Western Australian Museum
Shipwreck Galleries
Years 4 - 7
Teacher Resource
Museum Workshop
Don’t Rock the Boat
Students build and race model sailing ships in our testing tank. Through demonstrations, they learn about
bouyancy, ballast and balance, then participate in activities to discover ways to modify their boats and make them
sail faster. The crew of the fastest boat is rewarded with a replica Batavia coin to take home!
There is a free optional extra of walking for ten minutes from the Shipwreck Galleries to the Maritime Museum
where students can view the design of many different boats such as Australia II.
This program is relevant to the following Learning Areas and Outcomes:
English
Speaking; Listening; Viewing
Science
Working Scientifically; Investigating; Science in Daily Life;
Energy & Change
Technology
& Enterprise
Technology Process; Technology Skills; Technology in Society
Duration:2 hours
Suits:
Years 4 - 7
Cost:
$8.00 per student
All program costs are GST inclusive.
Venue:
Shipwreck Galleries, Cliff Street, Fremantle
Optional walk to Maritime Museum, Victoria Quay, Fremantle
Please advise if special disability access is required.
For information and bookings:
Contact: Phone:9431 8455
Fax: 9431 8490
Email: [email protected]
museum.wa.gov.au
Don’t Rock the Boat:Learning Area Overview
Museum Based Workshop
OR
Don’t Rock the Boat Workshop
p5-7
Technology & Enterprise p3-4
Science
Don’t Rock the Boat Workshop
Investigating
Technology Process
Students investigate to answer questions about the
natural and technological world using reflection and
analysis to prepare a plan, to collect, process and interpret
data, to communicate conclusions and to evaluate their
plan, procedures and findings.
Students apply a technology process to create or modify
products, processes, systems, services or environments to
meet human needs and realise opportunities.
Assessment Rubric and Design Task sheet included.
Science in Daily Life
Students select and apply scientific knowledge, skills and
understandings across a range of contexts in daily life.
Assessment Rubric included.
Pre and Post Visit Activities
The Arts
p8-9
p14
Maths
Design your own
Race Celebration T-shirt
Calculating Speed in Nautical Miles
Arts Ideas
Students use mathematical thinking processes and skills
in interpreting and dealing with mathematical and nonmathematical situations.
Working Mathematically
Students generate art works that communicate ideas.
Art Responses
Students use their aesthetic understanding to respond to,
reflect on and evaluate the arts.
English
p10-11
Written Recount of Don’t Rock the Boat
Workshop
Writing
Students write for a range of purposes and in a range of
forms using conventions appropriate to audience, purpose
and context.
Assessment Rubric Included.
Health & Physical Education
p12-13
Society & Enviornment p15-18
Famous Boat Races
Investigation Report
Investigation, Communication and Participation
Students investigate the ways people interact with each
other and with their environments in order to make informed
decisions and implement relevant social action.
Place and Space
Students understand that the interaction people have with
places in which they live is shaped by the location, patterns
and processes associated with natural and built features.
Assessment Rubric included.
Ship’s Captain Game
Skills for Physical Activity
Students demonstrate the movement skills and strategies
for confident participation in physical activity.
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
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Don’t Rock the Boat:Workshop Participation
Science
OR
Technology
& Enterprise
The Science and Technology & Enterprise Learning Areas are closely linked in the Don’t
Rock The Boat (DRTB) program. Teachers can choose to focus the workshop on the Science
Learning Area or the Technology and Enterprise Learning Area. In the first part of the
workshop, students observe a tank demonstration to learn about the scientific principles of
water displacement, buoyancy, ballast and balance, required for the smooth sailing of vessels.
In small boat building teams (3 or 4 people), students then apply this knowledge to building,
trialling and modifying their own boat to fit specified design parameters. Teams compete to
see which boat is the fastest to sail the length of a ‘test tank’ over a number of formal trials.
Between trials, students modify their boat design by adding a keel, rudder, outriggers or
changing the ballast, to make their boat sail straighter and faster. All teams compete in the
Grand Final Trial to see which boat is the fastest. Each member of the winning boat team
receives a replica Batavia coin.
Science Learning Area
Participation in the DRTB workshop encourages critical thinking because students are
involved in a scientific investigation process by identifying variables involved and making
simple predictions, (i.e., “I think that adding a rudder to our boat design will make our boat sail
straighter…”); using simple equipment in a consistent manner; conducting repeat trials; and
making suggestions in collaboration with team members on how to improve their boat design.
Enclosed overleaf is a Science Rubric that breaks down the skills and knowledge pertaining to
Investigating which allows you to directly observe students planning and conducting boat
trials, processing data obtained from their own observations, and evaluating their boat’s
performance based on the modifications made to their design. The Investigating Science
Rubric is enclosed as an A4 sheet, but we suggest that you photocopy it into an A3 size for
recording information. (You will need two copies per class.)
Technology and Enterprise Learning Area
Also enclosed is a T&E Rubric that allows you to assess students’ knowledge of the
Technology Process. It allows you to directly observe students devising their design through
collaboration with one another; producing an actual boat to trial; and evaluating their boats’
performance in comparison with other designs.
In addition to these rubrics, you’ll find a T&E Design Task sheet that you may choose to get
your students to fill in during their participation in the workshop. Photocopy the sheets in A3
size and bring them along on the day of your booking. (You will need two copies per class.)
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
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Names
Determine B, C or E for each
descriptor
B = Beginning
C = Consolidating
E = Established
Students investigate
to answer questions
about the natural and
technological world using
reflection and analysis to
prepare a plan, collect,
process and interpret
data, to communicate
conclusions and to
evaluate their plan,
procedures and findings.
Investigating
Planning
Conducting
Processing Data
Don’t Rock the Boat:Assessment Rubric
Focuses on problems and responds to
teacher’s suggestions and questions.
Given a focus question, student identifies
some of the variables to be considered for
the boat trials.
Demonstrates an awareness of the need for
fair, consistent testing & makes simple predictions about the outcome of the boat trails.
Identifies the variables to be changed, the
variable to be measured and at least one
variable to be controlled for the boat trials.
Carries out activities involving a small
number of steps.
Uses simple equipment in a consistent
manner. Tests one variable at a time. Makes
simple measurements and records data.
Observes, classifies, describes and
records data. Displays data in simple
diagrams or graphs.
Collects and records data from repeated
boat trials. Correctly identifies the independent variable (i.e., design modification).
Shares observations with fellow students
and Educators.
Makes comparisons between boat designs
and sailing performance of boats.
At school, displays numerical data in tables
or graphs, and identifies patterns in the data.
At school, calculates averages from repeated
trials, plots data in graph format, can
summarise patterns and draw conclusions
from the data.
Science
4
Indicates which parts of the boat trial went
well.
Evaluating
Comments on what happened during the
boat trials and can explain whether what
happened was expected.
Identifies success and difficulties experienced in conducting the boat trials.
General
Comments
Make 2 copies per class
www.museum.wa.gov.au
Makes general suggestions for improving
the investigation protocol of the boat trial
testing.
Names
Determine B, C or E for each descriptor
B = Beginning
C = Consolidating
E = Established
TASK:
Design an attractive boat that would
give passengers
a smooth, fast, ride.
Students apply a technology process
to create or modify products,
processes, systems, services or
environments to meet human needs
and realise opportunities.
Technology Process
Devising
Producing
Don’t Rock the Boat:Assessment Rubric
• Creates a model boat.
• Conducts trial-and-error testing of a boat model design.
• Makes at least one change to the design which affects
sailing performance.
• Generates design modifications which improves some
aspects of the sailing performance of a basic boat. (i.e.
speed, straight direction).
• Begins to use relevant technical terms e.g. ballast, keel,
rudder.
• Generates design modifications that produces an
attractive, straight sailing, fast moving boat.
• Accurate use of technical terms.
• Generates a modified boat design which produces an
attractive, straight sailing, fast moving boat.
• Recognises practical constraints of modification options,
e.g. problems with adding too much ballast.
• Confident and accurate use of technical terms.
• Follows a simple production process to build a boat an
conduct a basic design modification.
• Uses trial-and-error to prompt design modification.
• Adheres to a boat building procedure and modifies the
boat successfully to improve some aspects of sailing
performance.
• Uses resources safely.
• Plans and carries out steps to build a boat to achieve an
attractive, fast, smooth sailing boat.
• Works safely and efficiently with team members and
resources.
• Organises and implements own production processes, to
build an attractive, fast, smooth sailing boat.
• Works safely and efficiently with team members within a
given time frame and design constraints.
• Recognises and removes hazards such as spilt water.
• Compares boat modifications with original design.
Evaluating
• Compares design changes of own boat with original
design and identifies how these modifications affect boat
sailing performance.
• Can assess and explain how well the modifications made
meet the design requirement of producing a fast, straight
sailing boat.
Technology
& Enterprise
5
• Explains and assesses how well the modifications
made meet the design task requirements by devising a
scoring system that includes evaluation of appearance,
performance and structure of their boat design.
www.museum.wa.gov.au
General
Comments
Make 2 copies per class
Don’t Rock the Boat:Technology Process Design Task
Years 4-6
Describe changes made. Record speed in seconds. Score other items out of 3 (e.g.,1 is not good, 2 is OK, and 3 is good).
Trial 1
Trial 2
What else do you think your group could have done to improve your boat to achieve the Design Task?
Compare your design with the most successful designs from other groups.
Sketch your most successful design and describe its appearance and performance.
Back at school:
10. Other measures
9. Other measures
8. Boat speeds up smoothly & holds its speed
7. Boat doesn’t leak
6. Boat sails level
5. Boat sails straight
4. Boat is neatly made
3. Boat is attractive to look at
2. Boat speed in seconds
1. Changes we made
Evaluation of design
Trial 3
Trial 4
www.museum.wa.gov.au
Trial 5
Boat name: ______________________________________ People in our group: __________________________________________________________________________________
Scoring:
Design Task: Design an attractive boat that would give passengers a smooth, straight and fast ride.
Students apply a technology process to create or modify products, processes, systems, services or environments to meet human needs and realise opportunities.
Technology
& Enterprise
6
Don’t Rock the Boat:Technology Process Design Task
Years 6-8
Describe changes made. Record speed in seconds. Score other items out of 3 (e.g.,1 is not good, 2 is OK, and 3 is good).
Trial 1
Trial 2
What else do you think your group could have done to improve your boat to achieve the Design Task?
Compare your design with the most successful designs from other groups.
Sketch your most successful design and describe its appearance and performance.
Back at school:
10. Other measures?
9. Other measures?
8. Performance - Boat speeds up smoothly &
7. Structure - Boat doesn’t
6. Performance – Boat sails
5. Performance – Boat sails
4. Appearance - Boat is
3. Appearance – Boat is
2. Boat speed in seconds
1. Changes we made
Complete statements 3 to 8 below to measure
your Design Task success
Evaluation of design
Trial 3
Trial 4
www.museum.wa.gov.au
Trial 5
Boat name: ______________________________________ People in our group: __________________________________________________________________________________
Scoring:
Design Task: Design an attractive boat that would give passengers a smooth, straight and fast ride.
Students apply a technology process to create or modify products, processes, systems, services or environments to meet human needs and realise opportunities.
Technology
& Enterprise
7
Don’t Rock the Boat:DESIGN YOUR OWN
VICTORY T-SHIRT
The Arts
When Australia II won the America’s Cup in 1983, the Prime Minister at the time, Mr. Bob
Hawke, was so overjoyed with the victory that he wore a unique blazer (borrowed from a
member of the Royal Perth Yacht Club) to celebrate the occasion. In fact, this very blazer is on
display at the Western Australian Museum – Maritime in Fremantle.
Ask the students what they think of this display of ‘patriotism’. Have they ever worn a sports
jumper to reveal the pride they have in a team?
Have a go at designing your own celebratory T-shirt using the template overleaf.
Task and Discussion Ideas
Give your own opinion of the America’s Cup victory jacket Bob Hawke wore. How does it
represent victory? What does it communicate? What sort of personality do you think this
former Prime Minister had to wear such an item? Could you imagine our present day Prime
Minister wearing this? Why or why not?
Imagine you were the designer of the unique victory jacket that Bob Hawke wore. Explain
your reasons for the style, colour, and design of the jacket and how much you would sell it for.
Design a victory T-shirt for an important person; current Prime Minister, school principal,
teacher, yourself…etc, and explain which sporting event it is celebrating. Give details about
the meaning behind the motto, logo, style, and colour you’ve selected/created for your T-shirt.
Teachers!
If you would like to download a T-shirt template image so that your students can use
computer based design software at school to create their Victory T-shirt, go to Google Images
and type in T-shirt template and you’ll find plenty to choose from.
Jacket worn by Australian Prime Minister, Bob
Hawke at the Royal Perth Yacht Club on the
morning of 27th September 1983 to celebrate
Australia’s victory in the America’s Cup.
Western Australian Museum - Maritime
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
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Don’t Rock the Boat:T-SHIRT TEMPLATE
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
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Don’t Rock the Boat:WRITTEN RECOUNT
English
Upon returning to school, encourage your students to write a Recount of their involvement in
the Don’t Rock the Boat (DRTB) workshop. Below is an outline of the DRTB sequence to help
remind the class of what to include in their recount description.
• Introduction – What do we use boats for? (Transport, defence, recreation, exploration and
racing.)
• How do boats float? Demonstration of how different factors, ie. shape, air, buoyancy,
ballast, balance, and water displacement, affect flotation.
• Demonstration of the buoyancy of different materials (wood, aluminum, plasticine) in the
‘experimental tank.’
• Demonstration of the importance of ballast for stability and balance of a boat.
• Observation of the boat making sequence. (Cut out the deck, insert the ballast holder, tape
up the hull, insert mast into hull, make and attach sail to mast, and insert the ballast.)
• Making boats in boat building teams.
• First Trial (maiden voyage).
• Modifications – rudder and tiller, keel, outriggers, changing the amount or positioning of
ballast, altering the sail…etc.
• Second Trial
• More time allocated for design modification.
• Final Trial
• Winning Team receives the replica Batavia coins.
• Which designs were more successful than others?
• What additional modifications would you have made if you’d been given more time?
Additional items to consider
• Reflection – What did you enjoy and learn from your participation in the DRTB workshop?
• Draw a picture to illustrate your DRTB experience.
• Write a caption for a DRTB photo that was taken during the program.
• Write a thank you note to each of your crew members acknowledging their contribution.
• Write a recount of your own sailing/boating experience. (i.e., travelling on a ferry to
Rottnest Island; fishing with family members; paddling in a canoe…etc.)
Assessment of English Recount
Please refer to the Don’t Rock The Boat English Recount Rubric overleaf.
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
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Don’t Rock the Boat:English Recount Rubric
Teacher Comments
Presentation
Spelling
Punctuation
Sentence Structure & Cohesion
Language Features
Description of events
CRITERIA
• Recount is disorganised, untidy and difficult to read.
• Errors exist in more complex words.
• Spells most simple words correctly.
• Demonstrates some correct use of punctuation.
• More complex sentences are incomplete or
awkwardly written.
• Over use of some injunctions (i.e., and, then).
• Simple sentences used mostly.
• Recount demonstrates some use of past tense words
to describe the experience.
• A brief sequential description of the DRTB experience
is presented.
Writing
Beginner
• Recount is quite well organised, neatly presented and
easy to read.
• Most words are spelt correctly.
www.museum.wa.gov.au
• Recount is well organised with headings and
paragraphs, and it is neat, attractive and engaging to
read.
• One or two spelling errors at most.
• Correct use of capital letters, full stops, question
and exclamation marks, commas, apostrophes, and
brackets.
• Most sentences are punctuated correctly.
• Correct use of full stops, capital letters, question
marks...etc.
• Many words are used to link events (i.e., next, later,
when, then, after, before, first).
• A variety of conjunctions, (i.e., ‘and’, ‘because’,‘so’,
‘if’, ‘when’ and ‘after’) are incorporated into
sentences.
• An effective mixture of well-constructed, simple and
complex sentences are utilised.
• Recount includes many past tense verbs and
adjectives to describe the experience.
• Recount uses mostly past tense verbs to describe the
experience.
• Uses mostly well-constructed, simple and some
complex sentences.
• Descriptions of successes, frustrations, ‘failures’ and
insights experienced along the way are included.
• A detailed, sequential description of the DRTB
experience is given.
Writing
Established
• Successes and failures are mentioned throughout.
• A sequential description of the DRTB experience is
given.
Writing
Consolidating
English Writing – Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context.
English
11
Don’t Rock the Boat:SHIP’S CAPTAIN PHYSICAL ACTIVITY
H&PE
This is a fun game to play with your students to help them become familiar with some of the
boat key words used during the Don’t Rock The Boat workshop.
One player is chosen as the ‘captain’ who determines the size of the ‘boat’ (the amount of
space in which to play the game). There must be a front and back of the boat, and of course, a
right and left hand side to move to. The captain calls out orders (see below) to the rest of the
players who are the crew. If a player does not follow an order correctly, or is the last person to
do so then they are out! This decision is made by the captain who is always right. The game
is played until only one person is left. If you’d prefer to make the game less competitive, then
crew members can simply stand out for a count of 20 before rejoining the game.
Ship’s Captain Verbal Commands
Attention on Deck: salute and yell, “Aye,
aye captain!”
Bow: Run to the front of the boat.
Stern: Run to the back of the boat.
Port: Run to the left side of the boat.
Starboard: Run to the right side of the boat.
Captain’s Cabin: Everyone runs towards
and touches the captain’s shoulder. The last
one is out.
Scrub the Deck: Everyone on their knees
‘scrubbing’ at the floor.
Shimmy up the Mast: Everyone jogs on the
spot moving their arms and down in front of
them as if they were climbing up a mast.
Crow’s Nest (The ‘lookout’ near the top of a
mast.): All players find a partner. The lightest
player hops on their partner’s back. Those
without partners, or who make their crow’s nest
too slowly are eliminated.
Row the Boat: Each player finds a partner, sits
down face to face, holds hands, and pretends
to row a boat. Players who can’t find partners or
who are too slow can stand out for 20 seconds
before rejoining the game.
Man-Over-Board: Players find a partner as
quickly as possible. One partner must lie on their
stomach while the other places their foot on
their partner’s back. Children without a partner
or, pairs that are too slow can stand out for 20
seconds before rejoining the game.
Additional Variations for Extra Fun
1. Three Men in a Boat: the crew must form groups of three and sing “Row, row, row
your boat” Anybody who is not in a group of three is out.
2. The ‘Love Boat’: crew members grab a partner and dance. Anybody without a partner
is out.
3. Sick Turtle: Everyone falls onto their backs and waves hands and feet in the air. The
last one is out.
4. Up Periscope: Every player falls on their back and sticks one leg in the air. The last one
is out.
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Don’t Rock the Boat:Key Words
Outriggers
Bow
The front end of the boat.
Stern
The rear end
of the boat.
Port Side
Left hand side of the boat.
Starboard Side
Logs fastened on long poles to the
side of a boat to make it more stable
at sea.
Rigging
The ropes and lines attached to the
masts and sails.
Keel
Piece of timber, metal or other
material protruding along the
centerline of the bottom of the hull.
Right hand side of the boat.
Rudder
The moveable board at the stern of
the boat that controls the direction of
the boat.
Hull
The body of the boat without
masts or sails.
Deck
The roof of the hull.
Tiller
A lever for
moving the rudder.
Buoyancy
The upward force exerted on an
object in liquid.
Masts
The upright poles which support
the sails and rigging.
Sails
A big canvas kite which
catches the wind and propels
the boat along.
Ballast
Weights of stone, water, lead, iron or
sand bags used to balance the boat to
make it steady.
Water Displacement
Water molecules are pushed away by
the presence of a submerged object.
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
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Don’t Rock the Boat:CALCULATING SPEED
IN NAUTICAL MILES
Maths
In the early 1600’s, the speed of a ship was estimated using a ‘log line.’ A log line was a
length of thin line attached to piece of wood or “log”. The log was thrown off the stern of
a ship to measure speed. The sailor operating the log ran out the line until 30 seconds had
passed and measured the amount of rope rolled out. Knots were tied on the rope at intervals
of 17 feet (every 5.2 m) and were counted to determine the distance that would be traveled in
an hour (i.e. the number of nautical miles per hour, or “knots per hour”).
Source: Duyfken 1606 Replica Foundation Log Line Measuring Speed
TASK: Test your own speed.
You’ll need a group of three people: a runner, a timer and the log line operator.
1. Get about 100m of thin rope. Measure out 20m (20 large steps) and tie a piece of cloth
to the rope.
2. This cloth is your starting point. From this point, tie or attach knots to the rope at 5m
intervals, i.e., at 5m tie one knot, at 10m tie another knot, at 15m tie a third knot and so
on.
3. Attach one end of the line to the runner’s belt with light cotton which will break easily
when tugged.
4. The runner takes off. When the log line operator feels the piece of cloth at the starting
point go through her fingers (the 20m mark), she yells “GO” and the time keeper
begins timing with a stop watch. The operator must make sure to hold the line lightly
so that it doesn’t burn their hands (or, better still, wear some gardening gloves), or
break the line too soon. It’s also important to lay the line out carefully so it does not
tangle.
5. At the end of ten seconds, the operator tugs on the line and breaks the cotton.
6. By examining the line and seeing how many knots have run out, the operator can
estimate the runner’s distance covered in metres or in nautical miles per hour (“knots”).
7. Each student should run several trials to illustrate the variability that occurs because the
time taken to count to ten seconds varies. This will show the kind of inaccuracies that
would have been experienced in ship navigation before clocks were invented. (NB For
every 4 seconds inaccuracy in time, the calculated position could be wrong by nearly
two kilometres.)
8. Students can predict and test how many knots should be played out if time count is
extended to 30 seconds.
For more information go to:
http://www.rootsweb.ancestry.com/~mosmd/logln.htm
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Don’t Rock the Boat:FAMOUS BOAT RACES
INVESTIGATION REPORT
Society &
Environment
As well as the highly competitive Don’t Rock The Boat race at the Maritime Museum, there
are many exciting races that take place around the world. Introduce the notion of boat
racing to your students by studying an Australian boat race and an International boat race.
We highly recommend that you explore the America’s Cup race, as the yacht that won the
race in 1983, ‘Australia II’, is on display at the Western Australian Maritime Museum in
Fremantle. NB For an alternative race that focuses on the unique larrikin culture of Australia,
have a look at the hilarious Henley on Todd Regatta where competitors race on a dry river
bed. Read through the following information to give your class a ‘taste’ of some remarkable
boat races.
The America’s Cup
In 1851, a boat named America won the 100 Guineas Cup; a yacht race around the Isle of
Wight in Britain. The winners, members of the New York Yacht Club, donated the ‘trophy’
of this race to the Club to be held as a ‘challenge’ trophy. Thus the America’s Cup was born;
named after the boat, not the country. The America’s Cup is often referred to as the oldest
trophy in sport, considering that when the first modern Olympic Games were held in 1896,
the America’s Cup was already 45 years old! The United States held the cup for 132 years,
but in 1983 the Australian team racing Australia II was triumphant.
The winged keel
Source: http://en.wikipedia.org/wiki/Australia_II
Model of Australia II
Source: http://en.wikipedia.org/wiki/Australia_II
Australia II
Photo: Roger Hargrave
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
The Australia II Crew
Photo: Roger Hargrave
The Boxing Kangaroo was designed
for the Australia II campaign. It’s
now the most recognised Australian
mascot and flag at international
sporting events.
museum.wa.gov.au
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Don’t Rock the Boat:FAMOUS BOAT RACES
INVESTIGATION REPORT
Society &
Environment
Sydney to Hobart Yacht Race
The Sydney Hobart Yacht Race (sometimes referred to as the ‘Bluewater Classic’) is hosted
by the Cruising Yacht Club of Australia. The race starts in Sydney on Boxing Day and finishes
in Hobart. The race distance is approximately 630 nautical miles (1,170 km). The race is run in
co-operation with the Royal Yacht Club of Tasmania.
The race was initially planned to be a cruise by a small group of people who had formed a club
for those who enjoyed cruising as opposed to racing, however when a visiting British Royal
Navy Officer, Captain John Illingworth, suggested it be made a race, the event was born. The
Sydney to Hobart Yacht Race has grown over the decades, since the inaugural race in 1945, to
become one of the top three offshore yacht races in the world and it now attracts yachts from
all around the globe.
Source: http://en.wikipedia.org/wiki/
Sydney_to_Hobart_Yacht_Race
Henley-on-Todd Regatta (Alice Springs)
The Henley-on-Todd Regatta (also called the Todd River Race) is
a ‘boat’ race held annually in the typically dry sandy bed of the
Todd River in Alice Springs, Australia.
Every year in the spring, around September, the town holds a
mock regatta which large numbers of locals and tourists attend.
Food and drink are sold at stalls, “no fishing” signs are put up,
and the celebration takes all day. It’s the only dry river regatta in the world; thus, it’s the only
regatta ever cancelled because it rained and there was water in the river! This happened in
1993, when the event was cancelled for the year due to flooding.
Source: http://en.wikipedia.org/wiki/
Henley-on-Todd_Regatta
“Boats” that race in the Henley-on-Todd Regatta are made from metal frames and hung with
banners and advertisements. Teams of “rowers” run their boats in races through the hot
sand. Races are also held in washtubs, human-sized mouse wheels, and at the final event,
modified trucks decked out as boats are driven by teams armed with flour bombs and water
cannon. Many bystanders end up as casualties of the final battle. Traditional teams include
Pirates and Vikings who complete in costume. Who actually wins the final battle can be
difficult to determine; even the announcers occasionally get a blast.
Useful Websites
http://www.henleyontodd.com.au/
http://www.ozoutback.com.au/postcards/postcards_forms/nt_henleyontodd/Source/8.htm
http://www.ozoutback.com.au/postcards/postcards_forms/nt_henleyontodd/index.htm#Pics
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
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Don’t Rock the Boat:FAMOUS BOAT RACES
INVESTIGATION REPORT
Society &
Environment
Task:
Select the boat race (other than the three races already previously mentioned) that you think
is quite exciting and present the following information about it:
Basic Investigation
•Name of race
•What is the race distance in kilometres?
•What size boats compete in the race?
•History of the race – how did it come to be?
•Race route – include a map.
•When does the race take place? (Date/time.)
•What is the prize?
•Who are the major competitors? (Countries or companies.)
•Explain why you think it’s a very exciting race to participate in?
•How is it unique? Compare it to the America’s Cup or the Henley-on-Todd Regatta.
•Explain why you think it’s a very exciting race to participate in?
Some races to consider include:
Avon Descent Volvo Ocean Race
Clipper Round the
World Yacht Race Rolex Fastnet Bermuda Race
Transpacific Race
Kallada Race
http://www.avondescent.com.au/
http://www.volvooceanrace.org/
http://www.clipperroundtheworld.com/
http://fastnet.rorc.org/
http://www.bermudarace.com
http://www.transpacrace.com
http://kalladaboatrace.net/
Extension Task – Create Your Own Race
•Create your Own Race - Imagine you are a boat race manager.
•Where would your race start and where would it finish?
•Create a map showing the race route. How many kilometres long will the race be?
•What type of boats would be allowed to register to race and explain why.
•What other unique requirements would you include for your race? (Be a little creative
here, i.e., the crew all need to be under 5ft; the vessel has to be powered by orange
juice…etc.)
•What would the prize for winning the race be?
S&E Assessment - Refer to the S&E Investigation Report Rubric overleaf.
Western Australian Museum - Teacher Resource: Don’t Rock the Boat
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Don’t Rock the Boat: Famous Boat Races Investigation Rubric
Teacher Comments
Communication of Findings
Presentation
Translating & Applying
Information
Conducting
Gathering Information
Planning &
Clarifying Purpose
Dimensions
Investigation Report is presented in a simple manner;
comprising heading and text only.
Recognises key ideas and themes regarding famous
boat races.
Information gathered is collected
from only one source.
Some understanding of purpose of the Investigation
Report is stated but no formal plans (or very little
evidence of planning) have been submitted.
Beginning
Name: _________________________________________________________________
Investigation Report is well organised into paragraphs,
headings and maps. It’s pleasant to look at and easy to
read.
Selects, categorises and compares relevant information.
A limited number of resources have been used to gather
information on the topic (i.e., Internet and books).
Preliminary plans have been submitted.
Purpose of Investigation Report is outlined.
Consolidating
www.museum.wa.gov.au
Investigation Report is very well organised with
headings, paragraphs, pictures and maps. It is neat,
attractive and engaging to read.
Combines information from a variety of sources to
connect similar ideas and make comparisons between
boat races. Extension Task ‘Create your own Race’ has
been completed and submitted.
A considerable amount of information has been
collected from a variety of sources, (i.e., Internet, books,
interviews, fact sheets, DRTB workshop reflections…
etc).
Resources or methods of information collection are
stated.
Purpose and objectives of Investigation Report are well
defined and explained in detail.
Established
Investigation, Communication and Participation - Students investigate the ways in which people interact with each other and with their environments in order to
make informed decisions and implement relevant social action.
Society &
Environment
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Don’t Rock the Boat:LEARNING THEORY
• Don’t Rock the Boat is designed according to the principles of the current accepted Constructivist Theory of Learning, derived
from Piaget and Gardner’s Theory of Multiple Intelligences as well as from educator understandings from personal experience
and reviewing literature.
• The key concept behind constructivism is that students’ minds are not empty slates which teachers fill with their wisdom.
Students come to us with their own ideas that have been formed through their experiences and can hold on to them strongly in
spite of our telling them how “it really is,” such as the student who believed his father’s explanation that a light globe lights up
because the electrons travel both ways in a circuit and collide inside the filament, thus giving off light. This student revealed the
accurate theory (“public knowledge”) of electricity in a class discussion prior to a topic test, but wrote down his own “private
knowledge” during the test because it was what he really believed.
• The tank demonstrations of the Don’t Rock The Boat workshop, encourage students to compare their own initial conceptions
about how boats float with the evidence observed with their own eyes. This can produce rapid and powerful conceptual change
in understanding which encourages students to replace their sometimes naive notions with more accurate conceptions.
• This involves finding out what they already know about buoyancy, balance and ballast through the Predict, Observe, Explain
(POE) methodology during the 20 minute tank demonstration session. Cognitive conflict is created when they observe
an unexpected result which prompts students to find an explanation that resolves the conflict. For example, during the
demonstration a student might be thinking “I thought the tin canoe would float because it had air in it. But it didn’t, so floating
must also happen because…… it needs something heavy in the bottom to stop it tipping over.”
• Students test their initial conceptions by making changes (one variable at a time) and trialling their boats to see if their
modification idea is effective. Conceptual change is accelerated by social interaction. Students are often more receptive to the
ideas of other students than to what adults tell them.
The following principles underpin the design of the Don’t Rock the Boat program
• Constructivism is based on the idea that when we learn, we compare new information with what we already know. By using
analysis and synthesis, we develop new knowledge based on the results of the new and old information. When this occurs, it is
said that we have constructed knowledge, i.e., learners use what they already know to construct new understandings.
• Scaffolding should be provided to assist construction of knowledge required for conceptual change (e.g., teaching sub elements
needed for construction of the topic material and providing thinking time to add new understandings to existing knowledge).
• A learner’s motivation to learn combined with their sense of self affects what is learned, how much is learned, and how much
effort will be put into the learning process. Learning is more likely to occur if the activities are enjoyable. The practices and
activities in which people engage while learning shape what is actually learned.
• Learning is enhanced through socially supported interactions (very often students will attend more to the explanations of their
friends than that of the teacher). The assimilation of other people’s understandings often results in richer and deeper learning by
each student.
• Learners have different strategies, approaches, patterns of abilities, and learning styles that are a function of the interaction
between their heredity and their prior experiences. The students use linguistic, logical-mathematical, spatial, bodily-kinesthetic,
intra and inter-personal intelligences.
• Learning is facilitated through the use of meta-cognitive strategies (students reflect on their own learning) that identify, monitor,
and regulate cognitive processes.
References:
Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic
http://www.thomasarmstrong.com/multiple_intelligences.htm
http://www.infed.org/thinkers/gardner.htm
Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002), page 119. URL:
http://books.nap.edu/books/0309074401/html/119.html
Mestre, J (1994) Cognitive aspects of learning and teaching science available online at the UMPERG URL: http://umperg.physics.
umass.edu/library/UMPERG-1992-42
Major theorists in constructivism include Bandura, Bruner, Lave, Piaget, and Vygotsky.
Piaget and Constructivism http://www.teach-nology.com/currenttrends/constructivism/piaget/
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