Candidate Name: Chelsea Tramel Lesson Topic: Water Cycle & Unique Qualities of Water

Content/Grade: 5th Grade Science CT:

Stage 1 Desired Results Goals/Learning Outcomes: Each student will demonstrate an understanding of forms of water, its properties / qualities/ characteristics, and the water cycle (including the city). TEKS: 5th Grade Science - Concept 8B Essential Questions: Why do we need to understand the chemical composition of water and its properties? What is the water cycle? What happens in the water cycle? In what ways does the water cycle provide fresh water around the earth? Can you drink all water that is clear? How can you tell if you can drink it? In what ways does your city provide fresh water? What would happen if the cycle of water stopped?

Students will know Students will be able to Students will understand that Students will know, be able to, and understand that... Will be able to explain and draw the steps in the water cycle, and describe the roles that the Sun and ocean play in the cycle. They will be able to describe and trace the path of water as it cycles through the different atmospheres (i.e., the water cycle: evaporation, condensation, precipitation, surface run-off/ groundwater flow) They will also be able to describe the different places in which these processes occur. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle Identify the different states of water ( i.e. Solid, liquid, and gas) Will be able to identify different sources of water, and explain if the water is drinkable or not. Will understand how the city collects water, and the process that the water goes through when it goes through the purification process in the city, and how it reaches their faucets at home. Will be able to explain chemicals used in the purification process done by the city, why it is necessary to use these chemicals, and the risks of using these chemicals in the treatment of water. Will understand how the city tests the water to make sure the water is safe to drink Stage 2 Assessment Evidence

Performed Student Tasks: K-W-L Chart Groups : Classroom Computers (Research) - Fun Facts / Steps in Water Cycle / Cities role in collecting, purifying, distributing, and testing water. Going Hands On - Lab Activity Group Discussions / Projects - Visual Representation Project (1st draft and 2nd draft) Group Presentations to Class

Class Discussions Student Reflection Paper - ( Test Grade) Extra Credit Lab / Advanced Research Questions Through the student reflection paper I will be able to assess how well the student grasped the material of the unit, and also gain an understanding of points of confusion the student had or still has. Within the reflection, the student will complete their KWL charts that they started at the beginning of the unit. This allows the student to see exactly how much they learned, and better understand points of confusion that I may need to further address. They will create a binder, and place K-W-L charts, all notes taken for unit, and reflection paper. Each category should be divided with a tab folder. Stage 3 Learning Plan/Procedures

Description: Five day lesson on the Unit of Water - its unique properties, the water cycle, and how the city gets it, purifies it, and tests it to make sure it is safe for people to drink. Also, how clear water is not always drinkable.

TLAC Techniques: these are located at the end of each days lesson plan, after the homework section.

Extensions: Extra Credit : Assignment(Lab), and advanced questions. Modifications: Students with special needs will participate with the group by having a buddy assigned to them that can clarify and reteach if necessary. I will also walk around and monitor students as they work and make it a point to check in on students who have modifications to ensure I am following appropriate accommodations for each student. I will also reteach and clarify as needed for students. I will have an alternative assignment for students who need it, but I will encourage them to try the regular assignment. I will grade it with any modifications that need to be made based on the student's disability and IEP.(Individual Education Plan)

Lesson Plans :
Each day of class, a folder with a daily syllabus is laid out on group tables. In the folder there are enough activity papers for each person in the group (pages numbered for order of instruction). Each student will take their own notes every day. I will monitor and have more of a facilitator role giving guidance as needed.

Day One:
Students desks are already put into groups of 4 or 5 - before class place name cards on desks so when students come in, they are already in their groups when they sit down. (10-15 min) Point of Confusion Questions ( Stand, Move, and Deliver) : students ask questions about things they are confused about, from homework, previous lecture, etc. Start Up: (20 min) Going Hands On Lab ( see attached) - Lab papers and materials are placed on desks before class, so students come in and start on lab assignment. K-W-L charts will also be handed out before class, after students are done with lab they individually begin on this (10 - 15 min) Students begin the K and W in a K-W-L chart Handout class computers to each group (45 min ) Students will research fun facts about water and the steps in the water cycle. Each student will be writing their own notes over what the group discusses ( for their binders) Clean up classroom and get ready to leave - before leaving students will put notes into group binder and hand in binder. Homework: Complete the L in K-W-L chart, also make note of any POC questions for next class. Also, finish reflection questions from Going Hands On Lab. TLAC : 4Ms and Double Plan and Stand, Move, and Deliver, student teaching students

Day Two :
Computers and notes for groups and Magic School Bus : The Waterworks books will be at group centers before class. Handouts for start up will also be put on the desks before class. (10-15 min) Point of Confusion Questions: students ask questions about things they are confused about, from homework, previous lecture, etc. / KWL Charts

(30 min) Start Up: Students will read book together, and as they are reading the book, students will write down any additional fun facts about water, or make adjustments to their steps for the water cycle.

( 30 min) When finished with start up: Each group will begin a visual representation ( choice of power point, poster board, graphic organizer, other approved projects) of the water cycle. (10 -20 min) Students will be presenting these projects after the class discussion (occurs next class), so they will develop a 15 minute presentation of their 5 favorite fun facts about water, and their visuals of the water cycle.

Clean up classroom and get ready to leave - before leaving students will put notes into group binder and hand in binder. Homework: Complete the L in K-W-L chart, also make note of any POC questions for next class. TLAC : Do It Again and Everybody Writes, and students teaching students

Day Three :
Computers and notes for groups and Magic School Bus : The Waterworks books will be at group centers before class. Handouts for start up will also be put on the desks before class. (10-15 min) Point of Confusion Questions: students ask questions about things they are confused about, from homework, previous lecture, etc. / KWL Charts (20 min) groups will finish up visual presentations from previous class (60 min) Class Discussion / Notetaking - I will be at the smart board, and as a class students will discuss/ debate/ explain reasoning for steps of the water cycle, including how the city retrieves water, purifies it, and how it reaches their faucets at home. They will also come up with explanations of what type of chemicals are used in treating the water so that we are able to drink it, and how the city tests the water to make sure it is safe. Notetaking- While the class discussion is taking place, students are continuing to take notes individually, (highlighting whats important) students will take the highlighting tape and highlight parts of their previous notes that are covered in class, indicating that these are important topics. Clean up classroom and get ready to leave - before leaving students will put notes into group binder and hand in binder. Homework: Complete the L in K-W-L chart, also make note of any POC questions for next class.

TLAC : Board = Paper and Stretch It and Everybody Writes, highlighting whats important

Day Four:
(10-15 min) Point of Confusion Questions: students ask questions about things they are confused about, from homework, previous lecture, etc. / KWL Charts (30-40 min) The students will make adjustments to their visual representation of the water cycle based on new learning - most of them should be adding the city parts to their presentations, and should make adjustments to their visualizations. (30 min) Group Presentations: This allotted time will give at least two or three groups a chance to go, they will present their presentations of their five favorite fun facts about water, and explain their original visual representation vs their new visual representation of the water cycle, and why they are different from each other (i.e. They added things that they learned in class discussion that were not in original visualization, or they did not have a step in the cycle and realized they needed to add it, etc.) By this point, everyones new visual representation should be about the same, after the class discussion. Clean up classroom and get ready to leave - before leaving students will put notes into group binder and hand in binder. Homework: Complete the L in K-W-L chart, also make note of any POC questions for next class. TLAC : Begin with the End and Format Matters

Day Five:
(10-15 min) Point of Confusion Questions: students ask questions about things they are confused about, from homework, previous lecture, etc. / KWL Chart (30 min) Group Presentations: This allotted time will give at least two or three groups a chance to go, they will present their presentations of their five favorite fun facts about water, and explain their original visual representation vs their new visual representation of the water cycle, and why they are different from each other (i.e. They added things that they learned in class discussion that were not in original visualization, or they did not have a step in the cycle and realized they needed to add it, etc.) By this point, everyones new visual representation should be about the same, after the class discussion.

(50 min) Student Reflection Paper: ( Ticket Out) students will open folders after presentations, and start on their student reflections page. Students will have already been filling out the K-W-L charts, and will use this to help them with their reflection paper.

Clean up classroom and get ready to leave - before leaving students will put notes into group binder and hand in binder. Homework: Complete the L in K-W-L chart, also make note of any POC questions for next class. Finish Student Reflection Papers. TLAC : Ticket Out and Circulate and Check For Understanding

Conclusion: Each day before the students leave, I will remind the students to put their names on their KWL charts, and their notes taken in that day of class. I will also remind them to put their notes in the group folder with all of the assignments for the unit. I will be keeping these notes to help the students be organized for the student reflection paper / binder that will be due at the end of the unit. Also, I will remind them of any homework due ( KWL, student reflection paper, Point Of Confusion questions for the next day). At this end of the lesson students will be able to answer essential questions, and students will be able to do, demonstrate, and know...
Will be able to explain and draw the steps in the water cycle, and describe the roles that the Sun and ocean play in the cycle. They will be able to describe and trace the path of water as it cycles through the different atmospheres (i.e., the water cycle: evaporation, condensation, precipitation, surface run-off/ groundwater flow) They will also be able to describe the different places in which these processes occur. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle Identify the different states of water ( i.e. Solid, liquid, and gas) Will be able to identify different sources of water, and explain if the water is drinkable or not. Will understand how the city collects water, and the process that the water goes through when it goes through the purification process in the city, and how it reaches their faucets at home. Will be able to explain chemicals used in the purification process done by the city, why it is necessary to use these chemicals, and the risks of using these chemicals in the treatment of water. Will understand how the city tests the water to make sure the water is safe to drink

Time Table: The time table is within the lesson plan.

Materials Needed: White Board, Smart Board, Class Laptops, Folders, Activity Worksheets, Syllabus for students, poster board, markers, colored pencils, scissors, construction paper for visual projects, paper for taking notes, Magic School Bus books for group reading, highlighting tape. Work Cited: Forsten, C., Grant, J., & Hollas, B. (2002). Differentiated instruction, different strategies for different learners. Stenhouse Publishers. G a r v i n , C . ( 2 0 1 1 , S e p t e m b e r 2 9 ) . T h e w a t e r m o l e c u l e a n d t h e w a t e r c y c l e [ We b log message]. Retrieved from http://vaughanrockets.typepad.com/ christy_garvin/2011/09/the-water-molecule-and-the-water-cycle.html T h e w a t e r c y c l e . ( 2 0 1 1 ) . R e t r i e v e d f r o m h t t p : / / w w w . n w l . c o . u k / Wa t e r _ c y c l e . p d f Studyjams! the water cycle teacher. (2011). Retrieved from http:// t e a c h e r. s c h o l a s t i c . c o m / a c t i v i t i e s / s t u d y j a m s / w a t e r _ c y c l e /

Syllabus One 1. 2. 3. Lab : Going Hands On Point of Confusion Questions Fill out the K and W in KWL Chart your group will research the topics given below. Some websites that might be helpful are, http://www.get2knowh2o.org/student/cycle-test.html http://www.dnr.state.wi.us/org/caer/ce/eek/earth/groundwater/ http://www.ecokids.ca/pub/eco_info/topics/water/water/index.cfm http://ga.water.usgs.gov/edu/ What To Research: a. You are to find 10 Fun Facts (Unique qualities / characteristics) of water. b. Describe the steps in the Water Cycle. i. How does the city get their water? 1. How does the water get to your faucet at home from the water treatment plant? ii.How does the city treat the water? 1. What types of chemicals are used to treat the water? 2. What would happen if the city were to use to much of the chemicals? 3. How does the city test the water to make sure the chemical levels are safe enough to drink? 5. What is the difference between evaporation, condensation, and filtration? 6. Is clear water always okay to drink? Why or why not? 7. Go to the window, and get your groups baggie. Answer the questions on the lab activity page. 8. Clean up 9. Homework: The L in KWL Chart

4. After you are done filling out the KWL chart, please come get a laptop from me. Then, you and

Syllabus Two 1. Start reading The Magic School Bus: The Waterworks with your group. a. You can decide if you how you want to read i. For example, popcorn, or you could just have one person read, or assign pages. ii. As you are reading the book, make sure to take notes on a separate sheet of paper as you are reading the book. 1. You are to find 10 Fun Facts (Unique qualities / characteristics) of water. 2. Describe the steps in the Water Cycle. 3. How does the city get their water? a. How does the water get to your faucet at home from the water treatment plant? 4. How does the city treat the water? a. What types of chemicals are used to treat the water? b. What would happen if the city were to use to much of the chemicals? c. How does the city test the water to make sure the chemical levels are safe enough to drink? 2. After reading the book, your group will take your notes ( you should have 2 sheets of notes for this unit thus far), and start making a visual representation of the steps in the water cycle. a. Some ideas for project: Poster board, power point, web map, graphic organizer, or if your group has another idea, you may get it approved by me. i. Visual Representation Of The Steps In The Water Cycle Rubric 1. This portion is worth 25 points - YOU CAN USE THE BOOK TO HELP YOU WITH THE STEPS AND PICTURES!!!! 2. The presentation portion will be 15 minutes long, and will be done after the class discussion 3. Students must demonstrate 10 Fun Facts about water 4. The steps must be listed and drawn out. This is a visual project, I want pictures of each step in the water cycle. a. You are to include the steps in the water process, how the city gets their water, the steps in the purification process at the treatment plant, and how the water gets from the treatment facility to your faucet at home. i. REMEMBER TO PUT PICTURES AT EACH STEP 3. Clean up classroom and get ready to leave 4. Homework: The L in KWL Chart

Syllabus Three

1. Point of confusion questions 2. 20 minutes to finish up visual projects 3. Class Discussion a. You are to take notes during this discussion on a SEPARATE SHEET OF PAPER b. I will be at the smart board, and as a class we will discuss/ debate/ explain reasoning for steps of the water cycle, including how the city retrieves water, purifies it, and how it reaches their faucets at home. You all will also come up with explanations of what type of chemicals are used in treating the water so that we are able to drink it, and how the city tests the water to make sure it is safe. We will also be going over the difference between evaporation, condensation, and filtration. c. YOU MUST HAVE YOUR NOTES OUT TO PARTICIPATE WITH THE CLASS DISCUSSION. 4. Clean up classroom and get ready to leave - before leaving students will put notes into group binder and hand in binder. 5. Homework: The L in KWL Chart

Syllabus Four 1. Point of Confusion Questions 2. Your group will now recreate the visual representation that you did earlier in the unit. You may also add the parts that you are missing to your old representation, but the writing needs to be in a different color, so that it is easy to see what new information you have learned. a. You are to individually take notes over things that you are adding to your projects. YOU NEED TO EXPLAIN.... i. You are going to present both visuals you created before and after the class discussion. You will be comparing them, and explaining how and why they are different. ii. The new things you are adding to the project -- Why you are adding them ( for example, we did not know that the step was suppose to be there) iii. If you find out another fact that you find interesting about water, you may also add this to your project. iv. DO NOT FORGET TO INCLUDE PICTURES OF THE NEW INFORMATION THAT YOU ARE ADDING!!! 3. If there is time we will start the presentations this day 4. Clean up classroom, and get ready to leave 5. Homework: The L in KWL Chart

Syllabus Five 1. Points of Confusion Questions 2. Group Presentations Comparing Visual Representations ( Before and After Class Discussions) 3. Student Reflection Paper ( BINDER***) a. The Student Reflection Binder is to include: i. A tab for KWLs - There should be 5 completed KWL charts including tonights KWL ii. A tab for notes - There should be 3 pages of group notes and at least 1-2 pages of class notes from the class discussion iii. A tab for the student reflection paper - This paper should be about one and a half to two pages long. You should use your KWLs to help you with this reflection paper. Reflect on each KWL chart you have done, what was your favorite part / activity that we did, what was your least favorite part / activity that we did, and what you still have questions on about the water unit. This paper should also be neatly written, and the binder should be organized with no loose papers. 4. Clean up classroom and get ready to leave 5. Homework: The L in KWL Chart, and finish student reflection paper / binder. a. You will have about 30 minutes to finish up your papers and binders in class next period, but try to have most of it done. NO LATE ASSIGNMENTS WILL BE EXCEPTED!!!

Going Hands-On
Time: 20 minutes Group Size: Four Teacher Note: Ahead of time mix water, pebbles, leaves, and soil together in jars. Students Instructions: During their trip through the waterworks, the Magic School Bus kids see how water gets cleaned up. You will filter water to remove some natural impurities. What you need: Small jar lids or soda-bottle caps Zip-lock baggies Masking tape Bowl of water Eyedropper What To Do 1. Distribute materials and have kids place five to eight drops of water in lids. 2. Carefully, they place lids into baggies and seal tightly. 3. Have students choose a window that gets plenty of sun (where kids can observe bags easily). 4. Help them tape bags to the inside of the window. 5. Leave bags in the sun for most of the day. Near the end of the class, have the kids observe the bags. Talk About It: Questions to Answer In Beginning of Lab 1. What happens when water is heated? When it cools? 2.What What do you think is going to happen to the bag? Questions to Answer At The End Of Lab 1. What do they see (bag)? a. Teacher Reference: Much of the water should be gone from lid; top of the bag may look cloudy - thats water vapor. You may also see droplets on sides of bag. 2. What happened to the water? b. Teacher Reference: evaporated 3. Critical Thinking Question: What might have happened if we had left the baggies open? a. Water would evaporate into the air in room.

See The Cycle ( Extra Credit Assignment)

Time: 15 minutes to prepare, then an overnight wait to observe Group Size: Two or four Teacher Note: Your class may not be able to go through the water cycle, like Ms. Frizzles class, but with this activity theyll see it in action! This activity works best when there is a big difference between day and night temperatures. What You Need 32-ounce mayonnaise jar 2 cups of water A strainer 1 cup of pebbles, leaves, and soil 2 bowls 3 coffee filters Spoon What To Do / Talk About It What could you do to make muddy water clear? 5. Let students examine the water mixture. How could you make this water clear? What would you use? 6. Students hold strainers over bowls. Pour the water through strainers twice. 7. As they work, have students observe the water. What is happening to the water? Why? 8. Help groups strain water through three coffee filters, using one filter at a time. 9. Have students observe water again. How does the water look? Why do you think that happened? Why do or dont you think its clean enough to drink? What might be in clear water that we cant see? How can we find out?

Extended Assessments
Go to this website, http://www.get2knowh2o.org/student/cycle-test.html Complete the quiz ( 1/2 extra credit point) Click on the GAMES AND ACTIVITIES BUTTON, and then choose activities to do. (1/2 extra credit point for each completed) Also, you may choose from any of the experiments offered on this page, and complete them. ( 1 extra credit point for each completed) You may also choose from these assignments to complete for 1/2 extra credit point ( for each)
NAME

H 2O FOR YOU

ACTIVITY SHEET 1

1.3

The water cycle

75% of the Earths surface is covered in water!

If you were in space looking back at earth you would see that it looks very blue. This is because almost 75% of the earths surface is covered by water. Water is found on the surface of the planet, in the seas, oceans, lakes and rivers as well as underground. Water is also found at the North and South Poles where it is frozen in ice sheets and glaciers. Most of the water on our planet is not available to drink. Imagine this glass contains all the water in the world. You might be surprised by what you see. 97% is salty water in the seas and oceans, 2% is ice at the North and South Poles, only 1% is fresh water available for drinking.

1% fresh water 2% ice

97% salty water

The water cycle

We have the same amount of water available on the planet today as we did when the earth was first formed. No new water is ever made. In fact, the water we use today is the same water that was drunk by the dinosaurs 250 million years ago. So why dont we run out ?

The water we use today is the same water that was drunk by dinosaurs 250 million years ago!

You may think that when a puddle dries up the water disappears. But this is not so. The sun heats the water which then changes from a liquid to a gas called water vapour. This process is called evaporation. As the water vapour rises into cooler air it turns back into tiny water droplets which become clouds and rain or, if it is cold enough, snow or hail. This is called condensation. When it rains, water finds its way into the streams and rivers. Some of this water will be taken out of the river to be cleaned for human use. The rest flows into lakes or on to the sea. Water in the rivers, oceans and seas evaporates, rises into the air to form clouds which eventually fall back again as rain or snow. Plants also suck up water from the ground and release it back into the air through their leaves. The movement of water from land and sea to air and back again is called the water cycle.

NAME

H2O FOR YOU

ACTIVITY SHEET 1

1.5

The water cycle

Answer the following questions in sentences: 1 How do you know that the earth is covered by water ?

2 Where on the planet do you find water ?

3 How much of the earths surface is covered by water ?

4 How much water is available for human use?

5 What happens to puddles when the sun comes out after rain?

6 Why do drops of water appear on plants on cold mornings even when it has not been raining ?

NAME 7 Why does water sometimes fall as snow?

H2O FOR YOU ACTIVITY SHEET 1

1.6

8 How do you know there is water vapour in your breath?

9 Where could you see condensation in your home? Make a list.

10 Explain how the water cycle works

The water cycle

Cut out these boxes and stick them onto the water cycle diagram in the correct order:

As water vapour rises it cools and condenses into tiny drops of water which form clouds Clouds produce rainfall

The suns heat causes Rivers flow into the sea water from the sea to evaporate as water vapour

Rain finds its way into streams and rivers

It rains again

Some water is taken out of the rivers to be trated for human use

Dirty water is then cleaned and returned to the rivers

NAME

H2O FOR YOU

ACTIVITY SHEET 1

1.8

Modifications Questions 1. Complete the water cycle activity where they are cutting out and pasting 2. Questions: a. You can use your book, notes, or online resources to complete these questions. i. http://www.get2knowh2o.org/student/cycle-test.html ii.http://www.dnr.state.wi.us/org/caer/ce/eek/earth/groundwater/ iii.http://www.ecokids.ca/pub/eco_info/topics/water/water/index.cfm iv. http://ga.water.usgs.gov/edu/ b. Where are some places that you would find fresh water? c. What type of water ( salt or fresh ) is in the... i. next to each explain if you are able to drink the water 1. Ocean 2. Lake 3. River 4. Streams 5. Critical Thinking: Canals d. How does water get into the clouds? e. Why do you think water is important? f. What are some of the fun facts that were your favorite? Explain.