Intel® Teach Program

Essentials Course

Water: Friend or Foe?

Unit Author
First and Last Name Esther Nelson
School District Lincoln County
School Name Guyan Valley Middle School
School City, State Branchland, WV
Unit Overview
Unit Title
Water: Friend or Foe
Unit Summary
Students will assess the nature of the water cycle and its impact on mankind.
Subject Area
Science
Grade Level
7th
Approximate Time Needed
2 weeks
Unit Foundation
Targeted Content Standards and Benchmarks
SC.S.7.1 Demonstrate skills of scientific inquiry.

SC.S.7.2 Demonstrate knowledge, understanding and applications of scientific facts, concepts,

principles, theories and models as delineated in the objectives.

21C.S.5-8.1 The student will access, analyze, manage, integrate, evaluate, and create information in a
variety of forms using appropriate technology skills and communicate that information in an appropriate
oral, written, or multimedia format.

21C.S.5-8.2 The student will demonstrate the ability to explore and develop new ideas, to intentionally
apply sound reasoning processes and to frame, analyze and solve complex problems using appropriate
technology tools.

21C.S.5-8.3 The student will exhibit leadership, ethical behavior, respect for others; accept
responsibility for personal actions considering the impact on others; take the initiative to plan and
execute tasks; and interact productively as a member of a group

Student Objectives/Learning Outcomes

SC.S.O.7.1.9 Demonstrate safe techniques for handling, manipulating and caring for science
materials, equipment, natural specimens and living organisms.
SC.O.7.2.6 Use pictures to show cyclical processes in nature (e.g., water cycle, nitrogen cycle, or
carbon cycle).

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21C.O.5-8.1.TT.1 Student connects peripheral devices (e.g., scanners, digital cameras, video
projectors, USB drives, printers, media storage devices) to computers and uses them efficiently and
effectively. Student accesses server and/or network resources (e.g., file folders/software
programs, bookmarked sites).

21C.O.5-8.1.LS.2 Student interprets abstract visuals and creates products (e.g. digital storytelling)
that reflect a growing understanding of visual language and require the effective use of
tools (e.g. cropped photos, original charts and graphs, well-chosen images from
databases, video clips).

21C.O.5-8.2.LS.2 Student draws conclusions from a variety of data sources to analyze and interpret
systems.

21C.O.5-8.3.LS1 Student manages emotions and behaviors, engages in collaborative work

assignments requiring compromise, and demonstrates flexibility by assuming different roles and
responsibilities within various team structures.

21C.O.5-8.3.TT.1 Student protects software, hardware and network resources from viruses,
vandalism, and unauthorized use and uses proper techniques to access, use and shut down technology
equipment

21C.O.5-8.3.TT.2 Student conducts online research and evaluates the accuracy, relevance, and
appropriateness of electronic information sources.

21C.O.5-8.3.LS.4 Student demonstrates ethical behavior and works responsibly and collaboratively
with others, in academic and social contexts, to accomplish both individual and team goals
related to improved academic, extracurricular and co-curricular performances.

Curriculum-Framing Questions
Essential
How does the water cycle affect us?
Question

What conditions combine to cause the creation of significant events such as

floods and hurricanes?
Unit
Questions
How do significant weather-related events affect human activity?

What happens during the following processes: evaporation, condensation,

precipitation, transpiration?
Content What is an aquifer and how is it utilized?
Questions
How do hurricanes develop?
What causes floods?

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 Intel® Teach Program
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Assessment Plan
Assessment Timeline

Before project work begins Students work on projects After project work is
and complete tasks completed

• questioni • discus • Oral • Peer • Questi • Broc

ng sions Presentation Feedback oning hure
• prior Checklist and Form • Presen Rubric
• blog
knowledge (either of Rubric • Forma tation Rubric • Test
these at • tive
• online PowerPoi • Power
Google nt/ Windows assessments
survey/poll Point/ Movie
Groups or Movie Maker • pictur Maker
• misconce
Blogspot) Checklist and es and/or Rubric
ptions
Rubric vodcasts
• Brochure
Checklist and
Rubric

Assessment Summary

• Students will research the water cycle and record their findings on their Google Groups site.
• Students will use 21st Century tools to discuss their findings of the water cycle’s influence on mankind.
• Students will present their findings by using a PowerPoint, Movie Maker, or a brochure.

Assessment Purpose & Process of Assessment

To ensure that students utilize class time and stay on task.
Collaboration
Checklist

To ensure that all the components of the PowerPoint or multimedia pro-

Movie Maker or ject are addressed.
PowerPoint Rubric

To ensure that all the components of the brochure are addressed.

Brochure Rubric

To ensure that students know what is expected of them during their oral
Oral Presentation presentation.

Google Groups Students will record their thoughts on the prompts provided.

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Intel® Teach Program
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Students use peer feedback to seek assistance when reviewing

Peer Feedback each other’s work and then justifying their evaluation.

Formative Assessments To ensure students are gaining the knowledge base on the Water Cycle

Water Cycle

Thirstin's Water
Cycle

Summative End of the unit assessment to measure the knowledge gained.

Assessment

Water Cycle
Assessment

Unit Timeline Project Timeline.

Water Friend or Foe

Timeline

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Unit Details
Prerequisite Skills
• research skills
• computer skills
• self direction/staying on task

Instructional Procedures (See printed materials for detailed instruction sheets and rubrics.)

Water Cycle
Instructions

• Students will be given a list of tasks to be accomplished.

• Students will be given a time line with completion dates.
• Students will be given the task related rubrics detailing the expectations of each task. See
Assessments.
• Students will be given the peer feedback form.

Accommodations for Differentiated Instruction

Special Needs • Provide brochure or PowerPoint template.

Students • Extra time/extra help with Sp. Ed. Instructor(s)
• Provide a mentor and/or a peer to scribe/enter text and/or data.
• Permit role-playing, acting out, or pantomime of concepts.
Nonnative
• Shorten speaking activities and/or let them present with a partner
Speakers
• Pair with a native or culturally similar peer
• Use of multilingual chat client (Google Talk, Shared Talk)

Gifted/Talented
• Allow for alternative modes of project completion (i.e. podcasts,
Students PhotoStory, video conferences/interviews with peers from Gulf states
using Skype or OoVoo.)

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Intel® Teach Program
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Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other Web Camera
Internet Connection Television

Technology – Software (Click boxes of all software needed.)

Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Other Audacity
Encyclopedia on CD-ROM

Printed Materials Thirstin’s Water Cycle Diagram

• food coloring, half gallon jars, rocks, large ziplock baggies

• water, thermometer, masking tape,
• “Waterway”
• Aquarium
• Rectangular Water Box
• Watering Can
• Spray Bottle
• “Pollutants”
Supplies • Green Food Coloring (pesticides/fertilizer)
• Vegetable Oil (motor oil)
• Soil/Sand/Pebbles (erosion)
• Grass Clippings (or Shredded Paper) and Twigs
• Cafeteria Waste and Trash
• 4 cups of dirt or sand a dozen stones,
• 2 quarts of water a large glass bowl with tall sides (mixing bowl),

• a short glass, clear plastic wrap, & a sunny day or sun lamp
• http://www.sciencenetlinks.com/Esheet.cfm?docID=174
• http://ga.water.usgs.gov/edu/watercycle.html
• http://www.fema.gov/kids/hurr.htm
Internet Resources • http://www.fema.gov/kids/floods.htm
• http://www.sciencenetlinks.com/tools.php?DocID=108&Grade=6-8
• http://www.sciencenetlinks.com/tools.php?DocID=61
• http://docs.google.com

Other Resources Guest Speaker: Meteorologist

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.

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Intel® Teach Program
Essentials Course

Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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