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Georgia Blanch 4483856

Unit overview: Water

Stage: 1 Duration: 10 weeks

Overview:

This unit has been designed with two main key learning areas (KLAs) at the forefront of planning; Mathematics and HSIE. The main theme for this unit is revolved around water. In Mathematics, students will be engaged in hands on learning experiences involving capacity, volume and water consumption. Through the HSIE KLA, students explore the importance of water and how we use water in our day-to-day lives. Other KLA’s integrated into the unit include: Creative arts, English and Science and Technology.

Prior knowledge:

Students have previously engaged in cross KLA, Geography and Science and Technology topics, which involve current worldwide issues affecting our environment. Students are familiar with mathematical topics of capacity and volume, but not as familiar with correct mathematical language, which will be developed throughout this unit. Most students within the class a familiar with the use of technology integration into lessons and enjoy lessons which incorporate this. Using tablets, computers, and word documents will not be new concepts for students to learn.

Assessment:

Formative - Students will be assessed throughout the unit both formally and informally to ensure they are grasping content and expanding their knowledge. The classroom teacher will provide consistent feedback to all students, allowing students to reflect upon their own learning. This allows students to take responsibility for their learning and what they need to do, to extend their learning.

Summative - Summative assessment will be administrated informally in a number of the lessons. This type of assessment will be collected through the collection of student work, which will support the teacher in knowing where the students are and where they need to go.

Reflection:

This is the most important component of this unit for both teachers and students. At the end of each lesson, the teacher is to reflect using the reflection questions within each lesson plan. Students must take control of their own learning and understand where they are, how they are doing, and where they need to go. The student reflection process will also take place throughout the whole unit.


Stage Lesson number

Time Focus

1 1 60 minutes

Volume and Capacity

KLA/S Lesson Description

Mathematics Students will participate in whole class activities where they brainstorm, classify and justify mathematical concepts.

Hands on, interactive activities will be used to deepen students understanding of volume and capacity.

This lesson aims to introduce volume and capacity to students, using correct mathematical language and terms.

Outcomes

MA1-11MG - Measures, records, compares and estimates volumes and capacities using informal and formal measurements

Content

Use uniform informal units to measure the capacities of containers by counting the number of times a smaller container can be filled and emptied into the container being measured

Compare the capacities of two or more containers using appropriate uniform informal units

Recognise that containers of different shapes but the same amount of water but will look the same

Resources Key language

Various sized containers Water

Volume, capacity, liquid, wide, tall, weight, container, full, empty, measure, estimate

Teaching and learning

Introduction

(5 minutes)

Begin the lesson by having a whole class discussion with student. Ask them what they think the term “volume” means. Ask them if they have ever heard of the term “capacity.” Discuss with students what these terms mean

Body

(30 minutes)

Without the students seeing, fill various sized and shaped containers with 2 cups of water and place them on a table in the center of the room so they are visible to everyone.

Add different coloured food dye into each.


Have a class discussion with students about:

- Which container holds the most water- Why they think this one has more water in it compared to this one (e.g. size

of container or shape)- How can we tell which container has the most water in it?

With the students, measure the amount of water in each container, using a measuring cup.

Discuss as a class how much each container held and ask them what they think.

Sent students back to their groups, and let them have a go at measuring their own amounts of water into their own containers

Closure

(5-10 minutes)

Discuss what students learnt and what they found.

Ask questions to test their understanding of capacity and volume

Modifications Teaching considerations

Help students with determining which Allocate key roles for working in groups

Constantly scan/walk around the room, assisting


measurement will be most appropriate for the task. each group.

Background Knowledge: volume and capacity relate to the measurement of three-dimensional space, in the same way that area relates to the measurement of two-dimensional space:

Volume is the amount of space occupied by an object

Capacity refers to the amount a container can hold

Assessment

Verbal questioning as a whole class will be used initially to grasp an understanding of what students know about the terms ‘volume’ and ‘capacity’. Importance of verbal questioning at the end of the lesson as well to consolidate learning

Observation will be used through out the lesson, to further develop knowledge of student understand ding of volume and capacity.

Reflection

Was the learning intention of the lesson achieved? How was it achieved?

Were the differentiation strategies implemented enough?

How could I better differentiate this lesson?

Did the students understand the outcomes and how ways this demonstrated?

How did the groups work?

What were the positives of this lesson?

What were the negatives of this lesson? What could be done differently next time?

Stage Lesson number Time Focus

1 2 60 minutes Volume; estimating water


usage


Mathematics,

Cross KLA – HSIE/Science

Students will participate in whole class activities where they brainstorm, classify and justify mathematical concepts; measurement.

Hands on, interactive activities will be used to deepen students understanding of volume and capacity.

This lesson aims to introduce volume and capacity to students, using correct mathematical language and terms. Students are reintroduced to the term estimation and how to make an appropriate estimation in relation to measurement.

Outcomes


Content


Select appropriate uniform informal units to measure the capacities of containers, e.g. using cups rather than teaspoons to fill a bucket (Problem Solving)

Measure the volume of a container by filling the container with uniform informal units and counting the number of units used, e.g. the number of blocks a box can hold

Estimate volumes of containers by referring to the number and type of uniform informal unit used and check by measuring

Explain a strategy used for estimating a volume (Communicating, Problem Solving)


Various sized containers Water Measuring cups Internet IWB List of items that we use water for https://teachunicef.org/sites/default/files/documents/units-

lesson-plans/Water_and_Sanitation_Grades_6_to_8.pdf Water usage guide

Volume, capacity, liquid, wide, tall, height, full, empty, estimate


Introduction

(5 minutes)

Leading on from the lesson around volume and capacity, introduce students to the term ‘measurement’.

https://teachunicef.org/sites/default/files/documents/units-lesson-plans/Water_and_Sanitation_Grades_6_to_8.pdf



Discuss the terms volume and capacity again to re-familiarise students with these terms and see what they know.

Body

(45 minutes)

Show students what a litre is (use real life things, e.g. a 1L juice bottle or a 1L water bottle). Show students other ways we can measure water:

- Cups- Teaspoons- Litre- Bucket

As a class, discuss how much water you would need to fill a pool. Teach students that they need to choose the appropriate measurement for the task. e.g. trying to fill a pool with a teaspoon is not going to work. What would be a better measurement to use?

Ask students to estimate how much water you would need to complete the following tasks, and what would be the best measurement tool to use.

- Fill a bath- Flush the toilet- Brush your teeth- Have a shower- Wash the dishes- Run the washing machine

Split students into groups and ask them to make a list of everything they do during the day that requires them to use water (remember eating and drinking too). Ask them to then estimate how much water they think each of these activities will use.

Closure

(5 - 10 minutes)

Present findings to the class


After the whole class demonstration, teacher works with lower ability group explicitly to go over what was just taught and reconsolidate learning.

Group students together who you know will be able to work cooperatively and enhance on another’s learning.

Form groups in mixed abilities, and assign students with a specific role to ensure all students are actively participating and engaged. Swap these roles every couple of minutes.

Background Knowledge: volume and capacity relate to the measurement of three-dimensional space, in the same way that area relates to the measurement of two-dimensional space:

Volume is the amount of space occupied by an object

Capacity refers to the amount a

container can hold

Assessment


Verbal questioning as a whole class will be used initially to grasp an understanding of what students know about the terms ‘volume’ and ‘capacity’.


Student work samples will then be collected and marked prior to finishing the lesson.

Reflection








Lesson number Time Focus


3 60 minutes Sinking and Floating: Picture Graphs


Mathematics

Science

Students will participate in whole class activities where they brainstorm, classify and justify mathematical concepts.

Hands on, interactive activities will be used to deepen students understanding whether an object sink or floats.

Outcomes

MA1 – 17SP - Gathers and organises data in lists, tables and picture graphs, and interprets the results

MA1- 12MG - Measures, records, compares and estimates the masses of objects using uniform informal units.

Content

Use a table and tallies to record results, after each object has been tested


Various sized containers Water Worksheet IWB

Sink, float, picture graph, mass, table, data, gather


Introduction

(5 minutes)

Introduce the topic of sinking and floating to students.

Ask them to define what it means for something to “sink,” or something to “float.”

Body

(35 minutes)

Split students into groups and give each group a container full of water and ask them to test a variety of different objects, to determine whether they sink or float.


Student’s estimate/make a prediction of each object before it enters the water as to whether they think it will sink or float and why. This is a column in their table

Students then test each object and record their results in their table.

Closure

(20minutes)

Student discuss what kinds of objects floated and what they were made of, and which items sunk and what materials they were made of.

As a whole class, students will develop a picture graph, where they will learn the properties of this graph and plot their results.




Form groups in mixed abilities, and assign students with a specific role to ensure all students are actively participating and engaged. Swap these roles every couple of minutes.

Construct a scaffolded worksheet, which includes a table and example of how to use tallies

Background knowledge

- How to create and use a table to record and collect data

- Floating and sinking

Assessment

Verbal questioning

Observation

Working with small groups (explicit small group teaching and observation)

Collection of work samples upon completion of task

Reflection










4 60 minutes Weight , mass



Hands on, interactive activities will be used to deepen students understanding the mathematical concept of mass/weight.

Correct terminology and mathematical language will be taught.

Outcomes

MA1- 12MG - Measures, records, compares and estimates the masses of objects using uniform informal units.

MA1 – 1WM - describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

MA1 – 2WM - uses objects, diagrams and technology to explore mathematical problems

Content

Identify materials that are light or heavy Sort objects on the basis of their mass Compare and order the masses of two or more

objects by hefting and check using a pan balance


Various sized containers Water

Heaviest, lightest, weight, volume, capacity, same, mass, different


Introduction

(10 minutes)

Discuss with students the terms mass, weight, heavier and lighter. Ask them what each of these terms mean and write them up to clearly see.

Get a variety of different liquids which all have different measurements:

- Juice (2L)- Milk (1L)- Water bottle (600ml)- Bottle of Oil (200ml)- Coke can (450ml)


Ask students to have a look at each item carefully and order them from what they think will weigh the least to the most.

Ask students to then estimate how much each weighs using the correct measurements e.g. ml, l etc.

Body

(40 minutes)

Ask students what items they know are weighed using the term ml? (e.g. juice, can of tomatoes etc.)

Ask students what items they know are weighed using the term L? (e.g. milk)

Introduce the terms ml and L to students and provide them with examples of what objects we find in these measurement terms.

Students are split into groups and given a pan balance. Students use the pan balance to test their items and accurately order them from heaviest to largest.

Students then compare these actual results to their estimations.

Closure

(10minutes)

Present findings to the rest of the class



Form groups in mixed abilities, and assign students with a specific role to ensure all students are actively participating and engaged. Swap these roles every couple

Background knowledge: Mass is an intrinsic property of an object, but its most common measure is in terms of weight. Weight is a force that changes with gravity, while mass remains constant.


of minutes.

Assessment

Verbal questioning

Observation

Working with small groups

Collection of work samples upon completion of task

Reflection










5 60 minutes Measurement



Hands on, interactive activities will be used to deepen students understanding the mathematical concept of measurement.

Correct terminology and mathematical language will be taught.

Outcomes


MA1- 12MG - Measures, records, compares and estimates the masses of objects using uniform informal units

Content


Compare the capacities of two or more containers using appropriate uniform informal units

Recognise that containers of different shapes but the same amount of water but will look the same


Scaffolded worksheet/test sheet Capacity, most, least, volume


Introduction

(10 minutes)

This lesson is based on choosing what measurement would be the most appropriate tool to use when measuring a specified amount.

Recap with students about what some of the measurements are that we use to measure liquids (L, mL etc.)

Body

(40 minutes)

Individually, students are given a worksheet, which allows them to demonstrate what they have been learning throughout the unit.

Students are given a list of objects, and asked to say what size container/measurement


they would use to fill it up. E.g. what would you use to fill a bath, fill a pot of tea, fill a pool etc.?

Closure

(10minutes)

Brainstorm what students know about volume, capacity and measurement.


Sit lower ability students together, to allow for the teacher to work with them more explicitly whilst they complete the test

Add in more challenging questions for more advanced students

Use visuals for all students, but in particular the lower ability students.

Go through the test explicitly, reading aloud each question and showing students how to answer each question.

Constantly scan the room, looking for students struggling

Assessment

Summative assessment – this is designed to test the knowledge of students based on the previous 4 mathematics lessons


Reflection










6 60 minutes Water Pollution


- Geography- Science and Technology

This lesson gives students the chance to see first hand, the effects that humans and pollution has on our waterways. Students experiment with the effected waterways, to try and make them clean, and see the impact that we as humans have. Students learn about how they can minimize their environmental footprint.

Outcomes

ENS1.6 - Demonstrates an understanding of the relationship between environments and people

ST1-9ES - Identifies ways that people use science in their daily lives to care for the environment and the Earth’s resources

Content

Highlight dependence of people on the elements of the environment (water) and the responsibility of humans to value and consider ways of protecting the environment (by recycling and reusing materials – instead of letting it pollute the environment)


Tank, Water to fill the tank, containers (labeled with contents e.g. dirt, rubbish/ materials for the containers e.g. baking soda, cordial, dirt etc., picture/Map of river story, River story, small containers, tongs, towel, tray, pollutants

Pollutants, recycling, rubbish, water, water pollution



Introduction

(10 minutes)

Introduce topic of water pollution and brainstorm as a whole class, why water is important and what purpose is serves.

Assign assorted containers to students and tell them they need to add their container to the water when they hear it during the story

As a whole class, go through the river story (down below) and discuss what the students can see happening and how this makes them feel?

Split students into groups of 5

Body

(40 minutes)

In groups get the students to “pollute” the water again in a smaller container (each group has their own container of water).

Ask students to discuss ways that the water could be “unpolluted” e.g. recycling, rubbish in the bin etc.

Have the students attempt to remove pollutants from the water using tongs after they share their response

Closure

(10minutes)

Discuss the difficulty of returning the water back to its original state. Lead the discussion around what they do at home or could do at home

Return as a whole class, and discuss the group’s findings with the class. Ask questions such as, which could get their water back to its original state? Why was this impossible? What does this mean for our environment?


Teacher to work with lower ability students, but wonder between groups.

Modify story for lower ability students.

Ensure your bring in enough materials for each groups.

Allow time for setting up and cleaning up.


Think about where you’re going to dispose of all of the rubbish.

Assessment

Verbal questioning as a whole class will be used initially to grasp an understanding of what students already know about the pollution and our waterways. Questioning will be used at the end of the lesson also, to test what students learnt and how they have applied this knowledge.


Reflection








Appendix - The River Story http://earthwiseharmony.com/KIDS/EH-A-Rivers-Journey-Interactive-Story.html

High up in the pristine mountains, snow begins to melt and trickle down to form small rivulets that make their way down to the valley below. These rivulets join up to form a creek, which meets with other creeks as it continues on its journey. As more creeks join together it becomes large enough to be called a river.

The river travels many many kilometres before it eventually reaches the sea. As it makes its journey, it passes through varied scenery and land-use areas. People use its resource... and abuse it. Lets follow the voyage of this clean, clear water and see what happens.

To start with, all is well, as the river travels through wild uninhabited country. Soon however it passes a ski resort, just closing for the season. Skiers have left litter on the ski slopes, and as the water melts and runs down, it takes some of the litter with it. (ADD LITTER)

As it winds down into the valley, we travel through a large cattle station. Cows dig up the earth on the banks as they drink, causing mud to slide into the water. (ADD MUD)

Their manure also drops into the water. (ADD COW MANURE)

http://earthwiseharmony.com/KIDS/EH-A-Rivers-Journey-Interactive-Story.html

http://earthwiseharmony.com/KIDS/EH-A-Rivers-Journey-Interactive-Story.html


Next we pass a logging operation. Sawdust blows into the water (ADD SAWDUST)and the removal of all trees cause the sides of the banks become unstable and soil to wash down into the river when it rains. (ADD SOIL)

A tannery is around the bend, and toxic chemicals seep from here into the water. (ADD TANNERY CHEMICALS)

Ski boats buzz along the river, leaking oil into the water. (ADD OIL)

Nearby there is a camping ground in which litter is carelessly disposed of and ends up in the water. (ADD LITTER)

Someone has dumped some old rusting barrels of chemical waste on the banks in a secluded spot. They are beginning to leak, and nasty frothy chemicals seep down into the river. (ADD BARREL CHEMICALS)

A few kilometres on and we find a large piggery. Effluent ponds for their waste have been built too close to the river and revolting smelly sludge is overflowing and making its way down to the water. (ADD PIGGERY SLUDGE)

Further along we travel through wheat crops treated with chemical fertilisers and pesticides which drift down to the river. (ADD FERTILISER AND PESTICIDE)

Several houseboats motor past with happy holiday makers. Water with food scraps is let out of the kitchen sink directly into the water from one of the houseboats. (ADD SINK SCRAPS)

On another boat someone is having a shower, and shampoo passes out into the water as they wash their hair. (ADD SHAMPOO)

Yet another houseboat decides to empty its sewage tank directly into the water, instead of at the sewage pumping station and lets untreated waste flow into the river. (ADD SEWAGE)

Next we wind through a sheep station where sheep regularly leave their manure where it can easily be washed into the river. (ADD SHEEP MANURE)

Around a few more bends and we flow past a factory which is piping its effluent directly into the river. (ADD FACTORY EFFLUENT)

Not far from where this enters the river is a picnic area, where children splash in the shallow water. Careless picnickers throw their litter on the ground and it ends up in the water. (ADD LITTER)

People love to bring their dogs with them on their picnics.... but they don't all bother to pick up their droppings, which often get washed down into the river. (ADD DOG DROPPINGS)

The next few kilometres are home to various orchards, where fertilisers and pesticides are once more used, and drift or wash down to the water. (ADD FERTILISER AND PESTICIDE)


Located on the other side of the river amongst magnificent cliffs is a quarry. Sand and gravel from the operation ends up in the river. (ADD SAND AND GRAVEL)

The quarry is supplying road making materials to a new housing development not too far further down the river. Disturbed soil and builders rubble ends up in the water. (ADD SOIL AND RUBBLE)

A new shopping centre has opened to service the community. Unfortunately littering in the car park is bad and items such as plastic bags, packaging and cigarette butts get blown down to the river. (ADD SUPERMARKET LITTER)

The banks of the river by the new development are mowed regularly and lawn clippings blow into the water. (ADD LAWN CLIPPINGS)

Local people like to go fishing from the walkway that crosses the river here, but sometimes their lines break and fishing line, hooks etc. end up left in the river. (ADD FISHING LINE ETC)

Along this populated stretch of the river the algal bloom is out of control. (ADD ALGAE)

There is talk of building a reservoir nearby to service the new building development... but there is community concern about the quality of the water and how practical it would be to make it drinkable.As lots of water has been removed from the river along its path, for irrigation and town water supplies, the salinity is also high. (ADD SALT)

So, for now the river runs into the sea... taking with it all it has collected along the way. And the people wonder why their beach always seems to be so smelly and messy and have so much litter about...



7 60 minutes Water Pollution


- Geography- Creative Arts

Students will learn about the terms ‘reduce,’ ‘reuse,’ and ‘recycle.’ Students will learn how to determine what rubbish is recyclable and what rubbish is not recyclable. Student will also then be able to demonstrate different ways that they can use this recycled rubbish in other ways, e.g. art.

Outcomes

GE1-2 – Identifies ways in which people interact with and care for places

ST1 – 3VA – develops informed attitudes about the current and future use and influence of science and technology based on reason

VAS1.1 - Makes artworks in a particular way about experiences of real and imaginary things

Content

Highlight dependence of people on the elements of the environment (water) and the responsibility of humans to value and consider ways of protecting the environment (by recycling and reusing materials – instead of letting it pollute the environment)


Reduce, Reuse and Recycle signs, sticky tape, masking tape, recycled materials (paper, newspaper, cans, cardboard boxes, bottles, milk bottles, egg cartons, paper towel rolls, food wrappers, general rubbish)

Pollutants, recycling, rubbish, water, water pollution, reduce, reuse, recycle


Introduction

(10 minutes)

This lesson continues on from the previous lesson. Students are introduced to the terms reduce, reuse and recycle, discussing what they mean.

As a class, take a look at some rubbish and show students how we determine whether a piece of rubbish is recyclable or not. Look for the symbol and show them where this symbol is located.


Body

(40 minutes)

In groups, get students to first sort rubbish into 2 containers (recyclable and non recyclable). Lead discussion about why and why not, look at the items and labels and materials of rubbish why are they classified as recyclable etc. teach them how to determine if something is recyclable or not, discuss ramifications of not recycling recyclable products

Introduce third bucket as reusable - get students to then identify which of the recyclable items can be reused and discuss ways in which they can be. Brainstorm.

Touch briefly on how you’d reuse normal rubbish - food - composting, anything made from plant materials can be used in worm farms etc.

Still in groups, outline next activity of students reusing rubbish to create an item of their choice as a group.

Students will showcase their item at the end of the lesson, explaining what they have made and how it will be used.

Closure

(10minutes)

Students return to whole class discussion, and present their creations and what they have learned. Questioning ideas:

Get them to clarify difference between recyclable/non recyclable Share some of the ideas they came up with for reusing items - even the non

recyclables

How else could we use recycled rubbish rather than just throwing it in the bin? (e.g. toy for our pet)


Show students how to sort rubbish before splitting them into groups. Familiarise them with the recycle symbol.

Split groups into mixed ability and assign roles within the group. This way a student with a higher reading level can read the story while the others listen and participate by adding in the items when needed.

Continually walking around the room, spending even amounts of time with each group

Assessment

Verbal questioning as a whole class will be used initially to grasp an understanding of what students know about the terms ‘reduce, reuse and recycle. Student will also be asked questions based on recycling e.g.

- How do we know what items of rubbish are recyclable or non-recyclable- Where can we find information about recycling




Reflection










8 60 minutes Unclean Water around the world


- English During this lesson, students will have the opportunity to learn how to navigate around a website to find information. They will also have the chance to use an image as stimulus to their writing about a real life topic.

Outcomes

EN1 – 7B - Identifies how language use in their own writing differs according to their purpose, audience and subject matter

EN1 – 11D – responds to and composes a range of texts about familiar aspects of the world and their own experiences

Content

Identify the audience of imaginative, informative and persuasive texts

Discuss some of the different purposes for written and visual texts

Describe some differences between imaginative informative and persuasive texts

Draw on personal experience and feelings as subject matter to compose imaginative and other texts for different purposes


The Water Project Website https://thewaterproject.org/why-water/poverty

Unicef website


Water, clean water, unclean water, pollution


Introduction

(10 minutes)

Students discuss research as a whole class the importance of clean drinking water. Students identify parts of the world that do not have access to clean drinking water and why they do not.

Students are exposed to how important water is to our overall health, education and wellbeing.

Students research ‘The Water Project’ and brainstorm reasons that this country does not have access to clean drinking water. Make a list of things that make our



https://thewaterproject.org/why-water/poverty

https://thewaterproject.org/why-water/poverty


water unclean. How can we stop this from happening?

Body

(40 minutes)

Using images as inspiration, students are to then write a piece of writing, explaining how we can preserve our clean water.

Closure

(10minutes)

Present their pieces of writing to the class


Work with lower ability students in a small, guided writing group to assist them with:

- Coming up with ideas to write about

- Writing their ideas on paper

- Writing sentences

Provide lower ability students with a scaffolded writing activity.

For higher ability students, simply give them images as inspiration and allow them to write whatever they want. Give them more freedom, less boundaries.

Continually scanning the room

Put up images for inspiration

Assessment

Observation during whole class discussion time

Collection of writing

Presentation

Reflection





9 60 minutes The Water Cycle


- Science and Technology- Geography

This lesson gives students the opportunity to engage and learn about the water cycle in hands on, interactive way. Students will be exposed to the correct terminology.

Outcomes

SC4 – 12ES - describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

SC4 – 13ES - explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management

Content

The basic water cycle consists of water rising to the atmosphere through evaporation and returning to the land and oceans through precipitation and condensation. Evaporation is when the water from the ground and oceans is cycled into the sky and forms clouds. Precipitation is when the clouds get full and the water is cycled back down to earth. Condensation is due to the air cooling and resulting in fog and early morning moisture on the grass called dew.

Students investigate the natural and human features of places. They describe the reasons places change and identify the active role of citizens in the care of places. They learn about how people describe the weather and seasons of places. Students explore activities occurring in places and how the spaces within places can be used for different purposes.


Sponge Water

Water, evaporation, precipitation, rain, collection, condensation, loss, vapour,


Water cycle images


Introduction

(25 minutes)

http://teachers.net/lessonplans/posts/1844.html

Begin the lesson by gathering the students into a circle around a table in the front of the room and dump some water onto the table. I will then use a sponge and lightly soak up most of the water. After the water disappears, I will ask the students what they think happened to the water. Their responses will begin the lesson body.

Ask students where they might see this process occurring. Give them a hint of rivers. Brainstorm the rest, writing them up on the board.

Discuss with students what the water cycle is and the main things that occur during the process: evaporation, condensation precipitation and collection. Show diagram whilst discussing these terms.

Using the water cycle image, explain how the water evaporates from places like the ocean and puddles up into the sky, forming clouds. When the clouds get too heavy, this is when it begins to rain (precipitation).

Body

(20 minutes)

The students will repeat the same demonstration that I did at the beginning of the lesson. They will use a sponge to release the water onto the table and then spread the water out and watch it evaporate.

Closure

(15minutes)

We will then have a class discussion, where I will ask students questions about the water cycle. Why they think the water cycle is important and have them give a few examples of the water cycle that happens in their yard or house. I will explain that the water cycle is important to our environment because it provides animals and plants with a constant cycle of water. Water contains many nutrients and minerals that are important to the survival of plants and animals.


Use simplified language as well as proper language Ensure to have a visual image when talking about the water cycle to further consolidate student

http://teachers.net/lessonplans/posts/1844.html


(evaporation, condensation precipitation and collection). learning.

The definitions for all the key terms will be placed on the board so the students can take notes and use them for their personal charts.

Assessment

Observation during whole class discussion time

Verbal questioning at both the beginning and end of the lesson.

Reflection









10 60 minutes The Water Cycle Art



- Science and Technology- Geography- Creative Arts

This lesson gives students the opportunity to apply their knowledge of the water cycle into a piece of artwork. Students will be tested on their ability to create a logical piece of artwork that explains the water cycle correctly (demonstrated their understanding).Outcomes

SC4 – 12ES - describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

SC4 – 13ES - explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management

VAS1.1 – Makes artwork in a particular way about experiences of real and imaginary things

Content

The basic water cycle consists of water rising to the atmosphere through evaporation and returning to the land and oceans through precipitation and condensation. Evaporation is when the water from the ground and oceans is cycled into the sky and forms clouds. Precipitation is when the clouds get full and the water is cycled back down to earth. Condensation is due to the air cooling and resulting in fog and early morning moisture on the grass called dew.

Students make artworks representing both real and imagined situations exploring a range of techniques and media. They discuss qualities of artworks such as subject matter and technique, recognising that artists create artworks for different audiences.

Investigates details of objects, places and spaces and other living things (e.g. windows and doorways in old or new buildings, the shapes of shadows, patterns of shells, animals kept in captivity or in the wild)



Paper plates Permanent markers Coloured pencils Cotton balls Cellophane Coloured cardboard Paddle-pop sticks Art and craft decorations Glue

Water, evaporation, precipitation, rain, collection, condensation, loss, art, colours, water cycle, process, creativity


Introduction

(10 minutes)

Following on from the previous lesson, refresh student’s memories of what was taught yesterday. Conduct a whole class discussion on what the water cycle is, the main parts of the water cycle and why it is important.

Place up on the board a reminder for students how the water cycle works. Leave this up for the entire lesson, so students can look at it if needed.

Show students images of some water cycle craft that other students have created

Use images like these as inspiration. Create a collage and keep these up on the IWB whilst students work for constant inspiration.

Body

(40 minutes)

Ask students to create their own water cycle craftwork, and tell them to be creative, as they like.


Closure

(10minutes)

Present students work to the class once finished. Display on classroom wall.


Use simplified language as well as proper language (evaporation, condensation precipitation and collection).

Ensure to keep up a process of the water cycle for students to refer to when creating their art work

Assessment

Observation during lesson

Verbal questioning

Collection of artwork

Reflection








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