Wonders of the Water World

A Unit Plan brought to you by:

The Water Molecools

Rachel KennicottKatie Thomas

Katey Tindall-PhelpsSara Tennant

Contact Information: Rachel Kennicott: raychlk3@yahoo.comKatie Thomas: thoma2kj@cmich.eduKatey Tindall-Phelps: tinda1ka@cmich.eduSara Tennant: tenna1sa@cmich.edu

Target Grade Level: 4th – 6th

Key Generalization: Water is everywhere and in one way or another effects everything!

Michigan Curriculum Framework References: Strand I, CS 1, E1: Generate questions based on observations Strand II, CS1, E1: Awareness Strand II, CS1, E4: Awareness of natural world Strand II, CS4, E1: Plant and animal fossils Strand III, CS2, E1: Compare and classify organisms based on observations of

characteristics Strand III, CS5, E3: Living things Strand III, CS5, E5: Positive and negative effects of humans on the environment Strand IV, CS1, E1: Classifying according to observational attributes Strand IV, CS1, E3: Identify properties of materials which make them useful Strand V, CS2, E1: Describe how water exists on Earth in three states Strand V, CS2, E2: Trace the path of rain water, Strand V, CS2, E3: Identify sources of water Strand V, CS3, E2: Describe weather conditions and climate

1. Changes to the Environment for this unit:

This unit provides many opportunities for the teacher to make changes in the classroom that will get, and keep, the attention of the students throughout the duration of the unit. The first change would be to purchase a new class pet such as a fish or small shark. There would also be a word wall that would be large enough to extend the whole perimeter of the classroom that would include water terminology that may be used throughout the unit. This way, if students need to reference it for any assignment, it is always accessible. The last change would to be to convert one corner of the classroom into “Water World.” This corner would include a table with a bulletin board behind it. The bulletin board would be an interesting display that included facts and stories about water that students could read during free time. The table would have various hands on things that students also could investigate during free time. This would also be the location of the new class pet.

2. Introductory Activity:

Water Tasting Activity:

To help students understand that clear water is not necessarily free of pollutants, place 5 clear liquids in portion cups. Things to include should have a definite taste that students would recognize. Use sugar water, white vinegar in water, salt water, distilled water, and tap water. Using cotton swabs, have students taste each liquid (dispose of swab after each taste) and record what they taste after each. After students have all had a chance to taste, discuss that some kinds of pollution can't be seen.

3. Closing Activity:

As a closing activity, we would have an outdoor water activity day. A note would be sent home to parents to explain the planned events of the day, as students would need to bring bathing suits and towels, and parent volunteers would be needed. The students would participate in various stations that involved water in some way. Some example stations include a race in

which students would carry water from a kiddy pool in a Frisbee to fill a bucket, an obstacle course involving pools and sprinklers, and a water balloon relay race, etc.

4. Summative Assessment:

The summative assessment for our unit plan consists of a weeklong project in which students will need to figure out how to clean up an oil spill using the information we learned about water throughout the unit. The scenario given will then be given several different twists to force students to use knowledge from all lessons.

On the day that the assessment is to begin, the students will walk in to discover their beloved class pet’s home has been terribly polluted with an oil spill. (Replace real fish with a plastic one first!) This will be the catalyst to jumpstart the ideas in students’ minds. Once all students have taken notice, have a discussion on what could’ve happened. As soon as students bring up the concept of an oil spill, launch into the project.

Each group of 3-4 students will be given the scenario and will have to answer questions at the end to come up with a plan of action to clean up the spill. The initial scenario:

An oil tanker just ran into an iceberg off the coast of Antarctica! The Environmental Protection Agency (EPA) has been contacted by the oil company responsible in seek of help. The EPA turns to your team, the leaders of the oil program department. Your job is to report to them what effect this will have on the environment, plants, animals, and how they should go about cleaning it up. Remember what you have learned about water and its properties to aid you in this process. You may use any resources that you wish.

After students come up with a plan for this, throughout the week, the scenario is slightly changed. Different locations: nearer to the equator, the Great Lakes, etc. Conditions and other questions: What if there was a storm, a hurricane, or a tsunami? How would this affect the oil spill and your plan of action? If this occurred in the Great Lakes, would our water supply be affected? How might we have to conserve water if there was less available to us?

The last part of the project would be to find out if oil affects the chemical structure or pH of the water. Also, some of the methods used to clean up oil spills involve chemicals. How would this affect the water?

Students would turn in their finding in letter format to the oil company responsible. The paper would be worth 100 pts, and would be graded on the following: Evident knowledge of topics discussed in class, effective use of resources available, ability to work as a team, correct letter format with few grammar and spelling errors, and participation of all individuals in the group.

Resources:

Books: Listen to the Rain by Bill Martin Jr. and John Archambault, Illustrated by James EndicottMcPhail, David.The Puddle. Farrar Straus Giroux: 1998. The Lorax by Dr. SuessMister Seahorse by Eric CarleZolotow, Charlottle (1991) The Seashore Book. HarperCollins Publishers

Websites: http://eo.ucar.edu/webweather/http://ga.water.usgs.gov/edu/waterproperties.html

http://www.angelfire.com/weird/funnypoems/KidsPage.htmlhttp://www.atozkidsstuff.com/weather.htmlhttp://www.austmus.gov.au/wild_kids/quickfinder/saltwater_animals.htmhttp://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page3.htmlhttp://www.cln.org/themes/water.htmlhttp://www.col-ed.org/cur/sci/sci161.txthttp://www.creativekidsathome.com/science/water.html#Trivia%20Answershttp://www.edinformatics.com/interactive_molecules/water.htmhttp://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/

Environmental_Education/ENV0065.htmlhttp://www.epa.gov/reg5rcra/wptdiv/p2pages/water.pdfhttp://www.epa.gov/region01/students/pdfs/ww_intro.pdfhttp://www.epa.gov/safewater/kids/kids_4-8.html http://www.mass.gov/agr/waterwellbeing/water_facts.htmhttp://www.first-school.ws/activities/science/drippy.htmhttp://www.funsci.com/fun3_en/exper2/exper2.htm#introduction1http://www.gmpdc.org/webquests/villiard/SavingWaterville.htmhttp://www.kidzone.ws/water/http://www.kimballmedia.com/Drippy/DrippysWorldTrialStories/ToMountainsAndBack/

Entry.htm http://www.lessonplanspage.com/ScienceMathLATheWaterCyclePlan34.htmhttp://www.nhc.noaa.gov/HAW2/pdf/canelab.htmhttp://www.njawwa.org/kidsweb/waterprojects/Default.htmhttp://www.oceansonline.com/water_props.htmhttp://www.proteacher.com/cgi-bin/outsidesite.cgi?id=423&external=http://

www.biologylessons.sdsu.edu/classes/lab1/index.html&original=http://www.proteacher.com/110056.shtml&title=Properties%20of%20Water

http://www.stevespanglerscience.com/experiment/00000109http://www.wateruseitwisely.com/100ways/NEindoor.htmlhttp://www.wfpa.org/ee/WFPAEE/ESS/ESS_home/Issaquah_curriculum/

1_WaterLessonPlan.htmhttp://www-k12.atmos.washington.edu/k12/pilot/water_cycle/precipitation.htmlhttp://yn.la.ca.us/cec/cecsci/cecsci.26.txt http://mbgnet.mobot.org/fresh/lakes/index.htm http://members.aol.com/jtankard/ocean/oceanfacts.htmlhttp://www3.iptv.org/exploremore/water/uses/use_drinking_water.cfm

Lesson Order

SubjectScience Area and Type

of Lesson

1 Intro/Importances/Uses (Katey) Earth/Life, Technology

2 States of Water (Katie) Physical, Book

3 Chemical Structure (Rachel) Physical, Technology

4 Surface Tension (Sara) Physical, Book

5 Water Cycle (Rachel) Earth, Stations

6 Water Related Weather (Sara) Earth, Stations

7 Bodies and Types of Water (Katey) Earth, Stations

8 Aquatic Plants (Katie) Life, Stations

9 Ocean Animals (Katey) Life, Book

10 Fresh Water Animals (Katie) Life, Technology

11 Conservation (Sara) Earth/Life, Technology

12 Water Pollution (Rachel) Earth, Book

Name: Sara Tennant

Type of Lesson: Centers/Stations

Contact Info: tenna1sa@cmich.edu

Lesson Title: Weather the Weather, Whatever it May Be!

Grade Level: 4th – 5th

Materials: TQPDAC, “Thunder and Rain” poem, television at homeStation 1: hot water, large wide-mouth container (such as a mayonnaise jar), small plate, ice cubesStation 2: clear plastic container about the size of a shoebox, red food coloring, ice cubes made with water dyed with blue food coloring, colored pencils, white paper Station 3: computers with internet accessStation 4: jar, vinegar, dish soap, teaspoon, glitterStation 5: computers with internet access

References:

http://www.atozkidsstuff.com/weather.html

http://www.nhc.noaa.gov/HAW2/pdf/canelab.htm

http://eo.ucar.edu/webweather/

http://www.angelfire.com/weird/funnypoems/KidsPage.html

http://grow.arizona.edu/Grow--GrowResources.php?ResourceId=207

Key Question: How does water relate to weather?

Science Process Skills:Observing, Communicating, Inferring, Constructing Models, Formulating questions, Experimenting

MCF and Science Topics:Strand I, CS1, E1 (Generate reasonable questions through observation)Strand V, CS 3, E2 (Describe weather conditions and climate)

Lesson Objectives:Discover how water relates to formulation of weather patterns; Determine how storms and hurricanes are formed using water; Generate idea of the pattern of key ‘ingredients’ for weather to occur

Task Description Method/TheoryEngage Activity

PoemNOTE: Stations should be set up around the room prior to beginning of lesson.

While the students are in their seats, put on the visualizer and read aloud the poem “Thunder and Rain.” Ask questions like, “Has anyone ever wondered some of these same things, or something else about weather? We’ve talked an awful lot about water, what does water have to do with the weather?”

Inquiry/Constructivism:(The students will be prompted by the questions raised in the poem to think about possible answers and then come up with questions of their own having to do with water and weather.)

Learning Modalities: Auditory and Visual

Exploring Activities Stations:

RainConvection Currents Hurricane Twister Humidity

Break up students into groups of 4. Instruct that they are to start at one station and work their way around the room in order. Also, group discussions MUST take place about the questions handed out BEFORE reading “The Scoop” about each weather related concept.

Station 1:

Make it Rain!

Station 2:

Make Convection Currents

Station 3:

Create-a-cane:

Students will go to a station with computers and go to the bookmarked websites below. First, they need to read a bit of information about hurricanes at the first website. They then may go to the second where they will do an activity that allows them to adjust settings to create conditions that would allow a hurricane to form.

http://eo.ucar.edu/webweather/hurricane2.html

http://www.nhc.noaa.gov/HAW2/pdf/canelab.htm

Station 4:

Twister in a Jar

Brain Based: *Have all resources available* Active Processing (All resources are ready for students to use, and they are actively involved in the experiments)

Cooperative Learning:(Students are working at stations in groups where teaching, helping, and communicating is taking place.)

Multiple Intelligences:*Interpersonal* Tactile(Working with others and getting their hands right into the material in the experiments.)

Modalities*Visual(Computer simulations aid those who need to see charts and graphs.)

Station 5:

Humidity

Students will go to the bookmarked website below and explore what humidity is and how it “works.”

http://grow.arizona.edu/Grow--GrowResources.php?ResourceId=207

ProcessingStudent Poem When students are done at all stations, have them

return to their desks.

Instructions to students:

“Now that you have discovered a lot about water and weather, write a poem on this topic. Use at least one new word that you learned while at any of the stations. You may decorate your paper as well.”

Multiple Intelligences:*Verbal-Linguistic(Poetry is helpful here due to the fact that verbal-linguistic students have “well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words”)

Further InvestigationAny Questions? Instructions for students:

“Choose one type of water related weather that was covered today. Is there anything that you were wondering that wasn’t answered through our experiments? How could you find out the answer to this question? You can use any resource in this room for the remainder of the class period to find out your answers.”

Have wrap up discussion about findings at end of class.

Choice Theory*Freedom(Letting the student choose part of the assignment)

ApplicationsAt-Home TQPDAC

Students will watch a weather report at home and follow the TQPDAC attached.

*This will be due 1 week from today in order to allow students/parents with hectic schedules ample time.*

HOTS(Analysis)

AssessmentStudents’ poemsParticipation in Stations

Students will turn in the poems they wrote during the Processing Activity. They will be worth ten points, and graded on creativity and display. Two

TQPDAC of the ten points will be given for a new word included in the poem.

Students will also be given 10 participation points for partaking in all of the stations and the wrap up discussion of what was learned at the end of class.

TQPDAC will be turned in for a possible 10 points upon completion and evidence of well thought out responses.

Visual Aids and Handouts

PoemInstructions for Stations“The Scoop” on each StationTQPDAC

“Thunder and Rain” will be put up on the visualizer as the teacher reads it.

Summaries of Internet sites: Station 3, Create-a-Cane: The first website is an informational website to allow

students to understand the process that takes place in order for a hurricane to be formed. Knowledge of this is necessary to complete the task on the second website. The second website is involves an activity where students manipulate different aspects of weather patterns (wind speed and direction, temperature, air pressure, etc.) until they can create the right conditions to make a hurricane.

Station 5, Humidity: This website gives a visual representation and explanation of how water exists in the air as humidity.

Back up plans for stations 3 and 5: Station 3: A short video clip from will be viewed (from the weather channel, discovery

channel, etc.) on hurricanes. Clip should include information on what conditions cause a hurricane to form. Students will jot down notes and draw a diagram of how a hurricane is created.

Station 5: Students will do a KWL about humidity. To complete the last portion (“What I learned”) students can use information in classroom encyclopedias, other websites if possible, dictionaries, or any other resource like magazines and textbooks that might contain useful information.

THUNDER AND RAIN

Nothing to do, nothing to sayJust laying at homeOn this rainy day

No school, no workNot even a little homework

Just looking at rainWhile the drops

DropAt the bottom

Of my window frame

Can't stand the boredomOf this day

I just can't standThis horrible display

Rain or thunderThat's what I wonder?

First comes rainThen comes thunderSomething so easy

So why do I wonder?Or maybe its thunder...

Then rain

Is this so dificultTo explain

I think I´ll justBlame the rain

Or is itThe thunder

I have to blame

ThunderOr rainIt seemsLike just

A word gameMarion - Age 11

Station 1Make it Rain!

1. Pour two inches of very hot tap water into the glass container and cover with the plate.

2. Allow water to sit for a few minutes.

3. Place ice cubes on the plate.

4. Watch what happens.

What’s Happening?

Discuss with your group members what is happening and why.

Station 2Convection Currents

1. Fill the plastic container 2/3 full of room temperature water.

2. Let the water sit for 30 seconds or until it is completely still.

3. Place a blue ice cube at one end of the plastic container.

4. Add two drops of red food coloring to the water at the opposite end of the plastic container. Be careful not to disturb the water.

5. Observe where the red and blue food coloring goes.

6. Using the red and blue pencils to draw what you see happening.

What’s Happening?

Where did the red go? How about the blue? Discuss this with your group. What does this have to do with weather?

*Cut in half or thirds and place at each station*

Station 3Create-a-Cane

1. Go to the bookmarked sites on the computer titled “Station 3 part 1” and “Station 3 part 2”

2. Read on the first website about how hurricanes are formed.3. Go to the second website and using your new knowledge, follow the instructions.

Station 4Twister in a Jar

1. Fill the jar 3/4 full of water.

2. Put in one teaspoon of vinegar and one teaspoon of dish soap.

3. Sprinkle in a small amount of glitter.

4. Close the lid and twist the jar to see a vortex like a tornado form.

What’s Happening?

Discuss why the water behaves this way. How does this relate to weather? How would a column of air begin to rotate without a huge fan placed on top of the thunderhead?

Station 5

Humidity

*Go to the website bookmarked as “Station 5,” and then answer the following questions*

1. How does humidity relate to the types of weather you have learned about thus far?

2. If this is your first station: Can you predict what types of weather are affected by humidity?

3. See if you can find evidence of your ideas. (Internet, text book, etc.)

Station 1

The Scoop

The cold plate causes the moisture in the warm air to condense and form water droplets. This is the same thing that happens in the atmosphere as warm, moist air rises and meets colder temperatures high in the atmosphere. Water vapor condenses and forms precipitation that falls to the Earth as rain, sleet, hail, or snow.

Station 2

The Scoop

Water is flowing from one position to another; heat is being transferred; convection is occurring in the container! The cold, blue water sinks, while the warmer, red water rises. The red water stays higher than the blue.

What type of air mass does the red water represent? Red water represents a warm air mass.

How about the blue? Blue water represents a cold air mass.

How does this relate to a thunderstorm?

A thunderstorm is caused by unstable air. A body of warm air is forced to rise by an approaching cold front. A strong, persistent updraft of warm moist air is formed. The approaching cold front helps build the updraft into a cumulus cloud. Speeds of an updraft have been recorded at 90 miles per hour. When the warm air rises and meets the cold air, it condenses (releases latent heat). The heat helps fuel the thunderstorm. The next stage is when the cumulus cloud has grown into a cumulonimbus cloud rising above 30,000 feet. Then a downdraft forms, bringing cold air and precipitation down to the Earth's surface.

Station 4

The Scoop

As you twist the jar, the water inside up against the glass is pulled along due to its friction again the glass walls. The fluid toward the inside takes longer to get moving. But eventually both the glass jar and the fluid are spinning as you rotate the bottle. When you stop rotating the jar, the fluid inside keeps spinning. A mini twister can be seen for just a few seconds when the outer fluid slows down and the inner fluids continue to spin rapidly. Try it again!

This is not completely understood by scientists, but one way the rotation appears to happen is when winds at two different altitudes blow at two different speeds creating wind shear. For example, a wind at 1000 feet above the surface might blow at 5mph and a wind at 5000 feet might blow at 25mph. This causes a horizontal rotating column.

If this rotating column of air gets caught in a super cell thunderstorm, the updraft tightens the spin and it speeds up (much like a skater spins faster the arms are pulled close to the body. A funnel cloud is created.

The rain and hail in the thunderstorm cause the funnel to touch down creating a tornado.

Name: __________________________ Date: _______

We Must Weather the Weather, Whatever it May Be!

Think First! What types of weather do you think you would see in the report? What types won’t you see? Why?

Question: How did the weather report relate to water?

Procedure: Watch the forecast! (Hint: It may be helpful to tape the news so you can refer back to the words used by the newscaster.) Include the forecast for the next day, as well as the week. What types of words did the newscaster use? Did you hear any new words? (Find out what they mean if you don’t know!) What types of weather were predicted that involve water, and how do they involve water? Is it possible that the prediction may not involve water? (Think carefully!)

Data:

Weather Words Used Definitions of New Words

Weather Predicted How Does it involve Water?

Analysis:Did the weather report surprise you? Did you already have an idea of what weather may be coming up? How?

Conclusion: If the forecast did not obviously involve water (for example, rain or snow) does it mean that water was not involved? Why or Why not?

Name: Sara Tennant

Type of Lesson: Children’s Literature

Contact Information: tenna1sa@cmich.edu

Lesson Title: You Can Cut the Tension With a Knife!

Grade level: 4th - 5th

Materials: The Puddle , by David McPhail, a temporary outdoor setting, one 2 liter bottle of pop, 1 roll of Mentos candy, 1 paper or plastic tube (just big enough to fit the mentos through but small enough to fit inside the opening of the pop bottle).

*Enough of the following to supply each group of students: beakers, water, newspaper, 2 X 2 squares of plastic cling wrap, water dropper, graduated cylinders, tupperware container or large bowl, index cards, liquid dish detergent, scissors

References: http://www.stevespanglerscience.com/experiment/00000109 , http://www.creativekidsathome.com/science/water.html#Trivia%20Answers , http://www.funsci.com/fun3_en/exper2/exper2.htm#introduction1 , McPhail, David.The Puddle. Farrar Straus Giroux: 1998.

Science Process Skills: Observing, Classifying, Experimenting, Communicating, Measuring, Predicting, Formulating Questions

MCF and Science Topics:Strand I, CS1, E1 (Reasonable Questions) Strand IV, CS1, E1 (Classifying according to observable attributes)

Lesson Objectives:Observe behavior of water in experiments, construct ideas as to why water behaves in this manner, design TQPDAC to answer own questions, discuss new knowledge and share ideas

Key Question: What is surface tension and how does it affect the behavior of water?

Task Description Theories/MethodsEngage Activity

BookMentos Fountain

Book: With students at their desks, read aloud The Puddle to get kids wondering about what topic you will be exploring. If desired, put book up on visualizer while reading. They may not understand at first why you chose this particular book, so later in the lesson ask if they can relate the book to the activities they are doing.

Mentos Fountain: Take the students outside to a safe area with a lot of grass where you will not cause a disturbance. Make sure the students are far enough away (unless they have raincoats!) to not be splashed. Bring the 2 liter of pop, the mentos candy, and the paper/plastic tube. Open and set the pop on the ground making sure that it will not tip over. The idea is to get all of the mentos pieces into the bottle at the same time, so get the tube in position in the bottle opening, and dump the candy in. (Back up fast!) This will cause a huge fountain of pop to come exploding out of the bottle! The cause is the weakening of the surface tension that surrounds each bubble of carbon dioxide by the gum arabic that is found in the candy. When this tension is disturbed the gas can expand more rapidly (similar to shaking the bottle prior to opening it). Also, as the candy dissolves, ‘nucleation sites’ develop (tiny pits in the surface of the mentos) in which even more carbon dioxide can form. The result? A massive explosion of pop! Don’t give away the explanation right away though, let the kids try and come up with reasons for the explosion after they have completed the rest of the activities for the lesson.

Inquiry

Learning modalities:

Visual, Auditory

Exploring Activities“Skin” on a beakerWater MagnifiersSoap Boats

Students will work in groups for the following:

“Skin” on a beaker: Let the kids see how they can overfill a beaker with water causing the top to take on a rounded appearance instead of spilling over. Experiment with different beakers and different amounts of water. See if they can measure exactly how much water can fit in the beaker before it will spill out (allow them to use a graduated cylinder to aid in this process).Water Magnifiers: Let the kids explore how water changes the appearance of newspaper and other

Inquiry

Multiple Intelligences

Learning Modalities:

Tactile

objects below it. Have them drop a few drops of water onto a piece of cling wrap (enough to make a good sized rounded drop of water) and hold it taught about an inch above the newspaper. What happens to the letters? What happens when the distance from the newspaper changes, when the size of the water drop is changed? Soap Boats: On an index card, have the students draw a simple boat shape with a notch at the back end. Fill the tupperware containers with water. Cut out the boats and place them in the bowl. Use the dropper to place a small amount of dish soap in the notch. Observe the actions of the boat. What would happen if the notch were not centered, if the water temperature was different? The water will need to be changed when repeating the experiment.

Size and shape of boat:

Processing ActivitiesFollow the leader

Empty the containers used for the soap boats. Have students make a puddle of water at the edge of a desk, and then push a small amount over. What happens? Using all of the information learned from watching the behavior of water from all of the previous activities, have the children start discussing in their groups the possible explanations for it.

Further InvestigationAny Questions?

The students now can answer questions that they might have developed over the past few experiments using a TQPDAC. (Can be as a group or individually)

Higher Order Thinking

ApplicationsPaired group Presentations

Each group or student will present the findings of their own TQPDAC to one other group.

AssessmentFindings of experimentsIdeas about engage activitiesTQPDAC

Regroup as a class and have a discussion to share ideas. Have the students try and explain the results of each experiment. (Why did the beaker hold water above the top of the glass? What made the boats move? Why was the appearance of the letters under the water changed? Why does the water spill over the edge of the desk continue to spill?) When they understand the concept, explain that it’s called surface tension. Put up visual aid. As students can now see what is happening on a molecular level, ask more questions that they may not have understood before (What makes it, what breaks it?). See if they can make a connection to the book you read earlier. Finally, the most challenging aspect, see

Inquiry

Higher Order Thinking

what they can come up with to explain the behavior of the bottle of pop knowing what they now know about surface tension. Also, see if students can now pick out where surface tension occurs in the natural world. (Insects living on top on ponds, etc.) Students will get credit for participating in group presentations and discussions. The TQPDAC that they made earlier will be handed in for 10 points.

Handouts and Visual AidsDiagram of water moleculeDiagram of attraction of water molecules to each other

A visual aid will be used at the end of the lesson after the children have shown they have discovered the properties of surface tension and have discussed their ideas. A copy will be used up on the visualizer for the wrap up discussion, as well as a copy handed out to students to keep for reference.

Book Summary:A boy sets out to sail his boat in a puddle and is joined by a frog, a turtle, an alligator, a pig, and an elephant.

Water is made up of one Oxygen atom and two Hydrogen atoms. Each side is slightly charged.

These slight charges attract other water molecules.

Name: Sara Tennant

Type of lesson: Technology

Contact Info: tenna1sa@cmich.edu

Lesson Title: Water Works!

Grade Level: 4th - 5th

Materials: Two days of class time, computers with internet access (preferably access to a computer lab), globe, 5 gallons of water, tablespoons, aquarium (or similar container), droppers, graph paper, clear plastic cups, coffee cans (each with 5-10 holes already punched in the bottom), sand, Tupperware containers, muddy water, pitchers, calculators, previously collected data on population of school, school district, and city, poster board, copies of Water Use Fact Packet, copies of water usage pie chart, TQPDACFor at-home portion : empty milk jug (or similar container), stop watch or clock with second- hand

*Students should have already learned about the water cycle at this point, as knowledge of the water cycle will be helpful to the students*

References: http://www.njawwa.org/kidsweb/waterprojects/Default.htm, http://www.epa.gov/region01/students/pdfs/ww_intro.pdf, http://www.gmpdc.org/webquests/villiard/SavingWaterville.htm, http://www.col-ed.org/cur/sci/sci161.txt, http://www.epa.gov/safewater/kids/kids_4-8.html, http://www.mass.gov/agr/waterwellbeing/water_facts.htm, http://www.wateruseitwisely.com/100ways/NEindoor.html

Science Process Skills: measuring, predicting, observing, interpreting data, experimenting,formulating questions, understanding models, communicating

MCF and Science Topics:Water ConservationStrand II, CS1, E4 (awareness of natural world)Strand III, CS5, E5 (positive and negative effects of humans on the environment)

Lesson Objectives: Develop an understanding that although it appears that there is a lot of water in the world, only a small amount can be used for drinking or other needs; infer from class activities that water is a limited resource that requires conscious decisions by people in order to be conserved; influence students to apply learned water conservation strategies in the home.

Key Question: What is water conservation and why is it important?

Engage Activity

Aquarium demonstration

*As you do this demonstration, stress that the amounts represent relative quantities, not actual amounts of the different types of water*

1. Put 5 gallons of water in an aquarium or other container. Ask students to imagine the container represents all the water in the world (salt water and fresh water, make sure they understand the difference).

2. Call up a student helper. Have the student remove 34 tablespoons of the water and put them into a clear cup. Tell them this amount represents all the water in the world that is not ocean (fresh water). Make sure to hold the cup high, and then near the aquarium so students can compare the two.

3. Call up a different helper. Have them remove 26 tablespoons of water from the clear cup and put it in a different cup. One more helper can remove another 8 tablespoons of water from the original cup, and place it in another cup. The 26 tablespoons represent the world’s ice caps and glaciers. The 8 tablespoons represent the world’s fresh water. A fraction of a tablespoon (1/10) represents the world’s fresh water lakes and rivers. Of that, all rivers amount to less than a drop.

4. Compare these to the aquarium.

5. Ask students what they think about the activity. Was it surprising? What does this imply for our use of water? If students are having difficulty, guide the discussion in the right direction, “If you look at a globe, which do you see more of, land or water? But, can we use all of that water? With so much water around, it’s easy to think that we will always have it when we need it…”

6. This discussion should lead to the fact that water is a limited resource, and that we must take action to ensure that it is not wasted.

(Be sure to reuse the water. Use it to water plants!)

Inquiry:

Asking students questions about what happened in the demonstration will get them thinking and spark other questions, which they will want to explore to find the answers to.

Multiple Intelligences: Logical/Mathematical

Thematic:Could be part of a Social Studies unitor a Math unit

Constructivism:Dealing with misconceptions

Exploring ActivitiesBuild a water filterTQPDAC

Have students work in groups of 4, hand out TQPDAC

Set up materials on a table for students to have access to set up their experiments. (Refer to TQPDAC for procedures.)

Walk around to groups as they are working; ask how might this apply to what we just learned from the aquarium demonstration? If discussion isn’t heading in the right direction, prompt students with questions like, “Since we don’t have an unlimited resource of water, how might this information help us to use water more wisely?”

Eventually conversations should lead to the idea that we can recycle water to reuse it due to the fact that it is not an unlimited resource.

Recap as a class to reinforce what was just witnessed.

Cooperative Learning:

Students are working in small groups which allow them to share ideas as well as individual strengths while developing their weaker skills.

Multiple Intelligences:

Bodily-Kinesthetic:Hands on

Processing ActivitiesWebQuest:

“Saving Waterville”

Take the students down to the computer lab. Allow students to work in groups of 4. Instruct that students are not permitted to use the internet for anything else but the webquest (have it bookmarked for them). Even though the students are in groups of 4, have them each at their own computer. The following site will be bookmarked for students:http://www.gmpdc.org/webquests/villiard/SavingWaterville.htm

The idea here is to let the students discover that in addition to reusing water, we also can conserve it as a means of taking action.

The conclusion of the webquest includes writing a letter to the assigned member of Waterville, a group-designed guide for wise water practices, and a poster. All will be handed in.

As students finish the webquest, have them work on their rough drafts of the letter, guides, and posters. When everyone has finished the computer research, return to the classroom.

Problem Based Learning:

Over usage of water is a real life problem, and by having students simulate helping fictitious citizens, they will be able to apply the same knowledge to their own lives.

Further InvestigationWarm water test (home experiment)TQPDAC

Regroup as a class to explain the next activity. (Let students know that they will have time later to finish the letter, guide and posters.) Explain that a portion of this activity will need to be done at home.

1. With the new knowledge that students have gained from the webquest, have each group come up with a prediction of how long it would take the water at home to get warm after you turn on the faucet and let it run. Also, predict how much water is being wasted. (Students can make own TQPDAC to go with this activity).

The 2nd part of this activity is to be done at home. The rest of

Multiple Intelligences:

Mathematical-Logical: dealing with measurement of the water

this lesson will be continued on day 2 when the students bring back their data.

Students are to go home and test both the kitchen sink and the bathroom sink. A parent should help with this process.

1. Place a large container under faucet. (Empty milk jugs are useful because the students can then measure in gallons) Turn on water and start timer/stop watch simultaneously.2. When water is hot, stop watch and turn off faucet. 3. Record results of time and water wasted.

The next day in class, pool the results and allow students to use calculators to find the class average of water wasted in the kitchen sink and bathroom sink. Also, have them calculate the average amount of water per second that was wasted.

* A letter should be sent home the week before this lesson is planned to take place to warn parents. That way, if some materials are not present in the home, they can be borrowed.*

ApplicationsGraph

Students will make a graph using the class averages and also make projections using information on the population of the school, school district, and city.

1. Using the previously collected information on the school, district, etc., instruct students to make a bar graph to show how much water is wasted in their own home, the school, the school district, and the city every time someone waits for their water to get warm.

Integrated or Thematic Instruction:This crosses over into math, and so could be part of the math lesson for the day or kept as part of the same lesson

AssessmentMaterials from webquestGraphsTQPDACs

Collect the letters, guides, and posters made during the webquest activity. Letters will be graded on use of persuasive writing skills, spelling and grammar, form, and description of wise water use practices. Posters and guides will be given credit for being completed neatly and creatively.

Graphs will be graded on correct form (title, X-axis, Y-axis, labels, etc.) and neatness.

*Be sure to display graphs in the hallway so other students and faculty can benefit from the information gathered!

TQPDACs will be collected to ensure students grasped the concept of both recycling water and water waste. Students will be given credit for completion.

Handouts and Visual Aids

1.) Water Conservation Fact PacketThis packet will be used as a backup if technology problems occur.

2.) Water Use Pie ChartPart of backup plan, but can also be handed out to students at end of lesson to recap and for them to have as reference. 3.) TQPDAC

Fun activity if you have extra time in the computer lab!

Go to http://www.epa.gov/safewater/kids/kids_4-8.html; let kids explore the website and activities.

Back up activities:

If for some reason you cannot access the computers or the internet is down, instead of having the children do a webquest, do a similar activity on your own. Pass out the pie chart of water usage. Have students brainstorm ways to conserve water (have them work in groups first, then as a class). Encourage them to use their own ideas plus those in the Water Conservation Fact Packet (that you will now pass out to each group) make a brochure giving statistics and ideas on how to cut down on water use on a daily basis. Brochure should convince others of why water conservation is important, be neat, and provide at least five facts for the reader. Students can still make a poster similar to the one that would’ve been made during the webquest.

Summary of Webquest:

“Waterville” is in danger of losing its water supply. Students are to seek out the citizens who are wasting water and write letters to convince them to change their water wasting ways.

Water Works!

Think First!: We now know that usable water is not as plentiful as we once may have thought. Sometimes living in Michigan with the Great Lakes surrounding us can lead us to forget that freshwater is a valuable and often wasted resource.

Question: If we can’t use most of the water that exists on earth, how will we be able to have enough water to suit our needs? To survive?

Procedure:1. Place coffee can in tupperware container.2. Put about 3 inches of sand in the bottom of the can.3. Observe the water in the pitcher. What do you notice about it? Record

your thoughts in the table below. 4. Pour pitcher of muddy water over the sand and collect the water that

comes out in the tupperware container. 5. Observe any changes you see in the water and record them in the table

below.

Data:

Water Before Water After

Analysis:

1. What may have caused any changes you saw in the water?

2. What does this imply for our use of water as humans?

Conclusion:

1. How might this knowledge help us to extend the life of usable water?

2. Do you have any ideas on how we could reuse water? Do we already reuse water?

Where Does the Water Go?

How Can We Save Water?

Tips for Indoors:

When washing dishes by hand, don't let the water run while rinsing. Fill one sink with wash water and the other with rinse water

Run your washing machine and dishwasher only when they are full and you could save 1000 gallons a month.

Use the garbage disposal sparingly. Compost instead and save gallons every time.

Keep a pitcher of water in the refrigerator instead of running the tap for cold drinks, so that every drop goes down you not the drain.

Time your shower to keep it under 5 minutes. You'll save up to 1000 gallons a month.

If your shower can fill a one-gallon bucket in less than 20 seconds, then replace it with a water-efficient showerhead.

Collect the water you use for rinsing produce and reuse it to water houseplants.

When you shop for a new appliance, consider one offering cycle and load size adjustments. They are more water and energy-efficient than older appliances.

Install low-volume toilets.

Wash your produce in the sink or a pan that is partially filled with water instead of running water from the tap.

When you clean your fish tank, use the water you've drained on your plants. The water is rich in nitrogen and phosphorus, providing you with a free and effective fertilizer.

 Put food coloring in your toilet tank. If it seeps into the toilet bowl, you have a leak. It's easy to fix, and you can save more than 600 gallons a month.  

Plug the bathtub before turning the water on, then adjust the temperature as the tub fills up.

 Designate one glass for your drinking water each day. This will cut down on the number of times you run your dishwasher. Don't use running water to thaw food.

 Grab a wrench and fix that leaky faucet. It's simple, inexpensive, and can save 140 gallons a week. When doing laundry, match the water level to the size of the load.

 Teach your children to turn the faucets off tightly after each use. Before you lather up, install a low-flow showerhead. They're inexpensive, easy to install, and can save your family more than 500 gallons a week.

Soak your pots and pans instead of letting the water run while you scrape them clean.

Turn off the water while you brush your teeth and save 4 gallons a minute. That's 200 gallons a week for a family of four.

Make sure your toilet flapper doesn't stick open after flushing. Make sure there are aerators on all of your faucets.

Install an instant water heater on your kitchen sink so you don't have to let the water run while it heats up. This will also reduce heating costs for your household.

Cut back on rinsing if your dishwasher is new. Newer models clean more thoroughly than older ones. Bathe your young children together.

Insulate hot water pipes so you don't have to run as much water to get hot water to the faucet.

Drop that tissue in the trash instead of flushing it and save gallons every time.  If your toilet was installed prior to 1980, place a toilet dam or bottle filled with water in your toilet tank to cut down on the amount of water used for each flush. Be sure these devices do not interfere with operating parts.

Install water softening systems only when necessary. Save water and salt by running the minimum number of regenerations necessary to maintain water softness.

Wash clothes only when you have a full load and save up to 600 gallons each month.

 Listen for dripping faucets and toilets that flush themselves. Fixing a leak can save 500 gallons each month.

Cook food in as little water as possible. This will also retain more of the nutrients. Choose new water-saving appliances, like washing machines that save up to 20 gallons per load.

Select the proper size pans for cooking. Large pans require more cooking water than may be necessary.

Turn off the water while you shave and you can save more than 100 gallons a week.

When you give your pet fresh water, don't throw the old water down the drain. Use it to water your trees or shrubs.

If you accidentally drop ice cubes when filling your glass from the freezer, don't throw them in the sink. Drop them in a house plant instead.

To save water and time, consider washing your face or brushing your teeth while in the shower.

While staying in a hotel or even at home, consider reusing your towels.

Throw trimmings and peelings from fruits and vegetables into your yard compost to prevent from using the garbage disposal.

Keep a bucket in the shower to catch water as it warms up or runs. Use this water to flush toilets or water plants.

When you are washing your hands, don't let the water run while you lather.

Tips for Outdoors:

1. Reduce lawn size

By reducing lawn size you can substantially reduce the amount of water used for landscape maintenance. Replace lawn area with native species of trees and shrubs. Consider alternatives to grass especially when you have steep slopes and shady areas.

2. Use drought resistant grass species

Mixtures of grass species are used to get the most effective and long-lasting seasonal coverage. Fine fescues have low water needs and high drought tolerance. Some cultivars of endophytic seeds tend to have a high tolerance for drought and nutrient deficiencies.

Generally an insect resistant mixture of grasses that includes a high percentage of fine fescues will ensure a drought resistant lawn.

3. Choose native and drought tolerant species

Native species have adapted to the environmental conditions of New England and have evolved in such a way that they need fewer inputs such as water and chemicals.

4. Water only when necessary

In most years, Massachusetts has enough rainfall to naturally supply the water needs of most mature lawns without the need for watering. The two simple ways to tell if your lawn needs water are by the color and flexibility. If you walk on your lawn and leave a footprint or the color of your lawn turns blue/green the grass is not receiving enough water. Mature lawns that go brown in the summer are in a natural period of dormancy. They will green up when wetter cooler weather returns.

5. Water your lawn in the evening or early morning

If your lawn does not have a fungi problem, it is best to water between 4:00 pm and 8:00 pm. Watering can also take place early in the morning just prior to or just after sunrise. Watering early in the morning will allow your grass to dry quickly and lose less water from evaporation. This can reduce disease susceptibility by limiting moist conditions which encourage spore germination and the spread of fungal infection.

6. Water slowly and deeply

Watering slowly and deeply will allow the water to be absorbed. You should water four to six inches deep, which means about one inch of water on the surface. If using a sprinkler system, place a rain gauge or shallow cans on either side of the sprinkler and measure the water that it collects. This approach will help you to determine the amount of water you are using.

7. Collect rainwater for landscaping needs

Use cisterns or rain barrels to capture rainwater from downspouts to use for newly planted vegetation. Use a lid, mesh fabric or add several drops of baby oil to prevent mosquitoes from breeding.

8. Water on sloped areas with care

When watering on sloped areas do not apply water faster than it is being absorbed. Water regularly until you begin to see run off. Stop the watering until it is absorbed into the ground and then continue until you have watered four to six inches deep.

Maintain sprinkler systems and irrigation equipment. Make sure that the sprinkler system is appropriate for your landscape and watering needs. Install matched precipitation sprinkler heads which apply water according to area specific needs. Make sure that the irrigation system has a rain shutoff device. Locate irrigation heads at least eight inches from paved areas and watch where water is going! You should not be watering the sidewalk, street, or the neighbor’s yard.

9. Additional Suggestions

Check your equipment. Fix leaky hoses or faucets. Install a shut off device on hoses to prevent water loss from unattended hoses. Hoses without a nozzle can spout 10 gallons or more per minute. Do not leave faucets or hoses on when they are not in use.

Abide by your town’s water bans. Water bans are put in place for a reason!!

Use mulch: Organic mulch lowers the temperature of the soil, which in turns reduces water evaporation. However, you must be careful not to apply too much (the soil does require some heat). Plastic films do the same (clear), while also preventing unwanted weeds around plants.

Rachel Kennicott

Station Lesson

Contact Information: RaychLK3@yahoo.com or 616-299-8867

Water, H2O, Agua Grade Level: 2-5

Materials:jars or clear containerspotting soilsmall gravelwaterseedsplastic wraprubber bandsfunnel

computer with internet accessposter boardglass of waterspongesbeakerspie pancotton balls

References:

http://www.kimballmedia.com/Drippy/DrippysWorldTrialStories/ToMountainsAndBack/Entry.htm http://www.kidzone.ws/water/http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/precipitation.htmlhttp://www.first-school.ws/activities/science/drippy.htmhttp://www.lessonplanspage.com/ScienceMathLATheWaterCyclePlan34.htmhttp://www.wfpa.org/ee/WFPAEE/ESS/ESS_home/Issaquah_curriculum/1_WaterLessonPlan.htm

Science Process Skills MCF and Science Topic Lesson ObjectiveObserving and describing changes Communicating to group member and on paper, verbalizing thinkingPredicting/Inferring about the water cycleFormulating questions and hypotheses Constructing models accurately

MCF1, CS1, E1 Generate questions

MCF5, CS2, E1,2,3 Describe how water exists in three states, trace the path of rain water, identify sources of water

Students will observe and describe the water cycle and its parts. They will do this by creating and modeling a poster or three dimensional example of the water cycle.

Key Question: What is the Water Cycle?

Task Description Theories/MethodsEngage Activity

Glass of WaterSong

Have a picture of the water cycle on the overhead when children walk into the classroom, but make sure it is not labeled. As students filter in, you have a glass of water sitting out on the table in the front of the classroom so that everyone can see it. That is it. It is just sitting there. Ask students where they think this glass of water may have come from. Discuss responses and record them on paper. Introduce the idea of the water cycle. Now have students follow you over to your reading corner. The children are gathered all around you sitting on the floor. Begin by singing the water cycle song:(Sang to the tune of she’ll be coming around the mountain)Water travels in a cycle, yes it doesWater travels in a cycle, yes it doesIt goes UP as evaporation,Forms clouds as condensationAnd FALLS Down as precipitationYes, it does.

Inquiry because students will be asking questions about the water sitting on the table.Multiple intelligences because students are learning a song that will later relate to everything in the lesson.Higher order thinking because students can tie this song in with other information they will be learning.

Exploring Activities

TQPDACStations

Students will now get into pairs. They will be going around the room to individually set up stations. There will be four of them set up through out the room.

Cooperative Learning because they will be working with other students in the classroom on the different stations. Inquiry because they will be

Each station will have instructions already laid out and ready for each pair. Students will be carrying their TQPDAC sheet and recording different observations for each station. The rotation should take about twenty minutes. The first station will be one that demonstrates precipitation. Students will have cotton balls at their station they will feel the cotton balls and record their observations. Now the cotton balls are being placed in water. As the students feel them and pick them back up, they are dripping. The next station will be on evaporation. Students will go up to the chalk board and take their wet sponges and wipe the chalk board. They will watch what happens to the water. The third station will be with ice and a glass of water. Students will watch what happens to the outside of the glass. How did the water get there?The fourth station will have a sponge, cup of water, and pie pan. Students will model collection here.

asking questions about what is going on at each stationLearning Modalities because students are using hands on kinesthetic activities to learnChoice Theory because students are free and comfortable to move around the room, choosing their activities and doing them for intrinsic values such as their own curiosity.Learning Stations are used as a method here also.

Processing Activities

Website Journal

Students will go to the website listed in references number one, and listen to the story while recording anything they may want to remember for future activities. They will then write a journal entry on the

Technology Integration is used because students will have yet another way to put the information into their brains.Higher Order Thinking because students will pull information from here and

words precipitation, condensation, and evaporation.Technology Back-Up:Have the story from the website printed off. Students may then read the story and look at the pictures to write their journals.

make it their own

Further Investigation

Terrarium

Students will create a terrarium. Students will be working individually. Have them:Place the gravel at the bottom of their jar.Use the funnel to pour HALF of the soil into the jar.Sprinkle the seeds on top of the soil.Pour the other half of the soil into the jar.Pour the water into the jar.Place plastic wrap over the top of the jar. Wrap the rubber band around the plastic wrap to hold it in place.Make sure the child places a label on their jar.Terrariums will be monitored over the next week or so. Students will record observations.

Inquiry because students will be wondering what is happening in the Terrariums. Simulations/Problem Based method is used in a terrarium

Applications

Poster

Create a poster containing all parts of the water cycle that were discussed in class. This assignment will be done individually to insure that every student understands the concept of the water cycle. The poster will have specific guidelines to be given out in a rubric. Students may also

Cognitive Development and Higher order Thinking is addressed here because students are pulling everything they have learned about the water cycle and creating their own interpretation of it.Multiple Intelligences because some students learn better visually.

wish to make a three dimensional project simulating the water cycle. Materials beyond poster board are up to the student. Options for materials include cotton balls for clouds, real dirt for the ground, small margarine containers for the lake, etc. Tell them to be creative and use their imagination!

Assessment Students will hand in their stations packet (this will be graded on completion and accuracy)Students will be assessed on how well their poster project is constructed. (Their poster will be graded with the rubric attached) This will tell you if they understand how the water cycle works.Students will also be expected to keep a log for their terrariums to be handed in.(The logs will be evaluated on how complete they are)

Handouts and Visual Aids “Build Your Own Terrarium”“Station Chart”Poster Rubric“Wet Websites”

Build Your Own Terrarium

1. Place the gravel at the bottom of your jar.

2. Use the funnel to pour HALF of the soil into the jar.

3. Sprinkle the seeds on top of the soil.

4. Pour the other half of the soil into the jar.

5. Pour the water into the jar.

6. Place plastic wrap over the top of the jar.

7. Wrap the rubber band around the plastic wrap to hold it in place.

8. Place your name label on the jar.

Water, Water All Around

Think First!: Water Travels in a ____________________________

QUESTION: What do you already know about the water cycle?

PROCEDURE: Using the materials provided at each station, carry out your experiments.

DATA: Make sure you record your data on the “station chart” on the next page.

Analysis & Conclusion: How many different parts can you think of in the water cycle? Can you name them?

Station Chart

Record your observations here Draw a picture of what happened

Station 1

Station 2

Station 3

Station 4

Go to this Website:

http://www.kimballmedia.com/Drippy/DrippysWorldTrialStories/ToMountainsAndBack/Entry.htm

Follow along with the story. Hit the speak text button to hear it read to you.

Now go to this Website:http://www.kidzone.ws/water/

Take notes on the different parts of the water cycle!

Rubric for Water Cycle

Grading Rubric/Guidelines Points Possib

le

Self Evaluati

on

Teacher Evaluati

onCorrectly contains All parts of the water cycle:EvaporationCondensationCollectionPrecipitation

35

Explanation of the terms in the water cycle attached

10

In color or three dimension 10

Neatly Presented 10

Creative 10

Total (out of 75)Evaluation Criteria: 10-9 Thorough and Accurate Results, 8-7 Adequate/Reasonable Results, 6-5 Minimal Effort/Unclear Results, 4-3 Weak Effort/Irrational Results, 2-0 No Effort

Rachel Kennicott

Technology Lessson

Contact Information: RaychLK3@yahoo.com or 616-299-8867

Water, H2O, Agua Grade Level: 4-5

Materials:Copies of handouts provided for each studentGumdrops (2 colors)ToothpicksLitmus paper stripsBeakers

Lemon JuiceVinegarMilk WaterComputers with PowerPoint and InternetTextbook

References:

http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page3.html http://www.edinformatics.com/interactive_molecules/water.htm http://www.oceansonline.com/water_props.htm http://ga.water.usgs.gov/edu/waterproperties.html http://www.cln.org/themes/water.html http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=423&external=http://

www.biologylessons.sdsu.edu/classes/lab1/index.html&original=http://www.proteacher.com/110056.shtml&title=Properties%20of%20Water

Science Process Skills MCF and Science Topic Lesson ObjectiveObserving and classifying properties of everyday substances. Predicts from a developing patternInfers from predictions and verbalizesFormulate hypotheses by interpreting dataExperimentsConstructs a model to share with colleagues

MCF 1, CS1, E 1,2 Generate questions, develop solutions

MCF4, CS1, E1,3 Classify substances, identify properties of materials which make them useful

Students will be able to develop a presentation that models all of the chemical properties of water. They will also create what molecules look like. Students will cooperate and develop essential skills on how to work in a group collectively.

Key Question: What do I know about water?

Task Description Theories/MethodsEngage Activity

-Buddy Tag

Buddy Tag. Students will be outside; they will get into a circle and be in groups of three, there will be two people in the middle of the circle. The people outlining the circle will be in groups of three linking arms. When the person in the middle runs and links arms with a group of three, the person on the end of that line unlinks. There can only be three linked at a time! The unlinked person is now trying to catch the person who was once tagging. You are monitoring and explaining the game. Make sure students are careful not to run into each other.This activity should be done outside in a grassy field, or it also may be done in the gym.

This is inquiry. Students will begin to wonder why they are in groups of three and why they must stay linked. This relates to the way the water molecule is bonded.

Exploring Activities

- Acids and Bases- pH- Litmus strips- Group Discussion- Journal Response

Water is the universal solvent. Help students discover what this means by experimenting with dissolving things in water. Also provide information about how much we are made up of waterIntroduce the idea of acids and bases. Water has a pH of 7 which is considered neutral. Test other substances and record their readings with litmus strips. Substances can include but are not limited to lemon juice, vinegar, milk, etc. Students should

Constructivism/Inquiry – students are constructing meaning about what an acid and a base is by the substances they are using. They are allowed to experiment using their own ideas and this is a very hands on activity. They are involved in their own learningHigher Order thinking because students are constructing what will happen when water is added to substances, what an acid really is compared to a base.Choice Theory because

be given some freedom to test what they want (saliva, sweat!) Have students record their thoughts and readings on a chart. Students should now add water to some of their solutions and test the pH again. Discuss with groups what happened to the pH reading and why.Write a journal response.(Use “Wacky Water” and “pH Test” hand outs)

students are deciding what they are going to test in certain cases.Brain based because each person will learn differently and these experiments allow them to learn through their own discovery.

Processing Activities

- Create a water molecule

- Sing MICKEY MOUSE song

- Explain polarity

Students will make a water molecule. They will first gather toothpicks and gumdrops. One gumdrop will be red and two gumdrops will be green. The green represents the hydrogen and the red represents the oxygen. Each student will make a water molecule. You will go around and help students with any questions they may have. Water molecules should be three dimensional and tetrahedral in shape. Here is where you will make sure that students understand water’s polarity. The water molecule looks like mouse ears. You can sing the M-I-C-K-E-Y M-O-U-S-E song to your students to help them remember.

Cognitive development because there are short instructions, children have a visual.Brain Based because basic needs are met (in more than one way –food!) There is also a visual hands on model that is created to use as a reference for your brain in the gumdrops, the song, and the actual molecule that is drawn.Constructivism – students are creating things hands on and learning through inquiry.

Further Investigation

- PowerPoint Project

Students will get into groups of two and create a PowerPoint presentation. Their presentation will be guided by a rubric that allows them to see exactly what needs to be included

Higher order thinking because students are required to analyze and synthesize what they have really done in the above activities in to a mini lesson they are expected to create.

in the presentation. They will use the knowledge they have gained from their previous activities in this lesson to create the presentationTechnology Backup:Have students create a project packet using drawings with color. They may create posters and or use white paper to complete the project. It should include everything they would have had in their PowerPoint presentation

Choice Theory because students have a lot of freedom in how they create their presentationInquiry – students are learning through their own ideas Brain Based – students are constructing new signals and new ways to remember the information that they have taken in through the various activities.

Applications

- Class Presentation

Students will be expected to present their presentation and discuss what they have learned and also share with the class the findings in their experiments.

Constructivism – students are reestablishing that they know what they are doing by sharing with the class what they have pulled from the lessons.

Assessment

- Rubric Grade

Students will be assessed on the information in their presentation. The rubric will provide scoring.

Higher order thinking – students will be only given a small guideline and they must create ways to show the information that they have learned.

Handouts and Visual Aids “How do you draw Water?” sheet“Wacky Water”“pH Test” Rubric For PowerPoint Presentation

How do you draw Water?

Here is a Drawing of my water molecule:

The Chemical formula for water is _______________. This means there are _______ hydrogen atoms and _______ oxygen atom.

Think First!

Water is _________________________________________________

QUESTION: What are the properties that make water so unique?

PROCEDURE: Using the attached sheet measure the pH of substances and record your findings.

DATA: Use The “pH Test” sheet attached

ANALYSIS AND CONCLUSION: Answer the question on the bottom of your “pH Test” sheet.

The pH Test

Substance pH Color of Litmus Strip

pH when water

is added

New color of Litmus Strip

Water

Lemon Juice

Vinegar

Milk

On the back of this sheet discuss what this information means. Use terminology like acidic, basic, and neutral. Then get in your groups and discuss your findings.

Rubric for PowerPoint Presentation

Grading Rubric/Guidelines Points Possib

le

Self Evaluati

on

Teacher Evaluati

onIntroduction - Should include a title page with names

10

Part I – Structure of Water molecule explained

10

Part II – Discuss polarity 10

Part III - Acids and Bases explained (include results from your experiments)

10

Part IV – Make sure to include any journal entries you made and results from any other activities

10

Conclusion – Summarize your presentation

10

Was your presentation creative?

5

Was your presentation well organized?

5

Were you prepared? 5TOTAL 75

Evaluation Criteria: 10-9 Thorough and Accurate Results, 8-7 Adequate/Reasonable Results, 6-5 Minimal Effort/Unclear Results, 4-3 Weak Effort/Irrational Results, 2-0 No Effort

Below is a list of websites you may use for your presentation. Your textbook may also be helpful!

http://www.chem4kids.com/files/react_acidbase.html http://www.ec.gc.ca/acidrain/kids.html http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page3.html http://www.edinformatics.com/interactive_molecules/water.htm http://www.oceansonline.com/water_props.htm http://ga.water.usgs.gov/edu/waterproperties.html http://www.cln.org/themes/water.html

Name: Rachel Kennicott

Type of Lesson: Children’s Book

Contact Information: RaychLK3@yahoo.com or 616-299-8867

Lesson Title: “The Thneeds the World Does Not Need” Grade Level: 3-6 Grade

Materials: The Lorax by Dr. SuessLarge writing tabletMarkerClipboards for pairs of studentsWhite computer paperBeakersWaterFlourdirtfood coloringSandtoilet papercooking oilSugarCitric AcidWhite Vinegar Cotton Swabs At least 10 clear cupsLarge Paper for group activityLined paper in journalTrash Bags

References: 1. http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Environmental_Education/ENV0065.html 2. The Lorax by Dr. Suess3. http://www.epa.gov/reg5rcra/wptdiv/p2pages/water.pdf4. http://yn.la.ca.us/cec/cecsci/cecsci.26.txt

Science Process Skills: MCF and Science Topic: Lesson Objective:

Observing the natural worldCommunicate what pollution is in their minds as well as discuss their findings in the water exercise.Measuring water Interpreting DataConstructing modelsFormulating Questions

MCF 1,CS1, E,1,2 Generate questions, develop solutions

MCFIII, CS5, E5, Effects of humans on the environment

Students will practice observing the natural world, develop an understanding of pollution, and an awareness of how humans interact with the world in which we they live. They will create their own solutions to problems facing humans and pollution

Key Question: What is water pollution?

TASK DESCRIPTION THEORIES/METHODSEngage Activity

-Read The Lorax-Good/Bad Earth questions

Before beginning the book, get a poster and a black marker and ask students about pollution while students are at their desks. This is a whole class activity.Using the poster, ask students “What are some good things we can do for the earth or to take care of the earth?”. Record student responses. Then ask “What are some bad things that people do to the earth?” Again, record responses. Be ready to talk about student responses in more detail. This is a discussion time. Now have students follow you over to the reading corner. Have them sit down and get comfortable (this book is long). Introduce the book The Lorax by Dr.

Suess and read it to your class.

Brain – Based: Students will have to think about, determine, and distinguish good and bad things that we do to the earthMultiple Intelligence: Students distinguish between good and badControl/Choice: Students are allowed to have the answers they choose to write down under the appropriate column of good or bad.Inquiry: they must think about the meaning of the book and how it may apply in real life to our Earth

Exploring Activities Take a trip to a local wetland owned Multiple Intelligence:

-Go to a Wetland-Putting substances in water experiments

by your school or possibly property on state or federal land. Bring helpers!Have students in pairs one with a trash bag and the other paper and pencil.Announce to the students that you want them to pick up all of the pollution that they can find and record it.Most will find trash, so ask what other kinds of pollution there may be around. (Use “Wetland Discovery Sheet”)Back at the classroom, have students experiment with putting different substances into glasses of water.Substances can include, but are not limited to flour, sugar, sand, balls, toilet paper and oil. (They may wish to explore more)Have a separate beaker half full of water available for each item that will be placed in the water.Have them record their observations of what the water looked like as well as what happened to the object using words such as opaque, transparent, sediment, translucent, etc.Raise the question of how you would go about removing the things they placed in the water.(Use “Liquid Discovery” Handout)

Students are out in the actual environment discovering for themselves what pollution may be. Kinesthetic – students are walking around outside as well as performing the water experiments.Constructivist: students are constructing their own ideas of pollution from being out in the environment. They are also relating the water experiment to pollutionInquiry: this is hands on and students lead their discoveries.Choice/Control: Students are performing experiments and leading themselves to discover pollution outside.

Processing Activities

-Groups discuss effects of pollution

Have students break into groups of 4 and discuss the effects of pollution. Have them make a list. What does water pollution do to the lives of humans, animals, plants, what does it do to the environment? Can they think of any real life examples?

Inquiry: Students are discussing their ideas and exploring things by talking. This is also a way for them to develop good communication skills.Choice/Control: they all have input in the group.

Further Investigation

-Taste Test

To help students understand that clear water is not necessarily free of pollutants, place 5 clear liquids in portion cups. Things to include should have a definite taste that students would recognize. Use sugar water, white vinegar, salt

water, water mixed with citric acid, and tap water. Using cotton swabs, have students taste each liquid (dispose of swab after each taste) and record what they taste after each. After students have all had a chance to taste, discuss that some kinds of pollution can't be seen.

Applications

-Design a clean up

Students will be writing in their journals on the following problem: (“Design a Clean Up Handout”) On Highway I-75 right by your house, an oil truck was driving by and as he was going over the bridge, he crashed and spilled all of his oil in the lake that you live on. What are you going to do? What is going to happen to the wildlife around? How will your life be affected? Rubric For Clean – up is included

Assessment Students will have a poster with the effects of pollution (graded by effort and participation)Students will turn in their clean up design (graded based on rubric)Students will turn in their substance experiment observations(graded on completion and accuracy)

Handouts and Visual Aids Wetland Discovery Sheet

Liquid SheetGroup ListClean Up Story

Wetland Discovery

1. Write down a description of the area (you may also want to draw a picture on the back of this sheet).

2. What types of living things do you see?

Create a list of any pollution you find and explain where you found it.Example: Trash Sunken in the water close to the edge.

Liquid Discovery

Substance Placed In Water

What did it look like? What did it do?

Group DiscoveryMake a list of the items your group comes up with

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

On Highway I-75 right by your house, an oil truck was driving by and as he was going over the bridge, he crashed and spilled all of his oil in the lake that you live on. Don’t worry, although he was covered in oil, the driver swam out of the lake and was not hurt! However, his truck is still in the lake and so are the truck’s contents. What are you going to do? What is going to happen to the wildlife around? How will your life be affected? Design a plan of what you are going to do to clean up your lake as if you were in charge of the clean up plan and crew.

Clean – Up Rubric

Points Possible

Points Earned

Effects on People is discussed 10

Effects on Animals is discussed 10

Effects on the Land is discussed 10

Solutions are offered for effects on people, animals, and land

10

Evident Thought and preparation before writing

10

Total 50

Katie ThomasCenters/Stations Lesson Plan(810)531-6774“Plants: Not Just a Land Thing”Grades: 3-5Materials:

3 types of aquatic plantsPencilsPaper (lined and construction)MarkersBooks and articles about aquatic plantsAccess to internet

References:None

Science Processing Skills:Observing, Classifying, Communicating, Predicting, Inferring, Formulating Hypotheses,

Interpreting Data, Experimenting, Constructing Models

MCF and Science Topic:Strand I, CS1, E1: Generate questions based on observations.Strand III, CS2, E1: Compare and classify organisms based on observations of characteristics.

Lesson Objective:This lesson will allow students to discover the different types of aquatic plants and characteristics of them.

Key Question:What are some different types of aquatic plants?

Engage Activity:Look at pictures of plantsAsk key question

Ask the students what types of things they would find if they went to the bottom of the ocean. Then show different pictures of plants. Have students figure out what plants are aquatic plants and what plants live on the land. Ask what plants live in the water.

Inquiry Method: Looking at these pictures of plants gets the students to start thinking and asking questions about aquatic plant-life.Brain based learning: This activity gets students’ brains working and allows them to think about the different plants.

Exploring Activity:Observing aquatic plantsTQPDAC

Bring in 3 different kinds of aquatic plants (ex. Seaweed, kelp, algae, lily pad, ect). Place them in the front of the classroom on a table and have the students gather around the table to observe the plants. Discuss what each plant is. Then create a TQPDAC to explore the plants further.

Inquiry Method/Multiple Intelligences: Observing the plants gets the students thinking more about them. Children who are visual learners will get a better understanding by looking at the plants, rather than hearing about them.

Processing Activity:Journals

Have the students each choose one of the 3 aquatic plants that you brought in. In their journals, they will discuss the characteristics of that plant, and how it is similar and different to the other aquatic plants. This journal should be handwritten and at least ¾ of a page long.

Brain-Based Theory:Writing in journals will apply the students’ knowledge of what they have observed and what they have learned so far.

Choice Theory: Students have freedom to write in their journals about what they have researched.

Further Investigation:Centers

There will be 4 centers. Each center will consist of 6-7 students and each center will last 20 minutes. One center will be the art center. The students at this center will use markers and construction paper to each draw pictures of aquatic plants. The next center will be the reading center. This center will have a variety of books and articles about aquatic plants that they will read and look through. The students will record at least 8 interesting facts that they

Centers: There are centers being used for this activity.

Cooperative Learning:Working in centers allows the students to work cooperatively in groups to share different ideas with their classmates.

Multiple intelligences theory: There are centers to fit visual learners, auditory learners, and kinesthetic/tactile learners.

find in these articles. The third center will be a computer center. The children at this center will use the internet to do some research about different aquatic plants and take notes of their findings. The fourth center will be the plant-observation center. These students will look closer at the plants that the teacher brought in. Then they will work together to make a list of all of the similarities and differences that they observe between the 3 aquatic plants.

Applications:Homework assignment: picture of aquatic plant

For homework: have students either take a picture or draw a picture of an aquatic plant that they can see in their home or in the environment around them (ex. In a fish tank, ect.). If they can’t find one, they can look on the internet to find a picture and print it off or draw it themselves. Include where it was found and what the plant is on the back of the picture.

Constructivism: Doing this activity outside of class applies the student’s knowledge of what they learned about aquatic plants and also allows them to explore their environment to see where aquatic plants can be found.

Assessment:Collecting/grading the activities

Collect the journals from the students. The students will be given full credit for this assignment if they completed it. All students will also turn in a piece of paper from each of the 4 centers.

Constructivism Theory:By collecting and grading the activities, you will get and understanding of which students understood the material that was presented about aquatic plants, and which students did not.

Handouts/Visual Aids:Aquatic plants and directions at centers

The visual aids include the plants that the students observe. Also, the directions for each center will be on a piece of paper at the center so that the students can read them

Learning Modalities Theory: The visual aids are good for the students who learn better visually rather than hearing the directions auditory.

when they arrive to that specific center.

Katie ThomasChildren’s Book Lesson Plan(810) 531-6774/ thoma2kj@cmich.edu“Solids, and Liquids, and Gas…Oh My!”Grades 2-4Materials:

2-3 ice cubesGlass of WaterTable SurfacePot of waterBurner for water to boilPaperCrayons“Listen to the Rain” (book)Dixie CupsKool-AidPopsicle Sticks

References:“Listen to the Rain” by Bill Martin Jr. and John Archambault, Illustrated by James

Endicott

Science Processing Skills:Observing, Classifying, Communicating, Predicting, Inferring, Identifying and

Controlling Variables, Interpreting Data, Experimenting

MCF and Science Topic:Strand I, CS 1, E1: Generate questions based on observations.Strand V, CS 2, E1: Describe how water exists on Earth in three states.

Lesson Objective:This lesson will allow students to discover the different forms of water and allow them to

explore different examples of each.

Key Question:What are the three stages of water, how does each stage get that way, and what are some

examples of each of the three forms?

Engage ActivityRead “Listen to the Rain”

Ask key question.

Ask students if they have ever listened to the rain falling. Have them give descriptions as to what the rain sounds like. Then, while the students are sitting together at the reading area, read aloud “Listen to the Rain.” After reading, discuss book a little bit and then ask the students the key question: “What are the three stages of water, how does each stage get that way, and what are some examples of each of the three forms?”

Inquiry method:Reading the book gets the students thinking and asking questions about the stages of water.

Reading aloud: The teacher will read “Listen to the Rain” aloud to the class.

Exploring Activity

Ice cube melting experimentBoil water

TQPDAC

Take one or two ice cubes and set them on the table. Take a pot of water and put it on a burner for the water to boil. As the ice cubes melt and the water boils, explain to the students the three stages of water; solid, liquid, and gas. Ask them what form of water the rain in the story was. Ask them questions to get them wondering how each stage gets to where it is going. After the ice melts and the water boils, have the students get with a partner and fill out a TQPDAC about the three stages of water.

Inquiry method: Gets the students to ask questions about the experiment.

Learning modalities theory: By watching the ice melt, the students can visually see the water going from a solid stage to a liquid stage.

Cooperative Learning: Students will work with a partner when doing the TQPDAC.

Processing ActivityDraw pictures of the 3 stages.

The students will individually draw pictures of examples of water during its three stages. Make sure they label which stage is solid, liquid, and gas.

Multiple intelligences theory:This activity allows students who are more tactile/kinesthetic learners to apply what they know by creating a picture of the three stages of water.

Further InvestigationMaking popsicles

Have the students each fill up a Dixie Cup about ¾ of the way with Kool-Aid. Then stick a popsicle stick in each cup. Put all of the cups in the freezer and leave them until the next day. Then, the next day, the students can observe

Constructivism theory: Allows “hands-on” work that will show if the students understand the stages of water.

Bloom’s Taxonomy: This activity is very fun for the students.

what happened with the Kool-Aid overnight after being in the freezer. Then the students may eat their popsicle.

Applications

Create a list.

Have the students give examples of the different stages of water and you, as the teacher, write them down in 3 columns (solid, liquid, gas) on a big piece of paper hanging on the chalkboard. After the columns are filled, discuss the uses of each form of water from the examples given in the list.

Learning modalities theory: The students will demonstrate their knowledge of what they learned by telling you the different examples of the water forms.

Multiple Intelligences: This activity allows visual learners something to look at to get a better understanding of the three forms of water.

Assessments

Collecting the Activities

I will collect the students’ TQPDAC’s that they made with a partner. This will be scored as a credit/no credit assignment. If they did it, they will earn credit. I will also collect the drawing of the 3 stages of water. The criteria for this activity will be as follows: The student must label the stage of water in each of their three drawings. He/She must have an understanding of each stage and must draw a picture of an example of each of the stages. There will be a possibility of earning 35 points on this assignment; 10 points for each stage with a matching drawing and 5 points for creativeness.

Constructivism theory: By looking at these activities, you will understand who has a grasp of the water stages and who does not.

Handouts and Visual AidsBook Ice cubes and boiling water

The book and the ice cube/boiling water experiment were both visual aids to help the students to understand the stages of water.

Multiple Intelligences Theory:Some students who are visual learners may need these visual aids to help them learn rather than just hearing the teacher explain.

Katie ThomasTechnology Lesson Plan(810) 531-6774/ thoma2kj@cmich.edu“Diving Into the Freshwater”Grades 3-5Materials:

2-3 different freshwater animals in a jar with freshwaterAccess to computersConstruction paperIndex cardsMarkersLarge roll of blue paperGlue

References:http://en.wikipedia.org/wiki/List_of_freshwater_aquarium_fish_species

Science Processing Skills:Observing, Classifying, Communicating, Inferring, Interpreting Data, Constructing

Models

MCF and Science Topic:Strand I, CS 1, E1: Generate questions based on observations.Strand III, CS 2, E1: Compare and classify organisms

Lesson Objective:This lesson will allow students to discover the different types of plants and animals that

live in freshwater.

Key Question:What animals live in freshwater?

Back Up Plan:If the technology part of my lesson plan happens to not work on the day that I am

teaching this lesson, we will have to postpone the lesson to the next day. The technology part of my lesson plan is very important and there is no other way the students would receive that information about the freshwater animals, other than on the website.

Engage ActivityFreshwater animal interactionAsk key question.

Bring in a few different freshwater animals and present them to the class. Find out if the students know what each animal is and then ask what the animals all have in common. Then ask key question: “What animals live in freshwater?”

Inquiry method:Showing the class the different freshwater animals allows them to start thinking about what types of animals live in freshwater.

Exploring ActivityCreate list of questionsResearch freshwater animal on computer

Students will work with 3 other students whom they are sitting with to create a list of questions they have about what animals live in saltwater and why.Have the students each go to http://en.wikipedia.org/wiki/List_of_freshwater_aquarium_fish_species. They will read this page and then each student will chose a specific freshwater animal to research. Have the students click on their animal that they wish to research and jot down some notes on a piece of paper. Give them about 25 minutes to do this activity.

Inquiry method/Constructivism theory: Researching the freshwater animals gets students wondering and asking more questions and also it is a hands on type of activity that they can explore. Higher Order Thinking:Students will need to use their higher order thinking skills to come up with the list of questions about freshwater animals.

Cooperative Learning:The students will be working in groups of 4 to create their list of questions; therefore cooperative learning is being used.

Processing ActivityCreating your freshwater animal.

When they are done researching their specific animal, have them go back to their desks with construction paper, an index card, and markers. Each student will then create their freshwater animal that they researched using the construction paper and markers. On the index card, they will write what their animal is and 2-3 facts about their animal.

Multiple intelligences theory:This activity allows students who are more tactile/kinesthetic learners to apply what they know by creating a saltwater animal of their own rather than just reading about it.

Further InvestigationCreating a freshwater habitat.

On a roll of blue paper, have each student come to the front of the classroom one by one and glue their animal on the piece of paper. They will read the index card to the class to share what they have learned about that animal. The index

Brain based theory:By sharing what they learned with the rest of the class, you as a teacher will be able to see what they have learned from this activity. Also, the rest of the class will learn more about the other animals by hearing the facts from their other classmates.

card should be glued right next to the animal that they made. After all of the students have done this, the class will have their very own freshwater habitat to hang in the classroom.

ApplicationsWorksheet

Students will work on this worksheet individually. Pass out the freshwater animals worksheet to students and allow them a few minutes to work on it. If they do not complete the worksheet in those few minutes, they will take it home and complete it as homework.

Brain based theory/inquiry method:Applies the students’ knowledge of what they learned.

AssessmentsCollecting the activities.

Collect the worksheet from each student and also grade the construction paper freshwater animals/index cards. The worksheet must have the correct answers. If the student created a freshwater animal, he/she will receive all of the points for that portion of the activity. For the index cards, if the students wrote down at least 2 facts about their animal, they will receive all of the points for that activity.

Constructivism theory:By looking at these activities you will understand who has a grasp on freshwater animals and who does not. By looking at the worksheet and index cards for each of the animals that were created you can see if the students researched the website like they were supposed to.

Handouts and Visual Aidswebsite

The website was a great visual aid to help the students research their freshwater animal and also the pictures of the animals on the website gave them a better understanding of what the animal looked like for when the students created their own freshwater animals.

Multiple Intelligences Theory:Some students who are visual learners may need these visual aids to help them learn rather than just hearing the teacher explain.

Name: Katey Tindall-Phelps

Type of Lesson: Technology

Contact Information: 248-895-3584 or tinda1ka@cmich.edu

Lesson Title: What does water do for you? Grade Level: 4th or 5th grade

Materials: A bottle filled with water, a couple pieces of white poster board and then word cards with the uses of water printed on them.

References: http://www3.iptv.org/exploremore/water/uses/use_drinking_water.cfm

Science Process Skills: The students will be using their observing, classifying, inferring and formulating questions skills.

MCF:MCF II, CS 1, E1 (awareness)

MCF I, CS 1, E1(questions, observations)

Lesson Objective: The children will be able to orally state all the uses of water. They will also be able to describe the importance of water.

Key Question: How important is water to the Earth and to you?

Task Description Theories/Methods

Engage Activity

The bottle of water as lesson starter.

Key Question: How important is water to the Earth and to you?

I will place a bottle filled with water on a table in the front of the room and I will ask the students to tell me what it is. Once they say “water”, I will then ask them for all uses they think water has. I will write all the responses on the board so we can make it into a list. There are many answers but the one I want to make sure they say is that they need water to survive.

Inquiry-this activity gets the children thinking about what is in the bottle. They also begin to brainstorm about all the different jobs water has.

Higher Order Thinking-the children are in the lower levels of this and I am looking for knowledge and comprehension.

Exploring Activities

Computer Time

The children will be working on the computers at this time. They are allowed to work with partners. I will provide them with this website-http://www3.iptv.org/exploremore/water/uses/use_drinking_water.cfm There are different links on the side of the page and I would like them to read each link. Each link discusses a little more in depth the uses of water. This is a good website because there are some bigger words that the children may not know, but if they click on them a glossary pops up with the pronunciation and the definition.

Inquiry-the students have named the different uses and now I am asking them to explore theses thoughts a little bit further. Some students have their own thoughts and some may not be to sure as to what some of the uses are. This is a great activity to help them learn the uses.

Constructivism- since the children are using the computers it is a hands on lesson. They can visually see on the monitor the different links of the uses and they are able to read on their own about each own. There are also pictures in each article to give them a better idea as to what it really is.

Processing Activities

Journal Time

After the lesson I will ask the children to write in their journals about we have discussed as well as any facts they found on the websites that they think is interesting. I want them to pick their favorite use of water and explain why. How does this particular use relate to their everyday life? Could they survive without it?

I will give them about 15 minutes to reflect on their thoughts before I ask them to put their journals away and we move on to the next task.

Cognitive Development- the children are using their accommodation and assimilation skills to group all the different uses together. They are modifying old schemas as well as creating new ones.

Further Investigation

Group Work

After they have reflected on all the uses, I will put them into groups of about 5 to 6 people. Each group will get one of the uses of water and it will be their job to go back to that website I provided, http://www3.iptv.org/exploremore/water/uses/use_drinking_water.cfmAnd they will write a short paragraph about that use that can be shared in front of the class. I also want them to draw me a picture as to what that use looks like.

Constructivism- Instead of the students just listening to me lecture about each use they are able to figure it out themselves.

Brain Based Learning-The children will find it more fun to interpret the information on their own and draw the pictures of each use. It might be easier for some students to remember the uses if they can associate it with a picture drawn by a fellow classmate.

Applications

Class Presentations

After each group has finished their picture and paragraph we will come back together as a class. I will tape the poster boards to the wall in the front of the room. Each group will come up separately and tell the class all about the use of water they looked at. They will tape their picture to the poster board and I will put the name card under it of water use it portrays.

Higher Order Thinking-the children are recalling the knowledge that they have just learned at computer time. Since each group has drawn a picture and we are putting them all together, our finished poster makes for a great visual aid for the students. They will be able to look to this poster if they are having difficulty recalling any of the uses that we have talked about.

Assessment

Collect the work

I will collect each students journal so I am able to read what they think about all the different uses of water. I will also collect the paragraph each group wrote and display them next to the poster that we made.

I plan on displaying all of the work that the students accomplished during this lesson they will be reminded of their hard work as well as what they have learned. This helps with their cognitive development, brain based learning, and the multiple intelligences. Visual Aids are a MUST!

Handouts and Visual Aids

The chart with the words matched up is an excellent visual aid that I will post on the wall so the children are reminded of all the uses of water. Their paragraphs that each group wrote will also be displayed. I also plan on putting up a poster that has a picture of a glass of water and has a few facts about why it is so important and necessary to drink eight glasses of water a day.

Multiple Intelligences- Some children are visual learners and having the posters on the wall will remind them of these issues instead of me telling them over and over again.

Name: Katey Tindall-Phelps

Type of Lesson: Centers/Stations

Contact Information: 248-895-3584 or tinda1ka@cmich.edu

Lesson Title: Is it an ocean or lake…let’s go exploring together! Grade Level: 4th grade

Materials: Mister Seahorse book, Four different stations, computers, ocean artifacts, ocean fact sheets, river books, station worksheets, station rule sheets, poster board, colored markers, plant and animal worksheets

References: Mister Seahorse by Eric Carle http://mbgnet.mobot.org/fresh/lakes/index.htm http://members.aol.com/jtankard/ocean/oceanfacts.html

Science Process Skills: The students will be using their observing, classifying, formulating hypotheses, and formulating questions skills.

MCF:MCF I, CS 1, E 1 (generate questions)MCF II, CS 1, E 4(awareness of world)MCF III, CS 5, E 3(living things)

Lesson Objective: The students will be able define each different type of body of water. They will be able to classify and determine where different living things belong.

Key Question: What is the difference between the various bodies of water on Earth?

Task Description Theories/Methods

Engage Activity

Read book

Key Question: What is the difference between the various bodies of water on Earth?

I will start the class by gathering all the children in a reading circle in the reading corner. I will introduce the book Mister Seahorse by Eric Carle. I will ask if anyone knows what a seahorse is? Where do they live? Then I will read the book aloud to the children. After I am finished I will ask the children if the know where seahorses live now? Could he live in a lake? A river? A sea? A ocean? Do you know the difference between any of these different types of bodies of water? These are all questions we are going to answer today in our stations. I will then ask the students to return to their desk and wait for further instructions.

Inquiry- by asking the questions before the story the children minds begin to think while the story is being read.

Higher Order Thinking-The children are having to recall previous knowledge skills.

Exploring Activities

Stations

During this time the class will be divided into pairs. There will be four different stations set up in different spots of the classroom. They will be titled-Oceans, Lakes, Rivers, and Seas. Each student will be given a worksheet that has these titles on it. There will be questions that have to fill in about each different station. Each station will have a different activity that will help the students learn the differences. Since the students will be in pairs after they finish the station they will sit down and fill in the spaces on the worksheets and discuss with their partner what they learned while they wait for the next station to become available. For the Lake station, there will be a computer with this website on it- http://mbgnet.mobot.org/fresh/lakes/index.htm There are many links on the side bars that have different topics regarding information about lakes. At the River station there will be a few different educational books that describe rivers.At the Ocean station there will be many different types of artifacts that you find at an ocean. Examples would be seashells, sand, shark teeth etc. There will also some information sheets that talk about oceans. At the Sea station I will have the students using the TQPDEC. I want them to come up with their own ideas and then they will have an opportunity to research their ideas on the computers.

Inquiry-the students will be formulating their own ideas and questions during some of the stations.

Higher Order Thinking- The students will be using their classifying and defining skills at each station.

Brain Based and Multiple Intelligences- Each station is slightly different so they are geared towards different types of learning styles.

Processing Activities

Journal Time

The students will write in their Science journals about what they learned during stations. I would like them to write down the definition of each body of water that was talked about as well as two interesting and fun facts that they learned about each.

Cognitive Development- the children are using their accommodation and assimilation skills to group the different types of bodies of water into new categories.

Further Investigation

Individual Work Time

After journal time we will come back together as a class and share our interesting facts. I plan on discussing all the differences that we learned today at the stations. If there are still any questions we will answer them together. After we have discussed each different body of water I will then give them a worksheet that has different types of animals and plants on it. I want them to tell me according to their research which plant or animal belongs where.

Constructivism- The students will be exploring their own knowledge that they have just acquired in order to answer the worksheet questions.

Applications The class will then be divided up into four different groups. Each group will receive a poster board and some markers. I will then assign a different body of water to each group. Once they have received their topic I would like them to make a poster all about that one type. I would like them to be creative and use the fun and interesting facts they learned at each station. These poster will be displayed on the walls and used as references throughout this unit.

Brain Based Learning-The children will find it more fun and more rewarding to interpret the information on their own and make posters with their classmates.

Multiple Intelligences- Creating and hanging the posters will help some of the children who are visual learners.

Cooperative Learning- The students will be working in groups and working together to make their posters.

Assessment

Collect Papers

I will collect each students paper and check what they have written down. I want to make sure they got the right facts for each different station. I will use a simple grading system. If they did it and the answers were right they will receive a “good job” or “nice work”. Something along those lines. If their work is unsatisfactory or incorrect, I will write the correct responses on the paper and write “needs more work” or comments along those lines. I want the students to have the right information since it is very likely that they will be tested on it in the future. The posters will also be displayed in the classroom and as a daily reminder.

I plan on displaying all of the work that the students accomplished during this lesson they will be reminded of their hard work as well as what they have learned. This helps with their cognitive development, brain based learning, and the multiple intelligences. Visual Aids are a MUST!

Handouts and Visual Aids

The posters that we make will be displayed on the walls for visual aids so the students can be reminded of what we learned.

There are two handouts-stations worksheet and animal worksheet.

Multiple Intelligences- Some children are visual learners and having the posters on the wall will remind them of these issues instead of me telling them over and over again.

Name: Katey Tindall-Phelps

Type of Lesson: Children’s book

Contact Information: (248) 895-3584/ tinda1ka@cmich.edu

Lesson Title: What lies beneath? Grade Level: 3rd grade

Materials: The Seashore Book by Charlotte Zolotow, a shoebox for each child, a lot of colored paper, scissors, glue, markers or crayons, sand and seashells

References: Zolotow, Charlottle (1991) The Seashore Book. HarperCollins Publishers

Science Process Skills: The students will be using their classifying, communicating, constructing models and formulating questions skills.

MCF:MCF 1, CS 1, E MCF 2, CS 4, E

Lesson Objectives: I expect the students to learn what animals can live under water. At the end of this lesson they will have their own habitat shoebox of the ocean that they can always refer to .

Key Question: What do you think lives in the ocean?

Task Description Theories/Methods

Engage Activity: The Seashore Book

Key Question: What do you think lives in the ocean?

Since some children have never been to the ocean I would have a soundtrack playing of waves crashing and all the sounds of the ocean. Then I would plan on reading the book to the students to get their minds thinking about the ocean. I want them to either remember what the ocean is like if they have been there and if they haven’t been to the ocean I want them to try and imagine what they think it would be like.

Visuals aids are used to help get the children’s minds going. This help’s their cognitive development

Exploring Activities: Start a discussion with the children about what they can remember or what they know about the ocean and what lives in there.

Inquiry method is used in this step because the children are allowed to explore their own thoughts and ideas.

Processing Activities: The students will write in their journals about what the class discussed during our exploring activity. As well as add in their own thoughts.

Inquiry- children are given a chance to process their own thoughts as well as the thoughts from the class.Brain Based-Children remember certain things when they can tie things together.

Further Investigation:Make your own Habitat

Each student will receive a shoe box and there will supplies up at the front such as the colored paper and markers. Put the shoebox on its side and put the lid underneath and glue it so it will stand upright. Using the supplies provided create your own ocean habitat. This is a chance for the child to express themselves in their own way with how they create their box.

Constructivism- Children are able to make their own models of the ocean. They can express themselves through their project. It’s all hands on!

Applications:Communicating with peers

Group the children into groups of two or three and have the students explain to the other people in their group how they made their project and explain why they think this is how the ocean looks.

Multiple Intelligences- the children can verbalize and use visuals to explain their thinking.

Assessments:Collect finished projects

Collect everyone’s habitat and put them on display so all the other students can see each others work.

Cognitive Development- children have visuals aids and they are give then the chance to see the other students work.