The theme for my first quarter is "Water's Influences on Life." Students will learn about water's influences on life through their studies and activities in science, math, and the language arts. By the time this quarter is completed, students are expected to understand the importance of water to life: the multiple properties of water, the many ways water influences life, and how to use mathematical skills to learn about water's value to the earth.
The curriculum anchor subject for the study of water is science. I will be using the Britannica Science System, FOSS. In the first activity, students will become familiar with water's properties. They will learn about how water reacts on various surfaces. The students will also investigate water tension and learn about ways to alter it. They will conclude the first activity by allowing water to flow down an incline allowing students to look at factors that change the speed of the water flow. In the second activity, students will observe properties of hot and cold water. They will explore what properties of water change as water is heated, cooled, and frozen. They will also compare the properties of water as a liquid and as a solid. The focus of my C & I 335 final project will be centered around the third activity. With activity three, students will investigate water vapor and the water cycle. They will experiment with evaporation and condensation learning about the factors that influence the rate at which water changes to a vapor. Finally, in the fourth activity, students will observe mystery waters and samples they collect from the community. They will use their senses and water experiments to learn about properties of hardness and water quality. Throughout the whole unit, students will be recording findings in their own "Water Logs." Throughout the science lessons, I will refer to Job Tags. These designate tasks for each member of the group. The 4 jobs are Getter (gets materials), Starter (begins and leads activities), Recorder (records information), and Reader/Reporter (reads instructions, shares group findings, and asks questions of the teacher). Students will often work with team members to complete activities at various centers throughout the room. They will also be utilizing various forms of technology to enhance their learning.
For the language arts connection, students will be reading stories from the Invitations to Literature reading series theme "Earth Patrol: Preserve and Protect." The stories students will be reading are "The Great Yellowstone Fire," a collection of Native American poems, an excerpt from "The Great Kapok Tree: A Tale of the Amazon Rain Forest," and Just a Dream. The students will also read one of three books in literature circle groups. In addition, the students will be involved in several short readings/activities of poetry, short essays, etc. As these stories are read, the students will be involved in various spelling, writing, and grammar enhancing activities.
To incorporate math into the water theme, students will be involved in a variety of math activities. The Everyday math series spirals math concepts. Therefore, students have the opportunity to be involved in many math concepts during a short period of time. When applicable, they will use these skills to learn about water.
My teaching partners teach other subject areas which could be incorporated into this theme more closely. The other teachers I work with are very open to working on team activities. However, I do not feel comfortable making these decisions for my partners. Therefore, I will not be incorporating social studies, art, music, physical education, or library studies in my first quarter unit plan.
(Day 1)
OVERVIEW:
Students will observe evaporation. Evaporation is the change of liquid water into water vapor (a gas). The rate of evaporation is determined by many factors such as air temperature and humidity, liquid temperature and surface area of exposed liquid.
OBJECTIVE(S): Students will be able to:
1. observe and discuss teacher demonstration.
2. make use of prior knowledge to form a hypothesis on how/where water "disappears."
3. make deductions concerning teacher demonstration.
RESOURCES/MATERIALS:
1. balance scale
2. 2 plastic cups
3. 2 dome lids
4. 2 paper towels
5. water in 1/2 liter container
6. warm, sunny place
7. 1 Water Log/student
TIME FRAME:
1-45 minute sessions
1-15 minute session
ACTIVITIES AND PROCEDURES:
1. As students observe, wet down 2 paper towels. Squeeze paper towels to rid them of most of the water. Place each in a cup of its own. Place the 2 cups on a balance scale and add water to the lighter towel to even their weights.
2. Discuss real life experiences for getting paper towels wet. Discuss what the students think will happen if the cups are left for 1 day. Place a lid on 1 cup; place a lid under 1 cup. Ask students what the difference is between the 2 cups. Discuss what they now think will happen after 1 day. Recorders for each group record group predictions on chart paper. Place the scale, cup, and paper towel assembly in a safe place.
3. (Distribute Water Logs, allow students to look over them and discuss the purpose and expected care of Water Logs. Allow students to begin to decorate/personalize their Water Logs. Collect Water Logs.)
(Because students need to observe for 2 days, I will go on to the next lesson, but refer back to this one.)
(Day 2)
TIME FRAME:
15 min. session
ACTIVITIES AND PROCEDURES:
1. Review charted predictions. View the balance scale and discuss observations. Ask for hypotheses for why the scale is no longer balanced.
2. Introduce the term evaporation by discussing the dry paper towel and where the water went. Ask students why and how the other cup's paper towel is still wet. Reader/Reporters orally summarize the 2 day activity within each group.
OVERVIEW:
This multiple day activity is the idea of Vilia Natchez of Our Lady of the Snows School in Reno, Nevada. The water cycle explains the sun heating the earth's surface water so that it evaporates. This vapor gathers in clouds which rise to the cold air. When those clouds become too heavy to float, they release their moisture as precipitation. The precipitation collects in lakes or oceans after siphoning through soil or running down rivers. It then evaporates and repeats the cycle once again.
OBJECTIVE(S): Students will be able to:
1. explain how the water cycle recycles the earth's water supply.
2. make use of the knowledge of land forms learned in social studies.
3. form a hypothesis on how/why the water cycle works.
4. use language arts skills to write and draw to explain how the cycle works.
RESOURCES/MATERIALS:
1. soil
2. water
3. small margarine bowl
4. large, clear plastic container or an old aquarium
5. plastic wrap
6. plastic trees, animals, boat, etc. (student donations)
7. tape or large rubber band
8. bag of ice (optional)
9. heat lamp (optional)
10. 1 Its a Small World mini booklet/student
TIME FRAME:
1-30 min. session
3-10 min. observation sessions
ACTIVITIES AND PROCEDURES:
1. Prior to students viewing, arrange the soil in the container to make mountains, plateaus, hills, etc. and a lake basin. Place the margarine bowl in the lake basin. Fill the bowl with water. Add plastic toys for "realism." Cover the container tightly with plastic wrap and secure using tape or the rubber band.
2. Discuss the miniature world of the container and what the students expect to happen in the container.
3. Students are to making and record daily observations of what happens in the mini world beginning today and for the next 3 days.
(Because students need to observe for 3 days, I will go on to the next lesson, but refer back to this one.)
TIME FRAME:
1-10 min. session
ACTIVITIES AND PROCEDURES:
1. Student groups watch and discuss observations of condensation on the plastic "sky" of the container. Students draw a sketch of what they see and record their observations on the Its a Small World mini booklet.
OVERVIEW:
Students will investigate evaporation in several ways. Evaporation is the change of liquid water into water vapor (a gas). The rate of evaporation is determined by many factors such as air temperature and humidity, liquid temperature and surface area of exposed liquid.
OBJECTIVE(S): Students will be able to:
1. follow written and oral directions to complete the evaporation location assembly accurately.
2. share responsibility in collecting and recording data accurately.
RESOURCES/MATERIALS:
1. For each group:
2. 4 trays labeled A-D
3. 4 thermometers
4. Class Air-Temperature Chart (charting location of cups A-D and air temperature for day 1-4)
TIME FRAME:
1-30 min. session
4-10 min. sessions (during independent time)
ACTIVITIES AND PROCEDURES:
1. Review the teacher demonstration with the 2 paper towels. Brainstorm a list of potential fast drying places and slow drying places on the chalkboard. As a class, choose 2 fast drying and 2 slow drying locations to use to complete activities. Place the 4 labeled trays at the 4 locations.
2. Direct the groups to get cups, label them, fill them each with 40 ml of water, and place the cups on the 4 trays.
3. Introduce the Air-Temperature chart by posting and discussing its parts. Tell the students that each group will check the air temperature of each tray twice a day for 4 days. They will then record these temperatures on the chart. The Reader/Recorder for each day will be responsible for checking and recording data.
(Because students need to observe for 4 days, I will go on to the next lesson, but refer back to this one.)
TIME FRAME:
1-10 min. session
ACTIVITIES AND PROCEDURES:
1. Student groups watch and discuss observations of condensation on the plastic "sky" of the container. Students draw a sketch of what they see and record their observations on the Its a Small World mini booklet.
(Day 4)
OVERVIEW:
Students will investigate evaporation under varied environmental conditions. Evaporation is the change of liquid water into water vapor (a gas). The rate of evaporation is determined by many factors such as air temperature and humidity, liquid temperature, and surface area of the exposed liquid. Students will be observing and record how water evaporates under varied conditions.
OBJECTIVE(S): Students will be able to:
1. complete the task using cooperation with team members.
2. make and record observations accurately.
3. use appropriate terminology learned to record observations.
RESOURCES/MATERIALS:
1. For each group:
TIME FRAME:
1- 30 min. session
1- 10 min. session (4 days later)
ACTIVITIES AND PROCEDURES:
1. Introduce water surface by introducing the graduated cylinder, dome lid, flat lid, and beaker. Have students compare the size of each containers opening. Explain surface area, the area of water touching the air. Discuss with students which container they think would evaporate fastest.
2. Guide students through their experiment setups. Tell the students that each group will have 4 containers (each with 25 ml of water) to place on the Evaporation Place Mat tray. They will then pick a place to keep their trays and record observations for 4 days in their Water Logs (p.8).
3. Each group gets materials and sets up their Evaporation Location experiment. Guide students to assure they are completing the task of their Job Tags.
(Because students need to wait 4 days to observe, I will go on to the next lesson, but refer back to this one.)
OVERVIEW:
Slide Show is a computer program connected with the graphics program KidPix. It allows students to create a "slide show" with graphics, transitions, sounds, and recorded voice if desired.
OBJECTIVE(S): The student groups will be able to:
1. create Slide Show graphics.
2. use their observations from their Its a Small World mini booklet to create graphics which reflect what they have learned about the water cycle, evaporation, and condensation.
3. work cooperatively with group members to complete the task.
RESOURCES/MATERIALS:
1. Its a Small World mini booklets
2. Slide Show installed on computers
3. Slide Show Instructions guidance sheets
TIME FRAME:
1-30 min. session
1-45 min. session (to be used at any time in any time increments such as 10 minutes here, 20 minutes there, etc.)
ACTIVITIES AND PROCEDURES:
1. Begin by demonstrating your own Slide Show presentation on the television for the class to see. Introduce the program and point out briefly what it can do, how it works, etc.
2. Tell the students that they will be creating their own Slide Shows within their small groups. Their Slide Shows should reflect what they have learned about the water cycle, evaporation, and condensation. Each group member is responsible for creating at least 1 picture for the Slide Show.
3. Demonstrate and lead students through the Slide Show Instructions worksheet to create a single picture. (Many 4th graders have been exposed to and used the Slide Show program in 3rd grade.)
4. Guide groups in organizing their Slide Shows. Discuss utilizing time, energy, and activities to be completed.
5. Allow pairs of students to work at computers, complete Lesson 2 (Its a Small World) activities, or Lesson 3 (Evaporation Location) activities.
TIME FRAME:
1-10 min. session
ACTIVITIES AND PROCEDURES:
1. Student groups watch and discuss observations of condensation on the plastic "sky" of the container. Students draw a sketch of what they see and record their observations on the Its a Small World mini booklet.
TIME FRAME:
1-10 min. session
ACTIVITIES/PROCEDURES:
1. The Reader/Recorder for the day
will be responsible for checking the air temperature and recording
the data on the Air Temperature chart.
(Day 6)
OVERVIEW:
Condensation is the action of warm, humid air cooling down and turning into a liquid. Condensation can occur to varying degrees and at varying rates determined by such factors as air temperature, surface temperature, humidity,and so on.
OBJECTIVE(S): Students will be able to:
1. follow oral and written directions.
2. work cooperatively as a group to complete activities.
3. use science terms to express observations.
RESOURCES/MATERIALS:
1. For each group:
2. 2 pitchers (1 with blue ice water, 1 with green room-temperature water)
3. food coloring set
4. Water Cycle poster
5. 6 Evaporation Place Mats
TIME FRAME:
2-20 min. sessions
1-15 min. sessions
ACTIVITIES AND PROCEDURES:
1. Have Getters get two plastic cups. At each groups fill 1 cup with blue ice water and the other cup with green room-temperature water. Allow students time to make observations (5 min.).
2. Discuss observations. Discuss where they think the water on the outside of the blue-water cup came from.
3. Introduce the term condensation. Discuss student hypotheses as to why they think the condensation formed on the blue ice water cup, but not on the green room-temperature cup.
4. Have students brainstorm where they have experienced condensation in their own lives (in the bathroom, on a glass of tea, etc.)
5. (Breaking point, finish on following day.)
TIME FRAME:
1-10 min. session
ACTIVITIES/PROCEDURES:
1. The Reader/Recorder for the day will be responsible for checking the air temperature and recording the data on the Air Temperature chart.
TIME FRAME:
1-10 to 20 min. session
ACTIVITIES AND PROCEDURES:
1. Remind the students that they will be creating their own Slide Shows within their small groups. Their Slide Shows should reflect what they have learned about the water cycle, evaporation, and condensation. Each group member is responsible for creating at least 1 picture for the Slide Show.
(Day 7)
OVERVIEW:
Condensation is the action of warm, humid air cooling down and turning into liquid. Condensation can occur to varying degrees and at varying rates determined by such factors as air temperature, surface temperature, humidity,and so on.
OBJECTIVE(S): Students will be able to:
1. follow oral and written directions.
2. work cooperatively as a group to complete activities.
3. use science terms to express observations.
RESOURCES AND MATERIALS:
1. For each group:
2. 2 pitchers (1 with blue ice water, 1 with green room-temperature water)
3. food coloring set
4. Water Cycle poster
5. 6 Evaporation Place Mats
TIME FRAME:
1-20 min. session
ACTIVITIES AND PROCEDURES:
1. Review condensation activity from the previous day. Have students summarize what happened and why using science terms.
2. Demonstrate creating a condensation chamber using a cup, dome lid, and 50 ml of water. Tell the students they will do this and place their cups in a sunny place for 2 days checking on them daily.
3. Allow student groups to construct condensation chambers and place them in the sunny place.
TIME FRAME:
1-10 min. session
ACTIVITIES AND PROCEDURES:
1. Have 4 students get the Evaporation Location trays. Tell Getters to get the cups of their group. Allow time for student groups to discuss observations and to weigh their 4 cups on a balance scale. Students are to place the cups in order from the heaviest to the lightest.
2. Discuss the results of each group. Make sure students are recording their result in their Water Logs (p.7).
3. Discuss the Air-Temperature chart to make connections between temperature and evaporation.
TIME FRAME:
1-10 to 20 min. session
ACTIVITIES AND PROCEDURES:
1. Remind the students that they
will be creating their own Slide Shows within their small groups.
Their Slide Shows should reflect what they have learned about the
water cycle, evaporation, and condensation. Each group member is
responsible for creating at least 1 picture for the Slide Show.
(Day 8)
TIME FRAME:
1-15 min. session
ACTIVITIES AND PROCEDURES:
1. Have Getters retrieve the condensation chambers. Have groups discuss their observations. Have Reader/Reporters share the groups' observations.
2. Discuss the water cycle as it relates to the condensation chambers and the Its a Small World world.
(Day 7)
TIME FRAME:
1- 10 min. session
ACTIVITIES/PROCEDURES:
1. The Reader/Recorder for the day will be responsible for checking the air temperature and recording the data on the Air Temperature chart.
2. Have students retrieve the Evaporation Place Mat trays. Discuss results as a class. Have Reader/Reporters share which containers have water left and how they would figure out exactly how much is left.
3. After discussing the best way to measure remaining water, allow time for the students to make and record their measurements. Tell the students to place the containers in order from the greatest evaporation to least evaporation.
4. Discuss conclusions made by each group concerning the relationship between the surface area of the container and the rate of evaporation.
5. Refer back to the wet paper towel activity done by the teacher earlier. Have the students come up with and explain the fastest way to dry the paper towel based on what they learned from this activity.
TIME FRAME:
1-10 to 20 min. session
ACTIVITIES AND PROCEDURES:
1. Remind the students that they will be creating their own Slide Shows within their small groups. Their Slide Shows should reflect what they have learned about the water cycle, evaporation, and condensation. Each group member is responsible for creating at least 1 picture for the Slide Show.
(Day 9)
OVERVIEW:
It is important for students to make critical decisions regarding their work and the work of others. This is a time for students to review what they feel is important to find in the Slide Shows and to share their critiques.
OBJECTIVE(S): Students will be able to:
1. use the Slide Show Instructions guidance sheets to evaluate the Slide Show of another group.
2. express strong points and areas for improvement of the Slide Show they evaluated in constructive ways.
3. make appropriate revisions to their own Slide Shows according to the recommendations of the critiquing group.
RESOURCES/MATERIALS:
1. copy of Slide Show Instructions guidance sheets
2. computers
3. chalkboard or poster paper
TIME FRAME:
1-45 min. session
ACTIVITIES AND PROCEDURES:
1. Review expectations of the Slide Show Instructions guidance sheets with the students. Discuss with students what criteria they think the teacher would use to grade their works. List guided student answers on the chalkboard or poster paper.
2. Discuss constructive ways to suggest changes and positive comments for Slide Show works that are liked.
3. Allow student groups to view, evaluate, and record another group's Slide Show presentation.
4. Group together evaluators with evaluates to discuss Slide Shows. Allow time for discussions and Slide Show revisions.
(Day 10)
OVERVIEW:
Students learn great deal from peer explanations and peer works. This is a time for groups to display and present how they worked together to create a group summary of this theme.
OBJECTIVE(S): Students will be able to:
1. introduce their Slide Show in a comprehensive way.
2. have a Slide Show that represents learned vocabulary and concepts from the theme activities.
RESOURCES/MATERIALS:
1. Teacher evaluation sheets (1/group)
2. computers
TIME FRAME:
1-45 min. session
ACTIVITIES AND PROCEDURES:
1. Encourage student discussion of aspects that make good oral presentations.
2. Allow for introduction and presentations of Slide Shows on the television for the class to see.