TTL 5 Unit of Instruction

TTL 5
Unit of Instruction
Unit Overview
Title:
Discovering Water
Author:
Linda Outcalt
Subject(s) Addressed: Please check all that apply
Grade Level:
1st
Arts (Visual and Musical)
Library/Information Literacy
Communication
Mathematics
English/Language Arts
Science
Employability
Skills for a Healthy Life
Geography
Technology
Government and Citizenship
World Language
History
Other:
Duration: 14 Days
Synopsis: Introduction on the uses and power of water.
Desired Results
Enduring Understanding:
Water is powerful.
Essential Question:
How does water affect life?
Standards: Content, Cultural, Performance, &/or Grade Level Equivalents
Standard: Text & Reference Number (if applicable)
Method of Assessment: Written Product, Quiz, Model, etc.
A student who meets the content standard should:
1) Develop an understanding of the processes of
science used to investigate problems, design and
conduct repeatable scientific investigations, and
defend scientific arguments;
Learning logs, pair shares, self-assessments,
teacher observations, selection of pictures creation
of posters, class multi media presentation.
A student should understand and be able to apply
the concepts, models, theories, universal
principles, and facts that explain the physical
world.
4) Develop an understanding of motions, forces,
their characteristics and relationships, and natural
forces and their effects.
Learning logs, pair shares, self-assessments,
teacher observations, selection of pictures creation
of posters, class multi media presentation.
Page 1 of 5
Knowledge & Skills: Knowledge & skills students will need in order to successfully complete the Culminating Task
Students Need to Know:
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Students Need to be Able to:
An understanding of how water is used by
animals, people, plants.
Understand how waterways, watersheds and
weather relate our lives.
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Identify how animals, people and plants use
water.
Identify waterways and watershed.
Identify how water and weather relate to each
other.
Identify how pollution affects waterways.
Evidence of Understanding
Culminating Performance
Task:
Scoring Guide Attached
Types of Understanding
Culminating Performance
Task Emphasizes:
Student Self-Assessment,
Logs, and Peer Reviews:
Written, Oral, or Visual
Products:
Formal Observations or
Interviews of Students:
Quizzes & Tests:
Public Performances,
Exhibits, &/or Models:
Using pictures for various resources, students will create posters
identifying 2 different uses of water by animals, people or plants and 1
way that water relates to watershed or waterways. They will be able to
explain how their picture relates to the topic listed above. These pictures
will later be integrated into a multi media presentation to be shared with
others.
Application
Interpretation
Empathy
Perspective
Explanation
Self-Knowledge
Students will self-assess their participation during small group activities.
Students will share information about what they’ve learned during pair
shares.
Students will keep learning logs consisting of drawings and writings
after each activity (labels from vocabulary list will be a resource).
Students will located pictures from various resources (magazines,
internet, taking pictures of environment) to be placed on posters and
integrated into a multi media presentation.
Teacher observation will be taken during group discussion and small
group activities. Individual interviews will be conducted with students
to explain student’s choice of pictures.
None
Individual presentation of finished posters will be give to the class.
Posters will be displayed in halls. Multi media presentation will be
display for viewing during Parent / Teacher Conferences.
Learning Experiences & Instruction
Handouts Attached
Activity:
Guiding Question: What are the ways in which
plants, animals and people use water?
Reference: 1st Grade Science Kit Exploration 2
Activity: Review of iMovie – Water is Powerful.
Assessment: Learning logs, teacher observation,
completion of worksheet.
Guiding Question: What are the three phases of
water?
Reference: 1st Grade Science Kit Exploration 4
Activity: Large group discussion and observation
Timeline:
45 minutes
Brainstorm different ways water is needed or used
by plants, animals and people. Complete Water,
water everywhere worksheet
45 minutes
Discussions about 3 phases of water – solid, liquid
and gas. Group demonstration.
Page 2 of 5
Guiding Question: What are the three phases of
water?
Reference: 1st Grade Science Kit Exploration 4
Activity: Large group discussion and observation
of 3 phases.
Assessment: Teacher observation, pair shares,
learning logs.
Guiding Question: How much space does water
take up in cups? Does it change when frozen?
Reference: 1st Grade Science Kit Exploration 8
Activity: Changing liquids to solids, measuring
results.
Assessment: Teacher observation, pair shares,
learning logs.
Guiding Question: How much water is really on
earth?
Reference: 1st Grade Science Kit Exploration 10
Activity: Compare maps and images of earth,
locating water and land.
Assessment: Learning logs, pair shares, teacher
observation, finished diagram / graphs. Selfevaluation
Guiding Question: What is the difference between
fresh water and saltwater evaporation?
Reference: 1st Grade Science Kit Exploration 11
Activity: Observe fresh water and saltwater
evaporation and complete observation sheet.
Assessment: Learning logs, pair shares, teacher
observation.
Guiding Question: What is the water cycle?
Reference: 1st Grade Science Kit Exploration 13
Activity: Demonstrate water cycle with
explorations, view animations of water cycle,
complete worksheet.
Assessment: Learning logs, pair shares, teacher
observation, self-evaluation.
Guiding Question: Can you tell what happens
during the water cycle?
Reference: 1st Grade Science Kit Exploration 14
Activity: Exploration game to demonstrate the
water cycle.
Assessment: Learning logs, pair shares, teacher
observation, self-evaluation.
Guiding Question: What is a raindrop doing in the
sky?
Reference: 1st Grade Science Kit Exploration 15
Activity: Read story and complete as a class.
Assessment: Teacher observation, Learning logs.
Guiding Question: What are watersheds?
Reference: 1st Grade Science Kit Exploration 16
Activity: View animation of watershed. Discuss
how they work and how pollution enters the
watersheds.
Assessment: Learning logs, Teacher observation
45 minutes
Discussions about 3 phases of water – solid, liquid
and gas. Group demonstration.
Two 30 minutes sessions over 2 days Observe
water going from liquids to solids and back and
forth, measuring the outcomes. (Cups of water
placed in a freezer)
45 minutes
View maps / images of the world, discuss various
types of water (oceans, rivers, streams, glaciers).
Using ten equal pieces of paper, small groups will
make a diagram / graph to represent the percentage
of water verses land on earth.
45 minutes on first day
15 each minutes for 3 additional days.
Students will observe 2 different containers of
water and saltwater, drawing what they observed.
45 minutes
Using boiling water, bottled water and ice cubes,
students discuss how water cycles, students
complete worksheet.
45 minutes
Using buckets, water and cups, student create the
water cycle.
30 minutes
Read story from page 82 of Science kit. Students
contribute to finishing the story as a group.
60 minutes
Complete explorations demonstrating how
watersheds work using water, sponges and trays.
Page 3 of 5
Guiding Question: How does water move through
the watershed
Reference: 1st Grade Science Kit Exploration 17
Activity: Build a watershed
Assessment: Learning logs, self-evaluation,
teacher observation.
Guiding Question: How do people pollute the
waterways?
Reference: 1st Grade Science Kit Exploration 18
Activity: Add pollutants to watershed models.
Assessment: Teacher observation, learning logs,
self-evaluation.
Guiding Question: How do you get pollution out
of the waterways?
Reference: 1st Grade Science Kit Exploration 19
Activity: Exploration of adding water to polluted
waterway on watershed models.
Assessment: Teacher observation, learning logs,
self-evaluation.
Guiding Question: How do water and weather
relate?
Reference: 1st Grade Science Kit Exploration 21
Activity: View animation of storms; discuss what
can happen to land, animals, people and plants
during the storms.
Assessment: Learning logs, teacher observation.
60 minutes
Students build samples of watersheds in small
groups using clay, and water.
45 minutes
Students use models from last lesson. They add
sand, food coloring and soap to demonstrate
pollution.
30 minutes
Class discussion about how to clean the polluted
water on the watershed models. Next, share
information how water might be cleaned and how
to keep the waterways clean.
45 minutes
Watch animation clips of storms and brainstorm
what might happen to land, animals, people and
plants. Make drawings about what they think the
outcomes will be after a storm.
Other Considerations
Accommodations
to be Inclusive of
All Students:
Author’s
Reflection: Why
is this a good
Unit?
Materials
Needed:
Modifications will be made to assignments for any student that requires assistance
in order to be successful.
Water is such an important resource for our planet. Water is versatile with many
unique properties. It has a relationship with all living things. Students need to have
a solid understanding of the importance of water; it’s uses and how it cycles
through the watersheds in order to help preserve the water that is available.
• Handouts – Explorations pages 2, 11, 13, 14
• Learning log page (copy number of pages needed per each student.
• Drawing material
• Clear plastic drinking glasses
• Ice Cubes
• Clear containers
• Markers
• Freezer
• 2 small, clear shallow container (Petri dishes with lids)
• Salt
• Water
• Labels
• Clear Tape
• Tea Kettle
• Hot plate
• 2 Buckets
Page 4 of 5
Materials
Needed:
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Handouts – Explorations pages 2, 11, 13, 14
Learning log page (copy number of pages needed per each student.
Drawing material
Clear plastic drinking glasses
Ice Cubes
Clear containers
Markers
Freezer
2 small, clear shallow container (Petri dishes with lids)
Salt
Water
Labels
Clear Tape
Tea Kettle
Hot plate
2 Buckets
Copy of raindrop story in teacher’s guide
2 large spoons
Large measuring cup
Dry drink mix
1 tray per student
Clay for each student
Small plastic bags
Bottle with lid for “Rain Bottle”
8x8 brown or green butcher paper
Copy of “Away on the Boy” in teacher’s guide
Food coloring
Pitcher
Access to computer
Access to digital camera and printer
Resources:
Marshall, C. (2006, December). First Graders Can Do Science.
Science and Children, v44 n4 p45-49 Dec
2006, v44(n4), p45-49. Abstract retrieved June 8, 2007, from
Education Resources Information
Center Web site: http://eric.ed.gov:80/ERICWebPortal/
Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=firs
t+grade+science&searchtype=basic&ERICExtSearch
_SearchType_0=kw&_pageLabel=RecordDetails&objectId=090
0000b809e5cbf&accno=EJ758296&_nfls=false
This article discuses how approaching science experiments
beginning with a questions relates
to the format of my unit of instruction. It supports the idea of
promoting science through
inquiry.
This article shares how approaching science experiments beginning with a
questions relates to the format of my unit of instruction. It supports the idea
of promoting science through inquiry.
Krantz, D., & Kifferstein, B. (n.d.). Water Pollution and Society.
Page 5 of 5
Retrieved June 8, 2007, from
http://www.umich.edu/~gs265/society/waterpollution.htm
This article is important to my unit of study. The first grade
Name_________________________________________ Date__________________________
Picture 1 relates to the use of water by:
Animals
Plants
People
Why was this pictures chosen?
Picture 2 relates to the use of water by:
Animals
Plants
Why was this pictures chosen?
People
Picture 3 related to:
Waterways
Pollution
Why was this pictures chosen?
Comments _____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Make copies of the following page
for students Learning Logs
Water is Powerful
Learning Log
Name ____________________ Date_________________
___________________
___________________
___________________
Outcalt
Links
Water Cycle
http://www.asij.ac.jp/elementary/links/currlink/watercycle.h
tm
Water Cycle Animation
http://epa.gov/climatechange/kids/water_cycle_version2.
html
Watershed Animation
http://techalive.mtu.edu/meec/demo/Watershed.html
http://www.mda.state.md.us/resource_conservation/envir
onmen
tal_education/support_files/poster.html
Watersheds
http://www.epa.gov/owow/watershed/
http://www.epa.gov/owow/watershed/region/
Typhoons
http://news.bbc.co.uk/1/hi/sci/tech/4183344.stm
http://lwf.ncdc.noaa.gov/oa/climate/research/2002/jul/rad
arloop.html
Resources / Research
Marshall, C. (2006, December). First Graders Can Do Science. Science and
Children, v44 n4 p45-49 Dec
2006, v44(n4), p45-49. Abstract retrieved June 8, 2007, from Education
Resourece Information
Center Web site: http://eric.ed.gov:80/ERICWebPortal/
Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=first+grade+
science&searchtype=basic&ERICExtSearch
_SearchType_0=kw&_pageLabel=RecordDetails&objectId=0900000b80
9e5cbf&accno=EJ758296&_nfls=false
This article discuses how approaching science experiments
beginning with a questions relates
to the format of my unit of instruction. It supports the idea of
promoting science through
inquiry.
This article discuses how approaching science experiments beginning with
a questions relates to the format of my unit of instruction. It supports the
idea of promoting science through inquiry.
Krantz, D., & Kifferstein, B. (n.d.). Water Pollution and Society. Retrieved
June 8, 2007, from
http://www.umich.edu/~gs265/society/waterpollution.htm
This article is important to my unit of study. The first grade science kit
is very limited
in information so this article provide needed resource in order to
teacher this lesson with
accurate details.
This article is important to my unit of study. The first grade science kit is
very limited in information so this article provide needed resource in order
to teacher this lesson with accurate details.
Raindrop story for Exploration 15