence starters for predictions and explanations (e.g., “I think it will float because…”, “Floating means water… pushes up.”).
• Support: offer a step-by-step “starter build” template (simple hull shape) for students who need scaffolding.
• Extension: challenge students to modify one variable only (e.g., reduce mass by removing material, or increase hull width) and test again if time allows.
• EAL/SEN: use visuals for the design and test record; allow oral recording of the “Next step” idea.

Links to Viking history and culture (embedded throughout)

• Teacher points out that Vikings were known as seafarers; boats helped them travel across seas for trade and raiding.
• Students decorate their boats with “Viking-style” patterns (simple stripes, spirals, geometric designs) and describe one decoration choice during sharing.
• Students retell one fact about Viking voyages and connect it to why building boats that float mattered for long journeys.