November 2008Kathryn Cisneros. November 2008Kathryn Cisneros Rationale Project Web Content-Process Matrix Activity Sheet 1 LA Activity Sheet 2 Math Activity

November 2008 Kathryn Cisneros


•Rationale•Project Web•Content-Process Matrix•Activity Sheet 1 LA•Activity Sheet 2 Math•Activity Sheet 3 Science•Activity Sheet 4 S. Studies•Activity Sheet 5 Health•Activity Sheet 6 Art•Concept Lesson Plan•Skill Lesson Plan•References


•The focus of our unit is on water.

•Water is essential for the survival of any living organism.

•It is also a daily part of our lives and affects many aspects of our world.

•As vital as water is to our survival, it is also capable of destruction and plays an important role in the weather we experience.

•Water has the power to change the surface of the Earth and exhibits many unique qualities.

•Students will learn about the many roles that water plays on Earth and how we are affected by its power, characteristics, and availability.

•Students will also learn new skills, concepts, and art as we focus on water.




Guiding Question Knowledge Comprehension Application Analysis Synthesis Evaluation

1. What do we know about the water cycle?

Ability to list and describe each part of

the water cycle

Creating word posters to draw, explain and use each part of the water

cycle in a sentence.

2. How much water do you use when you brush your teeth?

Students can multiply and add

data

Students acknowledge that water is a valuable resource in discussion

Brushing teeth demonstration

Students compare amount of water used

when water runs to when we don’t let it

run

3. How are hurricanes formed?

Students can list parts of,

characteristics of, and conditions that create a hurricane

Students discuss role of water in formation of and give real-life examples of

destructive hurricanes

Students use materials to

create/illustrate a hurricane

4. How does the Gulf of Mexico affect Texas?

Students will list 4 marine resources for which the Gulf is the

basis

Students discuss how Texans are affected by

the Gulf during discussion

Students create a model of one way

that a marine resource is used by

Texans

The class will categorize their models

into one of the three marine resources

5. When do we need water?

Students list 4 instances when our bodies need more water than usual.

Students discuss the ways that our body tells us that we need more

water

Illustrations of life without water

Stories to detail and imagine a life without

water

6. How do we use water?

Students can list many uses of water

Students discuss how they and others use

water

Students cut out pictures/words

that represent the ways that water is

used

Students compare the posters

Students create a collage

Students vote and explain why their poster was their

favorite


Guiding Question: What do we know about the water cycle?

Objectives:

1. Students will be able to use five new words from Trevor Day’s Water (See for Yourself) in a paragraph of at least 4 sentences.

2. Students will work cooperatively in groups of 3.

3. Students will use dictionaries effectively to find the meaning of a word and the part of speech.

4. Students will be able to illustrate the new word.

Materials/Resources:

Trevor Day’s Water (See for Yourself), pencils, notebook paper, blank paper, crayons/markers, and dictionaries

Procedures:

1.Tell the students about the book and explain that you’ll be reading the section about the water cycle.2.Instruct students to listen carefully for and write new words.3.Read the water cycle section from Day’s Water (See for Yourself).4.Discuss, summarize, and explain the reading. Be clear and concise when you explain the water cycle.5.Ask students to share what they know about the water cycle and what new words they noticed. Write the new words where all the students can see them.6.Arrange the students in groups of 3 and have each group choose a new word to work with.7.Have the groups find the word in the dictionary and write the definition, part of speech, and a sentence using the new word on a blank piece of paper. Instruct the students to leave room for a picture!8.Have the students draw a picture of the new word or a picture to help them remember what the word means.9.Have each group tape their poster where everyone can see it. 10.Each group should present their work and explain how their picture will help them to remember the new word.

Evaluation: Students will be assessed on the accuracy of their presentation and the quality of their work. Students’ work will also be evaluated after they write one or two paragraphs (of at least 4 sentences) using 5 new words.

Guiding Question: How many quarts of water do you use when you brush your teeth?

Source: http://www.eduplace.com/rdg/gen_act/earth/w_waste.html

Objectives: 1.Students will be recognize that a large amount of water is wasted when the water is left running. 2.Students will be able to multiply the (a) number of quarts of water used while brushing teeth (b) by the number of people who brush their teeth in their household (c) by the number of times per day those people brush their teeth (a*b*c). 3.Students will work cooperatively in groups of 3.Materials/Resources: clean, empty, one-quart milk cartons; measuring cups; toothbrushes; toothpaste; pencils; paper; access to sinks and running water.Procedure: •The teacher will briefly explain the water crisis and why it is important to conserve water.•Students will participate in a discussion about why the water crisis is a concern for us, ways that we can conserve water, and who is affected by the lack of access to clean water. The teacher should help guide discussion and provide information.•After the discussion, the teacher will divide the class into groups of 3.•The groups will work together to collect data. One person will brush their teeth for the duration of the alphabet song (A,B,C,D,E,F,G…), another person will fill milk cartons as the first student brushes their teeth, and the third person will keep track of how many milk cartons are filled.•Once this part is completed, the students will switch roles within their group. One student will brush their teeth for the duration of the alphabet song, one student will use a measuring cup to measure the amount of water used when the faucet is not running during the time that the student brushes their teeth (rinse brush before, rinse after), and the last student will record the amount of water used.•Individually, students multiply the number of family members in their household by the number of times each person brushes their teeth. Then students must multiply that number by the number of cartons filled during the students’ experiment. The teacher should explain that this is the number of quarts of water wasted by one family per day.•Then, students should use the same multiplication process for the second experiment, substituting the number of cups used for the number of milk cartons.•Students will participate in a short discussion about what they learned and observed. The teacher should prompt students to think about the difference their families can make by conserving water. Who and how would this help? How much more water is wasted if we let the water run during other daily activities, like washing dishes in the sink?•The teacher will then ask each student to share the number of quarts their family would waste if they let the water run while they brush their teeth. The teacher will record their answers where everyone can see them.•Students will add these numbers and find the total number of quarts of water would be wasted if all the students’ families let the water run while they brush their teeth.•The teacher will explain that this is a very large number of quarts wasted and, knowing that water is a valuable resource, we should all work to conserve the water we have.Evaluation: Students will be evaluated on the accuracy of the appropriate data collected, completion of/participation of the procedures, and accuracy of the multiplication and addition.

http://www.eduplace.com/rdg/gen_act/earth/w_waste.html

Guiding Question: How are hurricanes formed?

Objectives: Students will be able to label the parts of a hurricane; students will be able to list the conditions that create a hurricane; students will be able to list the characteristics of a hurricane; students will be able to illustrate/create, and label the parts of a hurricane; students will be able to explain the role that water (the ocean) plays in the formation of a hurricane; students will be able to describe the power of hurricanes to cause destruction; students will be able to list real-life examples of severely destructive hurricanes; students will be able to write a summary (3 or more paragraphs) about the information they learned (parts, conditions, power, examples of previously destructive hurricanes, and role of water in the process).Materials/Resources: pencils, notebook paper, blank paper/construction paper, scissors, glue sticks, crayons/markers, newspaper articles/pictures of Hurricane Katrina and Gustav, video of hurricanes, interactive video of formation of hurricanes;Procedures:•The teacher will begin asking students to watch closely and make mental notes of anything special that they see about the object in the video. •Then the teacher will show a video of a hurricane.•In a discussion, the teacher will prompt students to guess what the object in the video was and share anything that they know about the object (hurricanes). The teacher should encourage students to share their experiences about hurricanes. Students should discuss their fears and current beliefs about hurricanes.•After the discussion, the teacher will place a picture (that she can label the parts of) where everyone can see it. The teacher will then describe each part of the hurricane and its function or purpose. The role of water in the formation of hurricanes should also be discussed here. Leave the picture where the students can see it.•Then, the teacher should ask for student input about characteristics of a hurricane and record their answers around the picture where everyone can see it. The teacher should also fill in any missing information and elaborate. A short, interactive video on the formation of a hurricane should follow. This will give a better visualization of the process.•Next, the students should be instructed to create their own hurricane on a piece of paper using markers, crayons, construction paper, and glue sticks. The students should also label the parts of a hurricane and write characteristics of hurricanes along the edges of the paper.•Next, the teacher should show headlines and pictures that describe the destruction that Hurricane Katrina and Gustav wreaked. A discussion should follow that focuses on student concerns, safety precautions, student knowledge, student experiences, and general effects of hurricanes. If the subject is too sensitive for some children, then this part of the activity should be skipped. The teacher should monitor student actions and statements closely.•Finally, a brief review will take place so that students will hear the information again. •The teacher should instruct students that they will need to write a summary of 3 or more paragraphs that includes: the parts of a hurricane, the conditions that create a hurricane, the power of hurricanes, discuss the role of water in the formation of hurricanes, and list one example of a real-life destructive hurricane and describe how it affected many people’s lives. These general topics should be written where everyone can see them.Evaluation: Students will be evaluated based upon the summary they will write and the quality of their paper hurricane. Quality of work, grammar, spelling, including all necessary information, and organization will all be considered in the evaluation of the summary.


Guiding Question: How does the Gulf of Mexico affect Texas?

Objectives: Students will list 3 marine resources from which the Gulf of Mexico is the basis (recreation, gas and oil, and commercial fisheries). Students will be able to describe one way that each of the three resources affects Texas or Texans.Students will be able to categorize different ways that Texans use the resources into three categories.

Materials/Resources: popsicle sticks, glue, stapler, tape, construction paper, foamy/shiny material, card stock, glitter, markers, crayons, ribbon/string, other art supplies, map with a clear visual of Gulf of Mexico, pictures of Texans using the four resources, pencils, and notebook paper.

Procedures:•The teacher will display the map and ask students if they can name the large body of water beneath the United States (point to it).•A discussion should take place in which the name of the body of water (Gulf of Mexico), its location and surrounding areas, and what Texans use it for made clear. The teacher should encourage answers that revolve around the three categories and help all students to share what they know.•Then, the teacher should explain how the class is going to be specifically studying three resources that the Gulf of Mexico provides for Texans: recreation, gas and oil, and commercial fisheries. The teacher should encourage students to share what they know about and their experiences with each resource. The teacher should also provide information that is not shared but should be mentioned and explained (less-known resources and their purposes).•After all the discussion, the teacher will explain that students will build a model (using any art/construction materials) that portrays one way that Texans use the Gulf of Mexico. This can include any of the three marine resources.•Write each of the three resources near the top of the board or at the top of a large piece of paper so that students can categorize their models.•After the students have finished (20-30 minutes), have each student present their model, explain what it is, and place their name under one of the three resource categories: recreation, gas and oil, or commercial fisheries.

Evaluation: Students will write the three marine resources from which the Gulf of Mexico is the basis and describe at least one way that Texas or Texans are affected by each one. Students’ models will also be evaluated for quality, effort, and creativity. Students’ presentation will be evaluated by speaking voice, presentation (includes organization), and accuracy of categorization.

Guiding Question: When do we need water?

Objectives: 1.Students will identify 4 instances in which our bodies need more water than usual. 2.Students will be able to describe the ways that our bodies tell us that we need more water.

Materials/Resources: Pencil, paper, markers, crayons

Procedure:

1.The teacher will begin by asking if anyone can describe experiences where students felt really thirsty. The students will discuss and share thoughts about the experiences (sick, physical activity, heat, and eaten salty foods). The teacher will encourage students to be more specific about their condition when they were thirsty, what they did to quench their thirst, and how they felt afterwards. 2.Then, students and teacher will discuss the ways that our bodies tell us that we need more water (thirst, thirst sometimes mistaken for hunger, sweat, bloating, feeling ill, feeling light-headed, feeling dizzy, blurry vision, seeing “start). The teacher will end the discussion by emphasizing that drinking an adequate amount of clean water will cure and prevent these ailments.3.Next, the teacher will explain that students will create a story and an illustration to address the questions, “What would eventually happen to us if we didn’t have access to clean, drinking water? What would our lives be like without clean water?” The teacher should ask students to consider our health, our way of living, and the discussions students participated in.4.Students will write a story to address the questions and provide 1-3 illustrations.

Evaluation: •Students will write two paragraphs about the instances in which our bodies need more water and how our bodies tell us that we need more water. Students will be evaluated on organization, clarity, including all 4 instances in paragraphs, spelling, grammar, and penmanship. •Students will also be evaluated on the quality of their participation. •Finally, students’ stories and illustrations will be evaluated on neatness, creativity, penmanship, spelling, grammar, organization, and clarity.


Guiding Question: How do we use water?

Objectives:

Students will be able to list different uses of water and make personal connections to their lives.

Materials/Resources:

•Small posters/construction paper•Magazines•Scissors•Glue sticks

Procedures:

•The teacher should discuss how we use water daily and the different ways that we use water. •Student should join the discussion and share what they know and how they use water.•After a brief discussion, the teacher will explain that students are going to create a collage about the many uses of water. •The teacher will explain that students will vote at the end to choose their favorite poster and support their reasoning.•Have the students find pictures and/or words that represent the ways that students use water. •Students should cut out the desired pictures/words and glue to their poster or construction paper.•The teacher should then allow students to share their work and explain the pictures/words that they chose. A brief discussion should follow and the teacher should encourage students to share their observations about and compare the posters.•A silent vote will be taken as students write the name of the student whose poster was their favorite.

•Students will also be asked to support their decision and explain why the poster was his/her favorite. •Students can not choose their own poster and must write their name at the top of their ballot.

•The teacher will read through the votes and have a student mark tallies and keep track of the posters that receive votes. The winner’s poster will be kept on display throughout the unit.

Evaluation:

Students’ work will be evaluated based on the effort put forth, amount and quality of participation, and creativity of the collage.



Topic: The coast and erosional processes


Objectives (to complete all with 90% accuracy): 1.Students will be able to identify and describe wave-cut cliffs, wave-cut platforms, marine terraces, sea arches and sea stacks (erosional processes).2.Students will be able to create examples of these erosional processes.3.Students will be able to identify the role that ocean waves play in the erosional processes.4.Students will be able to write at least 4 sentences about these erosional processes.

TEKS:

Science 112.6B(11) Science Concepts: The student knows that the natural world includes earth materials and objects in the sky. The student is expected to: (B) Summarize the effects of the oceans on land.Language Arts 110.6B (1)Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to:

a) Determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciateb) Eliminate barriers to effective listeningc) Understand the major ideas and supporting evidence in spoken messages

(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker’s message(s). The student is expected to:a. Interpret speakers’ messages (both verbal and nonverbal), purposes, and perspectivesc. Distinguish between the speaker’s opinion and verifiable factd. monitor his/her own understanding of the spoken message and seek clarification as needed. (15C) Writing/Purposes. The student writes to inform such as to explain, describe, report, and narrate. (16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly. (17) Writing/spelling. The student spells proficiently. (18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.


Instructional Materials:

Pencil, paper, play-doh (enough for each group to work with), pictures of erosional processes, video of erosional processes, paper towels to dry hands

Procedure:

•The teacher will split the class into groups of 3-4 students.•The teacher will introduce the concept of erosional processes by asking students if they have ever built a sand castle and what happened if the waves ever reached the sand castle.

•The teacher will record these observations and experiences on the board where the students can see them.•The teacher should ask questions like:

•How did the waves change the size of the castle?•How did the waves change the shape of the castle?•Did the sandcastle transform into another recognizable figure?

•After some discussion and guidance, the teacher will briefly explain how the answers apply to their objectives, how the ocean waves can shape the coast, and introduce the names of the fives erosional processes. •The teacher will show pictures of the five erosional processes.•The teacher will ask the students to make observations and note the differences between the pictures. Students will participate in a discussion about what they see. The teacher will guide the students’ discussion so that students begin to notice the similarities and relationships between wave-cut cliffs, wave-cut platforms, and marine terraces.

•For example, the teacher might suggest that some of the pictures are takes in the same place at different times.•The teacher should also encourage students to talk about what they already know about these processes and coastal transformations.

•The teacher will then show some videos that demonstrate the erosional processes so that students will have a better visualization about these processes.•The students will then work in groups to use play-doh to create examples of each erosional process.

•The teacher will encourage students to modify their creations as they visualize the process. •Each student should have a turn to mold and modify the processes as they work in groups.•The teacher will monitor the groups as they work.

•As soon as the groups feel that they have had ample time to work with the play-doh, the students will clean up.•The students will then participate in a short discussion about what they have observed, noticed, and learned about the processes.

•The teacher will encourage students to share until all the information introduced as been mentioned.•After the discussion, the students will individually write at least 4 sentences about the processes they have learned about.


Summary:

Through visual, oral, and sensory activities, students should have a comfortable grasp on the concepts introduced in this lesson. The students should be able to name, describe, and draw/create an example of each of the five processes. The students should also be able to identify each of the processes introduced. Students should be able to describe the role of the ocean waves in these processes.

Assessment:

•The teacher will post five pictures of the erosional processes at the front of the room. The pictures will be labeled 1, 2, 3, 4, and 5.•Using pencil and paper, students will be required to write the name of each process with at least 80% accuracy.•Students will also be evaluated by the amount of participation and the effort made during the procedures.


Topic: Simple conversions for units of capacity


Objectives:Given a measurement equivalent chart, students will be able to convert between cups, pints, quarts, liters, and gallons with 80% accuracy.

Related TEKS:111.16 Mathematics (b) Knowledge and skills (4.11) Measurement: The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to (b) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system.

Prerequisites: ability to add, subtract, multiply, and divide whole numbers

Instructional Materials•A list of conversion problems for students to solve during the input phase•A worksheet of conversion problems for students to solve during guided practice•A worksheet of conversion problems for students to solve during independent practice•Measurement equivalent handouts (milliliters, liters, cups, pints, quarts, gallons) for students to refer to while working independently•Access to water to use during demonstrations•8 labeled liter bottles for students to measure the amount of water•8 Measuring cups (1 measured cup) for students to measure the amount of water•8 labeled 1-quart milk cartons for students to use to measure the amount of water•8 labeled 1-Gallon milk cartons for students to measure the amount of water•8 buckets large enough to hold 6 quarts of water so that students can use the same water for all the questions and empty their containers into the buckets after they answer each question•8 labeled 1-pint cups for students to measure the amount of water•Paper towels for students to use to clean up after the guided practice.•Pencils and paper so that students can discuss, calculate, and record their answers.

Procedure

Anticipatory Set: The teacher fills a 1-gallon milk carton with water. S/he asks the class how they might describe the amount of water in the carton. The teacher records the answers where everyone can see them.

Purpose of the ObjectiveThe teacher explains that although we use a lot of subjective words (like a lot, a bunch, a ton, a glass, a pot, etc) to describe an amount of liquid, there are words to describe a specific amount of water (like a cup, a liter, a quart, a gallon, etc). We use these specific measurements to describe the capacity of an object. The capacity of an object refers to how much that object can contain.The teacher states that today’s lesson is going to focus on the capacity of objects and converting the capacity to an equal amount of smaller or larger units. For example, this container (the one used in the anticipatory set) is actually a 1-gallon container. Since we have filled the container to the top, the container is now holding a gallon of water. Our focus after this point is to find an equal amount of this water in a smaller unit, like quarts. The teacher distributes the handouts with the measurement equivalents.The teacher asks the students to look at the chart and determine how many quarts are in a gallon. The students should be able to find the answer and tell the teacher that 4 quarts are in a gallon.The teacher explains that being able to find alternate measurement equivalents is an important skill because many objects are labeled by their capacity and we also use these types of measurement in cooking.

InputThe teacher describes the steps of each task to the students:Read the question on the worksheet. “How many cups are in a gallon?”Find the two key words of measurement in the question. For this question, the key words are cups and gallon. Since the first key word is cups, this means that you are to use the measuring cup to fill the container with the capacity of the second key word (gallon). Make sure the bucket and your 1-gallon container are side-by-side to avoid a mess when measuring water. Use the measuring cup to measure water from the bucket and carefully pour into the container. Record the number of cups you use to fill the 1-gallon container (16 cups). Write the answer after the question, “How many cups are in a gallon?” After you have found your answer, carefully pour the water back into the bucket.Answer the follow-up question: “Using the number of cups used to fill a 1-gallon container, find the number of quarts that will fill a 1-gallon container. Use only pencil and paper.” The teacher should demonstrate the exercise. The students should consult their chart and write that 4 cups equals one quart. Then they should write that 4 quarts equal a gallon. The teacher should ask students how they could set up the problem. Eventually, the students should set up the problem as 16 cups/4 quarts = 4 quarts to fill a 1-gallon container.Answer the last follow-up question: “What do you notice about the number of cups and the number of quarts used to fill the container? What’s different about the numbers and what’s the same about the amount?” The teacher should ask for student input about this question and see if students can determine that although we used different numbers of quarts and cups to fill the container, each can be said to be the same amount of one gallon of water!


ModelingThe teacher will model the tasks during the input phase of the lesson. As she describes each task, she will do each one and ask for student assistance. She will encourage students to answer the questions as she moves through the demonstration and how to do the tasks.

Check for UnderstandingBefore the teacher moves on to the next task, she should ask students if they understand the new vocabulary (like capacity), ask students to share examples, and ask students to share what they already know about converting from one unit to another. The teacher should also ask students to repeat the task just described and briefly explain the procedures. The teacher should also ask students how they are going to conserve their water (by pouring water back into the buckets to reuse) and how they are going to avoid spills and splashing (helping each other and keeping containers close together). The teacher should also ask students how to tell which container to use to fill up another container (first and second key words). Most important, the teacher should demonstrate the conversion by hand as much as necessary so that students will be comfortable with the process.

Guided Initial PracticeThe teacher should divide the class into groups of 3-4 students.The teacher gives each group a worksheet with 10 problems (like those from the input phase) to complete. Some conversions to complete are: cups to liter, pints to gallon, and cups to quart.The teacher monitors the groups carefully as they work and is available for guidance.Groups turn in their worksheets to the teacher when they are done and help the teacher clean up any spills or messes.

Summary and Assessment

Independent PracticeThe students are given a worksheet with ten problems similar to those used in the input phase and guided practice. Students are to work by themselves with only a measurement equivalent chart to guide them. The worksheets are to be completed with 80% accuracy indicative of achievement at a mastery level.

ClosureThe teacher asks the class to share what they have learned and ways to apply their new knowledge. The teacher should elaborate on how the students can use this skill in the future and provides a few real-life examples (like recipes or drinks) for the class to keep. The teacher should also challenge the class to answer the following question as fast as they can: “How many cups can fill up a 1-gallon container?” Ask them how confident they are in their answer, how different their answers are now from when they first answered (look at the words on the board), and how they felt when you asked them the question the first time.


http://madetolearntogether.files.wordpress.com/2008/11/img_1957.jpg


Directions:

Take assignment out of the “To Do” pocket. Read the assignment overview on the next flap. There are examples on the third flap. Complete the questions on the worksheet. Put assignment into “Turn In” pocket. Using latitude and longitude, find the capitals closet to the given pair of coordinates, find the capitals between 4 given sets of coordinates, or find the capital located at a given set of coordinates

For Example:•What capital is the closest to the coordinates 400 N, 1200W?Answer: Carson City, Nevada•What capitals are between the coordinates: (350N, 900W), (300N, 900W), (300N, 800W), and (350N, 800W)?Answer: Tallahassee, FL, Atlanta, GA, Montgomery, AL, Raleigh, SC•What capital is located at 400N, 900W?Answer: Springfield, IL

Directions:

Take assignment out of the “To Do” pocket. Read the assignment overview on the next flap. There is an example on the third flap. Complete the questions on the worksheet. Put assignment into “Turn In” pocket. Using latitude and longitude, find the body or bodies of water within the given set of 4 coordinates.

For example:What body of water is between the coordinates: (150N, 1000W), (150N, 750W), (300N, 1000W), (300N, 800W)?Answer: Gulf of Mexico

Directions:

Take assignment out of the “To Do” pocket. Read the assignment overview on the next flap. There is an example on the third flap. Complete the questions on the worksheet. Put assignment into “Turn In” pocket. Using the map scale, find the distance in miles between two given cities. Using the compass rose and following directions, locate a city in relation to another city.

For example:What is the distance in miles between Lubbock and Houston?Answer: 433.33 milesWhat city is directly southwest from Abilene?Answer: Midland


Lutgens, F.K. & Tarbuck, E.J. (2009). Essentials of Geology (10th ed.). Upper Saddle River, NJ: Pearson Merrill.

Coastal landform processes. Retrieved November 8, 2008 from http://www.physicalgeography.net/fundamentals/10ac.html

Elementary curriculum unit. Retrieved November 8, 2008 from http://www.water.org/waterpartners.aspx?pgID=907

Facts. Retrieved November 10, 2008 from http://gulfmex.org/facts.htm

Gulf of Mexico. Retrieved November 9, 2008 from http://www.tshaonline.org/handbook/online/articles/GG/rrg7.html

Measurement equivalent chart. Retrieved November 10, 2008, from http://www.pioneerthinking.com/measure.html

Pictures. Retrieved November 8, 2008, from http://www.sou.edu/Geography/JONES/GEOG111.112/lectures/chap20a.pdf

Pictures. Retrieved November 12, 2008, from http://www.graphicmaps.com

Tooth brushing activity. Retrieved November 10, 2008 from http://www.eduplace.com/rdg/gen_act/earth/w_waste.html

http://www.physicalgeography.net/fundamentals/10ac.html

http://www.water.org/waterpartners.aspx?pgID=907

http://gulfmex.org/facts.htm

Documents

November 2008Kathryn Cisneros. November 2008Kathryn Cisneros Rationale Project Web Content-Process Matrix Activity Sheet 1 LA Activity Sheet 2 Math Activity