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Project GLADSalem-Keizer Public Schools - Oregon

WATER: AN ESSENTIAL RESOURCE(Level 5)

Idea Pages

I. UNIT THEME

Water needs to be conserved because it is essential to life. Individual and community based responsibility to take care of water

around the world. Respect for and responsible use of water as a natural resource.

II. FOCUSING/MOTIVATION

Observation charts Inquiry charts Picture file cards Teacher made Big Book Read alouds Super scientist awards Field trip Experiments Realia Cognitive content dictionary Microscopic observation Guest speaker

III. CLOSURE

Field trip Letters to congress/senate Adopt a stream Reports Presentations Exam- student generated or chapter test Conservation brochure Organized fund-raiser Reflective journal on service learning Team Exploration

Water: An Essential Resource – Level 5 ORSalem-Keizer Public Schools (Project GLAD 06/08) 1

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IV. CONCEPTS

Understand the properties and limited availability of the materials which make up the Earth.

Understand how people and the environment are interrelated. Understand, recognize, and interpret change and continuity over time. Recognize that the supply of many resources is limited, and that resources

can be extended through recycling and decreased use. Identify cause and effect relationships Recognize that discarded products contribute to the problem of waste

disposal. Make observations. Ask questions or form hypotheses based on

observations, which can be explored through scientific investigations. Recognize the affect of life style choices on availability of resources.

V. VOCABULARY

hydrologist resource renewable conservationreservoir irrigation aqueduct hydroelectric damwater cycle water treatment plant pollutant sewagechemical sediment silt pesticideherbicide insecticide citizen glacieressential climate precipitation civilizationFertile Crescent turbines intake screen generatorelectricity responsibility environment water qualityaquatic life representatives toxin organicthermal fertilizer eutrophication evaporatecondense livestock algae contaminantseptic tank pathogens bacteria choleradysentery typhoid debris birth defectsflocculation tank filtration tank clear well sourcesolution industrial waste agriculture acid raintransportation global warming erosion recreationnutrients phosphorous nitrogen carbonwaste water fossil fuels petroleum water wayhepatitis regulations agencies arid


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VI. STANDARDS

Oregon State Standards

SciencePhysical Science Recognize that a substance can exist in different states of matter (e.g., ice,

water, and water vapor). Identify ways to produce heat including electricity, and as a by-product of

mechanical and electrical machines.

Life Science Identify conditions that might cause a species to become endangered or

extinct.

Earth/Space Science Recognize that the supply of many resources is limited, and that resources

can be extended through recycling and decreased use. Recognize that discarded products contribute to the problem of waste

disposal.

Scientific Inquiry Make observations Provide some support or background which is relevant to the

investigation. Ask questions related to observations. Form hypotheses using relevant background knowledge. Communicate clearly. Write observations Record reasonable data or observations generally consistent with the

planned procedure.

Unifying Concepts and Processes Identify interactions among parts of a system. Identify systems.

Understand that something may not work as well (or not at all) if a part of it is missing, broken, worn out, mismatched, or misconnected.


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History and Nature of Science Identify different ways and places in which a variety of people practice

science. Make challenges to an explanation based on the differences between

observation and inference.

Science and Social Perspective Recognize the affect of lifestyle choices on availability of resources. Give examples in which scientific developments help keep us safe. Explain that using technology to solve a problem may create other

problems.

Science and Technology Design a scientific project with limited time, materials, and information.

Social Sciences Civics and Government

Understand how citizens can learn about public issues. Identify and give examples of resources that provide information about

public issues. Identify and give examples of how individuals can influence the actions

of government. Identify and give examples of actions citizens can take to influence

government policy and decision making. Recognize and give examples of how nations interact with one another

through trade, diplomacy, cultural contacts, treaties, and agreements. Economics

Know that whenever a choice is made, there is a cost. Recognize examples of how nations interact economically.

Geography Define basic geography vocabulary such as concepts of location,

direction, distance, scale, movement, and region using appropriate words and diagrams.

Know and use basic map elements to answer geographic questions or display geographic information.

Examine and understand how to prepare maps, charts, and other visual representations to locate places and interpret geographic information.

Use maps and charts to interpret geographical information. Understand how physical geography affects the routes, flow, and

destinations of migration.


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Identify and give examples of issues related to population increases and decreases.

Understand how physical environments are affected by human activities. Understand how and why people alter the physical environment. Describe how human activity can impact the environment. Understand how human activities are affected by the physical

environment.

History Interpret data and chronological relationships presented in timelines and

narratives. Identify cause and effect relationships in a sequence of events. Understand how history can be organized using themes, geography, or

chronology.

Social Science Analysis Examine an event, issue, or problem through inquiry and research. Gather, use, and document information from multiple sources. Identify and study two or more points of view of an event, issue, or

problem. Identify characteristics of an event, issue, or problem, suggesting

possible causes and results. Identify a response or solution and explain why it makes sense, using

support from research.

Health Education Identify and access resources at home, at school, and in the community

for health and safety information. Analyze influences on health and well being. Advocate for the benefits of safe and healthy actions and environments

at home, at school, and in the community.

English Language Arts

Writing Use a variety of strategies to prepare for writing, such as brainstorming,

making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.

Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate. Spell correctly roots or bases of words.


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Use correct capitalization. Write summaries using formal paragraph structure. Write business letters to request information. Spell prefixes correctly. Discuss ideas for writing with classmates, teachers, and other writers,

and develop drafts alone and collaboratively. Identify audience and purpose. Spell suffixes correctly. Ensure that verbs agree with their subjects. Use the writing process—prewriting, drafting, revising, editing, and

publishing.

Fictional Narratives Show through description rather than tell events

of the story.

Responses to Literature Support interpretations through references to the text and prior

knowledge. Develop interpretations that exhibit careful reading and understanding. Write research reports about issues, ideas, or events. Use a variety of information sources.

Persuasive Compositions State a clear position in support of a proposal. Support a position with relevant evidence. Follow a simple organizational pattern. Address reader concerns.

Expository: Research Reports/Multimedia Presentations Create simple documents using a computer. Use a thesaurus to identify alternative word choices and meanings. Use organizational features of printed text to locate relevant information.

Reading Decoding and Word Recognition

Read aloud grade-level narrative text and informational text fluently and accurately Read or demonstrate progress toward reading at an independent and instructional level appropriate to grade level.


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Listen to and Read Informational and Narrative Text Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. Make connections to text, within text, and among texts across the subject areas. Understand and draw upon a variety of comprehension strategies as

needed.

Vocabulary Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas. Develop vocabulary by listening to and developing both familiar and conceptually challenging selections read aloud across the subject areas. Determine meanings of words using contextual and structural clues. Use word origins to determine the meaning of unknown words and

phrases

Read to Perform a Task Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs. Use the features of informational texts to find information and support understanding. Find information in specialized materials. Follow multiple-step directions.

Informational Text: Demonstrate General Understanding Recognize and/or summarize sequence of events and main ideas

presented in informational texts, identifying evidence that supports those ideas.

Identify key facts and information after reading several passages or articles on the same topic.

Informational Text: Develop an Interpretation Predict future outcomes supported by the text. Draw inferences, conclusions, or generalizations about main ideas in

text, and support them with textual evidence and prior knowledge. Determine unstated ideas and concepts.


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Informational Text: Examine Content and Structure Determine the author’s purpose and relate it to specific details in the

text. Draw conclusions about whether portions of the passage are facts or opinions. Recognize and analyze characteristics of persuasive text. Evaluate new information and ideas by testing them against known

information and ideas. Listen to and Read Literary Text

Listen to text and read text to make connections and respond to a wide variety of significant works of literature. Demonstrate listening comprehension of more complex text through

class and/or small group interpretive discussion. Literary Text: Demonstrate General Understanding

Identify and/or summarize sequence or events, main ideas, and supporting details. Identify the main events of the plot, their causes, and the influence of Specific events on future actions.

Literary Text: Develop an Interpretation Predict future outcomes supported by the text. Identify the qualities of the character and analyze the effect of these qualities on the plot and the resolution of the conflict.

Identify the theme. Draw inferences, conclusions, or generalizations about text, and

support them with textual evidence and prior knowledge.

English Language Proficiency Decoding and Word Recognition Beginning

Recognizes sound/symbol relationships in own writing. Recognizes English phonemes that correspond to phonemes students already hear and produce while reading aloud. Reads aloud simple words in stories or games.

Early Intermediate Recognizes common English morphemes in phrases and simple sentences. While reading orally, recognizes and produces common English phonemes that do not correspond to phonemes students already hear and produce.


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Reads aloud own writing of narrative and expository text with some pacing, intonation, and expression.

Intermediate Use common English morphemes in oral and silent reading. Pronounces most English phonemes correctly while reading aloud. Reads aloud narrative and expository texts with appropriate pacing, intonation, and expression.

Early Advanced Applies knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas. Demonstrates progress towards reading at an independent reading level. Reads aloud increasingly complex narrative and expository texts

with appropriate pacing, intonation, and expression. Advanced

Demonstrates progress towards reading at an independent and instructional reading level. Reads aloud grade level narrative and informational text with appropriate pacing, intonation, and expression.

Vocabulary Beginning

Uses appropriate familiar vocabulary in reading Uses pictures and observations to meet basic needs in social and academic settings. Demonstrates comprehension of simple vocabulary with an

appropriate action. Early Intermediate

Uses appropriately familiar and content-related vocabulary in reading. Uses knowledge of English morphemes, phonics, and syntax to decode and determine the meaning of unfamiliar words in simple sentences. Recognizes some common roots and affixes when attached to known vocabulary.

Intermediate Uses appropriate content-related vocabulary in discussions and reading. Uses expanded vocabulary and descriptive words and paraphrasing. Uses reading knowledge of English morphemes, phonics, and syntax to decode, determine, and interpret the meaning of unfamiliar words

in written texts. Uses some less common roots and affixes when attached to known vocabulary.


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Early Advanced Recognizes words that sometimes have multiple meanings in

literature and texts in content areas. Uses reading knowledge of English morphemes, phonics, and syntax

to decode, determine, and interpret the meaning of unfamiliar words with 50% accuracy.

Applies knowledge of less common roots and affixes when attached to known vocabulary and analyzes meaning of complex words.

Advanced Recognizes that words sometimes have multiple meanings and

applies this knowledge consistently. Determines meaning of words using knowledge of root words,

affixes, suffixes, and contextual clues with 75% accuracy. Applies knowledge of less common roots and affixes and analyzes

the meaning of complex words with teacher support.

Listen to and Read Informational and Narrative Text Beginning

Listens to, reads, and retells simple stories from a variety of informational and narrative text using drawings, words, or phrases. Listens to familiar texts and makes personal connections. Demonstrates listening comprehension of familiar text using

drawings, words, or phrases. Early Intermediate

Listens to, reads, and retells simple stories from a variety of informational and narrative text. Listens to, reads text, and makes connections to self and to text. Demonstrates listening comprehension of familiar text across

the subject areas. Intermediate

Listens to and reads text from a variety of informational and narrative text. Makes connections to text and within texts across the subject areas with teacher support. Demonstrates listening comprehension of text through class and/or

small group discussions across the subject areas.


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Early Advanced Listens to, reads, and understands text from a variety of

informational and narrative text with teacher support. Makes connections to text and within texts across the subject areas. Demonstrates listening comprehension of text through class and/or

small group interpretive discussions across the subject areas with teacher support.

Read to perform a task Beginning

Identifies relationship between simple text read to them and their own experiences. Responses may be non verbal.

Responds to stories read to them using nonverbal communications. Reads simple text supported by pictures, photographs, illustrations,

and teacher-developed guides that support text. Early Intermediate

Reads and identifies relationships between written text and their own experiences using key words and simple phrases. Responds to stories read to them by answering factual

comprehension questions using one or two-word responses. Reads text supported by pictures, photographs, illustrations, and

teacher developed guides that support text. Intermediate

Reads and uses sentences to describe relationships between text and their own experiences. Reads and listens to simple stories and demonstrates understanding by using simple sentences to respond to explicit detailed questions. Reads textbooks, biographical sketches, letters, diaries, directions,

procedures, magazines, news stories, and almanacs supported by illustrations and teacher developed guides that support text.

Early Advanced Compares relationships between text and their experience using detailed sentences. Use detailed sentences to respond to comprehension questions with teacher support. Reads textbooks, biographical sketches, letters, diaries, directions,



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Advanced Compares and contrasts relationships between texts and their experiences. Fluency approximates that of non-ELL peers. Uses detailed sentences to respond to comprehension questions

about written text. Reads textbooks, biographical sketches, letters, diaries, directions,


Informational Text: Demonstrate General Understanding Beginning

Identifies the basic sequences of events or main ideas in stories read to them, using key words, phrases, and pictures.

Defines and identifies key facts using a familiar sentence Early Intermediate

Identifies or summarizes the basic sequence of written text or main ideas of informational text using simple sentences. Identifies key facts using several passages on a familiar topic.

Intermediate Reads and uses detailed sentences to identify or summarize

sequences of events or main ideas of informational text and provides supporting details.

Identifies key facts and information using several passages on the same topic.

Early Advanced Describes or summarizes sequence of events, main ideas, and supporting details of informational text. Identifies key facts and information using several passages and

articles on the same topic. Advanced

Describes or summarizes sequences of events, main ideas, and supporting details with teacher support. Identifies key facts and information using several passages and

articles on the same topic from different sources with teacher support.

Informational Text: Develop an Interpretation Beginning

Predicts outcomes supported by the text using pictures, drawings, or words.

Identifies examples of fact/opinion in familiar texts read to them.


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Early Intermediate Predicts outcomes supported by the text using simple sentences. Uses resources in the text to draw conclusions and make inferences.

Intermediate Predicts outcomes supported by the text using sentences. Uses resources in the text to distinguish between fact/opinion,

inference, and cause/effect in text. Early Advanced

Predicts outcomes supported by the text using more complex sentences. Identifies some significant structural and organizational patterns in text, such as sequence/chronological order, and cause/effect.

Advanced Predicts future outcomes supported by the text. Draws inferences, conclusions, or generalizations about main ideas in text with teacher support.

Informational Text: Examine Content and Structure Early Intermediate

List known information and new information provided in familiar informational text.

Intermediate Identifies characteristics of persuasive text. Identifies new information and ideas in informational texts.

Early Advanced Recognizes and differentiates persuasive text from expository or

narrative text. Recognizes additional information and ideas provided for known information and ideas.

Advanced Analyzes characteristics of persuasive text with teacher support. Evaluates new information and ideas by testing them against known information and ideas with teacher support.

Listen to and Read Literary Text Beginning

Demonstrate listening comprehension of familiar literary text using drawings, words, or phrases.

Early Intermediate Demonstrates listening comprehension of some familiar literary text using simple sentences.


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Intermediate Demonstrates listening comprehension of literary text through class and/or small guided group discussions.

Early Advanced Demonstrates listening comprehension of literary text through class and/or small-group guided discussions.

Advanced Demonstrates listening comprehension of more complex literary text through class and/or small guided group interpretive discussions.

Literary Text: Demonstrate General Understanding Beginning

Identifies main ideas and basic sequence of events in stories read to them, using graphics, key words, or pictures.

Identifies the main events of the plot using nonverbal communication such as pictures, tables, or other graphics.

Early Intermediate Identifies the basic sequence of written text and identifies or

summarizes the main ideas of literary texts using simple sentences.

Identifies main events of the plot using simple sentences. Intermediate

Reads and uses sentences to identify or summarize sequence of events and main ideas of literary text and provides supporting details.

Reads and identifies the main problem of a pot and how it is resolved in a literary text. Early Advanced

Describes or summarizes sequence of events and main ideas and supportive details or literary text using detailed sentences.

Reads, and in writing, identifies main events of a plot and how it is resolved in a literary selection. Advanced

Describes or summarizes sequence of events and main ideas and supporting details, including supporting evidence of literary text, with teacher support.

Identifies main events of plot, their causes, and the influence of specific events on future actions with teacher support.


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VII. Resources and Materials

Books for Students

Non-Fiction: Oil Spill Berger, Melvin What If We Do Nothing? Earth’s Water Crisis Bowden, Rob Water Pollution Donald, Rhonda Lucas Our Dirty Water Elliot, Sarah Keeping Water Clean Frost, Hellen The Hoover Dam: A Monument of Ingenuity Gabriel, Luke S. Caring for Our Water Greene, Carol Pollution and Conservation Hunter, Rebecca A Cool Drink of Water Kerley, Barbara Keeping Water Clean (Protecting Our Planet) McLeish, Ewan Our World Water Morris, Neil Hydroelectric Power Sherman, Josepha Planet Under Pressure: Water Spilsbury, Louise and Richard The Wonders Of Water Stewart, Melissa Water Pollution Stille, Darlene R. Water Power Webster, Christine

Fiction: The Trip of a Drip Cobb, Vicki The Magic School Bus: At The Waterworks Cole, Joanna and Bruce

Dagen A Drop In My Drink Hooper, Meredith Jean A Drop Around The World McKinney, Barbara Shaw One Well: The Story Of Water On Earth Strauss, Rochelle

Teacher Resources www.tva.gov/power/hydro.htm http://en.wikipedia.org/wiki/Hydroelectricity www.cityofsalem.net http://www.water-pollution.org.uk/types.html http://www.water-pollution.uk/causes.html http://www.water-pollution.org.uk/treating.html http://www.water-pollution.org.uk/preventingyou.html www.nationalgeographic.com http://www.protectingwater.com/household.html http://www.protectingwater.com/agriculture.html


http://www.protectingwater.com/agriculture.html

http://www.protectingwater.com/household.html

http://www.nationalgeographic.com/

http://www.water-pollution.org.uk/preventingyou.html

http://www.water-pollution.org.uk/treating.html

http://www.water-pollution.uk/causes.html

http://www.water-pollution.org.uk/types.html

http://www.cityofsalem.net/

http://en.wikipedia.org/wiki/Hydroelectricity

http://www.tva.gov/power/hydro.htm

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http://www.protectingwater.com/automobile.html http://www.protectingwater.com/urban.html http://www/umich.edu/~gs265/society/waterpollution.htm www.grinningplanet.com http://mbgnet.net/fresh/pollute.htm http://www.blueplanetbiomes.org/climate.htm http://www.cristalinks.com http://www.su.edu/faculty/steabo/twolford555/aztec_agriclture.htm http://www.inforoma.it/feature.php?lookup=aqueduct


http://www.inforoma.it/feature.php?lookup=aqueduct

http://www.su.edu/faculty/steabo/twolford555/aztec_agriclture.htm

http://www.cristalinks.com/

http://www.blueplanetbiomes.org/climate.htm

http://mbgnet.net/fresh/pollute.htm

http://www.grinningplanet.com/

http://www/umich.edu/~gs265/society/waterpollution.htm

http://www.protectingwater.com/urban.html

http://www.protectingwater.com/automobile.html

Unit Planning Pages

I. FOCUS/MOTIVATION Observation Charts Cognitive Content Dictionary with Signal Word Inquiry Charts Picture File Cards Big Book: The Important Book About Water Read Alouds: variety of sources Super Scientist Awards Field Trips Science: Experiments/Explorations

o water samples (evaporated and contaminated)o collect water from a variety of sourceso water quality testso keep learning log

Realia related to water

II. INPUT Read Alouds Graphic Organizer- World Map- Water Around the World Pictorial Input- Hydroelectric Dam: Cause and Effect Comparative Input- Protecting Our Water Quality Narrative Input- Juan’s Journey Primary Language: Preview/Review 10/2 Lecture with primary language groups

III. GUIDED ORAL PRACTICE T-Graph for social skills: Responsibility Chants/Poetry

o I Know A Damo I Know A Hydrologisto Toxins Here, Toxins Thereo Is This A Pollutant? Yes Ma’am!o Water Quality Bugalooo E-N-ER-G-Yo Water Transport Sound-off

Picture File Activities Exploration Report- Water Samples Sentence Patterning Chart- hydrologists Process Grid Team Tasks Science: Direct Explorations


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IV. READING/WRITINGA. TOTAL CLASS MODELING

Chants and poetry Cooperative Strip Paragraph with responding, revising, and editing Story Map with Narrative Input Chart Listen and Sketch Poetry Frames Found Poetry Flip Chant DRTA

B. SMALL GROUP PRACTICE- Anything modeled whole class Focused Reading Team Tasks Expert Groups

o Chemical Pollutiono Thermal Pollutiono Suspended Mattero Nutrient Pollution

Ear-to-Ear Reading Cooperative Strip Paragraph Flexible Reading Groups

o ELD Groupso Struggling/Emergent Readerso At or Above Grade Level Readerso Heterogeneous & Leveled

C. INDIVIDUAL USE Learning Logs Reading/Writing Choices Cognitive Content Dictionary Interactive Journals All Team Tasks taken to Individual Tasks

D. WRITER’S WORKSHOP Mini-Lesson Writing Author’s Chair Conferences Publishing


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V. EXTENDED ACTIVITIES FOR INTEGRATION

Guest speakerso Hydrologisto City workers- water treatment employees

Study of local drinking water sources and quality Study of local natural water sources and quality

VI. CLOSURE/EVALUATION/ASSESSMENT Class or Team Big Book Team Power-Point Presentations Team Evaluation Sheet Summary Letter to Parents Group Frames and Learning Logs Individual Tasks Portfolio Assessment: Teacher and Self-Assessment Teacher and Student made quizzes Focus Reading Process all charts Letter to local representatives


Project GLAD WATER: AN ESSENTIAL RESOURCE (Level 5)

SAMPLE DAILY LESSON PLANS

DAY ONE:

FOCUS/MOTIVATION Scientist Awards- 3 standards- Zero Noise Signal Cognitive Content Dictionary with Signal Word Observation Charts Inquiry Chart Teacher made Big Book: The Important Book About Water Portfolios Prediction/Reaction Guide

INPUT Graphic Organizer: World Map- Water Around the World

o 10/2 Lecture with primary language supporto Learning Logso ELD Review

GUIDED ORAL PRACTICE

T-Graph for social skills – responsibility Picture file activities: free exploration, classify, organize, list, group, label Exploration Report Chant: Water Transport Sound-Off

INPUT Pictorial Input Chart – Hydroelectric Dam

o 10/2 Lectureo Learning Logso ELD review

FOCUS/MOTIVATION Chant: E-N-ER-G-Y!

READING/WRITING Writers’ Workshop

o Mini-lessono Writingo Author’s chairo Conferences


SAMPLE DAILY LESSON PLANSPage 2

CLOSURE Chants Read Aloud Process charts and chants Interactive Journals Home-School Connection 1: Water Sources at Your Home

DAY TWO:

FOCUS/MOTIVATION Super Scientist Awards – 3 standards Cognitive Content Dictionary with Signal Word Process Home-School Connection

INPUT Review all inputs with word cards Read Aloud

GUIDED ORAL PRACTICE Chants – highlight, sketch, picture file cards

INPUT Narrative Input – Juan’s Journey Comparative Input – Protecting Our Water Quality

o 10/2 Lectureo Learning Logso Primary Language Review

GUIDED ORAL PRACTICE Review T-Graph for Social Skills: Responsibility Expert Groups

o Team Tasks

READING/WRITING Writers’ Workshop

o Mini-lessono Writingo Author’s Chairo Conferences



CLOSURE Interactive Journals Home-School Connection 2: Water Irrigation and Recreation

DAY THREE:FOCUS/MOTIVATION

3 Standards/Awards Cognitive Content Dictionary with Signal Word Process Home-School Connection Review Input Charts with word cards Review Narrative Input with Word Cards and Conversation Bubbles Chants: highlight, sketch, picture file cards

GUIDED ORAL PRACTICE Chant: Water Quality Bugaloo Sentence Patterning Chart

o Reading/Trading gameo Flip Chant

Expert Groupso Team Tasks

Organic Pollutant Mind Map Process Grid

READING/WRITING Cooperative Strip Paragraph

o Reado Respondo Reviseo Edit

Writers’ Workshopo Mini-lessono Writingo Author’s Chairo Conferences

CLOSURE Home-School Connection 3: Water Interview



Interactive Journals Process charts Poetry

DAY FOUR:

FOCUS/MOTIVATION 3 Standards/Awards Cognitive Content Dictionary with Stumper Word/Student Selected Process Home-School Connection

READING/WRITING Story Map from Narrative Input

GUIDED ORAL PRACTICE Chants Process T-Graph oral evaluation

READING/WRITING Flexible Group Reading

o Group Frame from Narrative Input/ELD story retello Clunkers and Links (SQ3R with at or above grade level readers)o Team Tasks

CLOSURE Process Inquiry Chart Home-School Connection Chants Interactive Journal

DAY FIVE:

FOCUS/MOTIVATION 3 Standards/Awards Cognitive Content Dictionary with “Stumper Word”- student selected vocabulary Process Home-School Connection Read Teacher Made Big Book



READING/WRITING Listen and Sketch Ear-to-Ear Reading: Poetry Booklet Flexible Group Reading

o Cooperative Strip Paragraph – Struggling/Emergent Readers Review Chants Read Aloud Found Poetry

GUIDED ORAL PRACTICE Team Tasks

o Written Evaluationo Presentation

READING/WRITING Focused Reading with personal Cognitive Content Dictionary Writers’ Workshop

o Mini-lessono Writingo Author’s Chairo Conferenceso Publishing

CLOSURE Letter to local representative or agency Process the week- What helped you learn? Process Inquiry Chart Team Big Book Presentations


THE IMPORTANT BOOK ABOUT WATERBig Book Text

Written by: Shawn Bishop, Alison Paulus, and Leslie Stewart

The important thing about water is that it’s essential to all life. We are responsible to protect and conserve this natural resource.

Water is so important because all living things need it to survive. Without enough clean water, humans, animals, and plants can get very sick and even die.

Water provides habitats for diverse aquatic life. Water sustains food chains that humans and animals

thrive on. Water makes up about 70% of the human body.


We have an abundance of water on Earth. In fact, 70% of our world is made of water. But only 1% of all that water is actually safe for drinking.

Most of Earth’s water is in the oceans and seas. Water also makes up the frozen ice glaciers in the far

north and south. All the Earth’s rivers, streams, lakes, and reservoirs are

filled with water.



Throughout history water has been an important natural resource for people around the world.

Ancient cultures in dry climates devised ways to transport water.

They used reservoirs, dams, aqueducts, and canals to irrigate crops.

Even today the Earth’s population is dependent on water.

Modern cultures use hydroelectric dams to convert water’s energy into electricity.

Water is necessary for transportation of goods and people.

We use water to irrigate crops and support livestock farms.


Water is an important renewable natural resource. It can be recycled and used again.

Water is renewed naturally through the water cycle. Contaminated water can be cleaned in water treatment

plants so that it can be reintroduced into the environment.


Our world’s water is threatened by many different pollutants.

Polluted water causes serious harm to people, animals, and plants.


People all over the world in rural, urban, and suburban areas impact water quality.


As citizens of communities around the world, it is our responsibility to help conserve and protect our water.

Be conscious of how much water you use. Get involved in community action groups. Be informed of water quality and protection laws.

State and national governments play an important role in the protection of water.

Environmental protection laws guide the way citizens treat and respect their water.

It is important to remember that the world shares much of its water, so we have to help one another with knowing how to manage our water responsibly.



World Map Graphic Organizer

70% of our world is made of water in different forms -oceans and seas (label oceans) -reservoirs, lakes, streams, glaciers (point to North Pole and Antarctica) -in the ground and in the sky

1% of the Earth’s water is safe for drinking -that’s why it’s important to protect and conserve our water

About 70% of our body is made up of water -we get sick and die without it -essential for the function and health of our body

Different areas of the world have different climates -driest climates (label, draw a key) Southwestern U.S. and northern Mexico, Argentina, North and South Africa, Central Australia Average precipitation .1 inch per year -wettest climates (label, draw a key) Amazon Basin, Congo, East Indies from Sumatra to New Guinea Average precipitation is 103 inches per year

Civilizations throughout history have been dependent on water and have invented ways to use and transport it Mesopotamia- between Tigris and Euphrates rivers (draw rivers and label Fertile Crescent) -Fertile Crescent: climate is too dry for farming but area in between rivers is farmable -Mesopotamia in Greek which means (“between 2 rivers”)

Egyptians- (5000 years ago) -climate too dry to grow crops -depended on the annual flooding of the Nile every summer when Dog Star (Sirius) appeared -caused by rain in Ethiopian highlands -farmed during this time of year for food to eat the whole year

Greeks and Romans (about 150 BC) -used aqueducts to transport water (for crops)—like raised tunnels or water slides -brought water to the city—public wells -only rich got their own water and had to pay—precursor to modern utility company


Aztecs central Mexico (1,100-1,500 AD) -drained swamps and built up mounds of dirt where crops were planted -these floating gardens were called “chinampas”

Mayans southern Mexico (250-900 AD) -dug canals from the water source to their crops -dug canals around fields for irrigations

Hohokam and Chaco Arizona and New Mexico (300-1,400 AD) -collected water in reservoirs -built dams to control water in the reservoir



HYDROELECTRIC DAM INPUT CHART (TEXT)-CAUSE/EFFECT-

Water is essential to all living things, but it can also provide energy in the form of electricity through hydroelectric power, which is a dam.

The dam stores lots of water behind it in the reservoir. Near the bottom of the dam wall there is the water intake. Gravity causes it to fall through the penstock inside the dam. At the end of the penstock there is a turbine propeller, which is turned by the moving water. The shaft from the turbine goes up into the generator, which produces power. Power lines are connected to the generator and carry electricity to homes and businesses. The water continues past the propeller through the dam and into the river.

The world’s first hydroelectric power plant started on September 30, 1882 in Appleton Wisconsin. H.F. Rogers built the plant at his paper mill by the river, and he had been inspired by Thomas Edison’s plans for an electricity-producing station in New York. Unlike Edison’s New York plant which used steam power to drive its generators, the Appleton plant used the energy of the Fox River. When the plant opened it produced enough electricity to light Rogers’ home, the plant itself, and a nearby building.

A dam is built along the side of a river. The river needs to have a large drop in elevation. A river that runs through flat land would not be a good location for a dam. Oregon has several dams built on its many rivers. It’s the perfect place for dams because it has many different levels of elevation and has many rivers. Oregon has 60 medium-sized hydroelectric dams serving power grids, and 80 tiny little dams that are only a couple of feet high that serve individual homes. There are about 13 more HUGE dams in Oregon that are funded by the federal government. That’s a total of 153 dams in Oregon!

Having a hydroelectric dam causes many effects- The advantages:

lowers fuel costs dams have longer lives than other power plants provides for water sports/recreation assists in irrigation for farming helps control floods

The disadvantages: disrupts aquatic life

- SALMON 1. prevents access to spawning grounds

2. salmon smolt can’t get past turbine’s blades- AQUATIC PLANTS1. endangers species2. changes population

sediment is taken from the river banks methane gas is released - caused by decaying plants



Narrative Input TextJuan’s JourneyBy: Shawn Bishop

The sun beat down on the rolling waves of the ocean. The ocean’s water warmed and evaporated, rising into the air and condensing, forming clouds. The clouds moved in to the land and over the mountains. As the cool mountain air touched the cloud a light rain began to fall. Eventually the rain would flow out to the ocean and the whole water cycle would begin again.

Juan was hiking in the mountains and was happy to feel the cool rain on his face. He hiked along the creek and knelt down to drink from its crystal clear, cold waters. He descended the mountain and began the walk into town.

Still following the creek, he passed a livestock farm. Juan saw the little farmhouse on the farm and became concerned about the water quality of the creek. He knew that sources of organic water pollution were septic tanks, which were attached to farmhouses, and the livestock, or cattle.

As Juan began to pass the farm he noticed a change in the creek’s water. It was muddy brown and stunk. He saw examples of the pollution, the livestock sewage from the cows, and the human sewage from the farmhouse’s leaking septic tank, being poured into the creek. As he leaned over to take a closer look he saw more examples of pollution with algae and plant growth infesting the dirty water. The contamination of the creek angered Juan.

Juan continued on his way coming closer to a large building. He noticed that workers were coming out of the plant and saw his neighbor, Pasha. After greeting his friend, Juan explained how upset he was with the livestock waste that polluted the creek.

“Yes, the effects of the pollution on humans, animals, and the environment are terrible,” agreed Pasha. “The waste that’s poured into the creek- or infects the ground water that runs into the creek- is very dangerous if humans drink it,” he said. “It contains pathogens, or bacteria, that can cause cholera, dysentery, typhoid, and birth defects in humans. These health problems could result in serious illness or death. Plus, the water then has a nasty unclean smell.

Pasha explained how the water treatment plant worked. The creek water is sucked out of the creek through a pipe and then runs through a screen that removes debris. It then flows into a mixer that mixes the water and adds chemicals to chemically balance it.

Then it goes to the flocculation tank, where impurities clump together into solids, settle at the bottom of the tank, and are removed.

The next step is the filtration tank where any leftover impurities are removed and the water advances to the post disinfection tank, called the clearwell. Last, after the water


is considered environmentally safe, it is put back into the environment with high pressure pumps.

Juan thanked his friend for explaining how the treatment plant worked. He continued on his walk. He did notice that now the creek was much clearer and didn’t have the unclean smell anymore. He smiled to himself and thought how proud he was to live in a community that took responsibility to clean up their water.


Poetry and ChantsWater: An Essential Resource

Name _________________________


Toxins Here, Toxins ThereBy Alison Paulus

Toxins here, toxins there,Pollutants, pollutants, everywhere!

Chemical toxins poisoning,Organic pollutants stinking,

Nutrient toxins seeping,And thermal pollutants heating.

Toxins in the water cycle,Pollutants in our drinking water,

Toxins from transportation,And pollutants from fertilizer.

Toxins here, toxins there,Pollutants, pollutants, everywhere!

Toxins! Toxins! Toxins!


Water Transport Sound-Off By Leslie Stewart

We all know ‘cause we’ve been told,Water’s worth its weight in gold.Cultures ‘round the world long ago,Transported water to help crops grow.

Sound-Off WaterSound-Off Transport1, 2, 3, 4, For Survival!

The Nile flooded annually—Egyptians didn’t fear,They farmed and ate that food all year.Mesopotamia’s climate was hot and dry,But nourishment came from two rivers nearby.


Mayans dug canals from field to source,So their culture could survive of course.Hohokam and Chaco built reservoirsAnd dams to control the water they stored.


Aqueducts transported water above the ground,An effective method Greeks and Romans found.Aztecs drained the swamps and built big mounds,So crops were irrigated all year ‘round.


I Know a DamBy Leslie Stewart

I know a damA hydroelectric damA hydroelectric dam

that uses a natural resource


to generate electricity.

Reservoir water entering the intake screenMassive turbines whirling

Generators creating a currentAnd power lines transporting

high voltage electricity.

I know a damAn environmentally responsible damAn environmentally responsible dam

Where the force of watergenerates electricity for the citizens.


E-N-ER-G-Y!(sung to B-I-N-G-O)By Shawn Bishop

A hydroelectric dam was built,Upon a mighty river-E-N-ER-G-YE-N-ER-G-YE-N-ER-G-YUpon a mighty river!

The water fell with tremendous speed,Turning the turbine’s blades-E-N-ER-G-YE-N-ER-G-YE-N-ER-G-YTurning the turbine’s blades!

The generator charged and made a current,And electricity was born-E-N-ER-G-YE-N-ER-G-YE-N-ER-G-YAnd electricity was born!

Giving light to homes and businesses,And heat to keep us warm-E-N-ER-G-YE-N-ER-G-YE-N-ER-G-YAnd heat to keep us warm!

It’s up to us to keep the dam,Environmentally safe-E-N-ER-G-YE-N-ER-G-YE-N-ER-G-YEnvironmentally safe!


I Know a HydrologistBy Alison Paulus

I know a hydrologist,A busy, hard-working hydrologist,A busy, hard-working hydrologist,

Who studies water quality.

She tests water for pollutants,He monitors the water table.She educates the community.

He writes letters to representatives.

I know a hydrologist,A busy, hard-working hydrologist,A busy, hard-working hydrologist,

Who studies water quality.


Is This a Pollutant? Yes Ma’am By Alison Paulus

Is this a pollutant? Yes, ma’am!Is this a pollutant? Yes, ma’am!How do you know? It has harmful effectsWhat do you mean? On humans, animals, and the environment.

Give me some examples. Health problems like birth defects and hepatitis.Give me some examples. Eutrophication and contamination.

Is water polluted? Yes, ma’am! Is water polluted? Yes, ma’am!How do you know? It has sewage from animals and humans.How do you know? It has algae and plant growth.What else pollutes it? Herbicides and insecticides.What else pollutes it? Cleaning products and trash.

Can we clean our water? Yes, ma’am!Can we clean our water? Yes, ma’am!How do you know? There are water treatment plants.How do you know? There are environmental protection laws.What can you do? Dispose of waste properly and recycle.What can you do? Write a letter to my representatives.

Are you a responsible citizen? Yes, ma’am!Are you a responsible citizen? Yes, ma’am!


Water Quality BugalooBy Shawn Bishop

I’m the Earth and I’m here to say,My waters are polluted everyday.

It will take every person,From every type of country,

To fix up all the damage,And make my waters clean.

Chemical, thermal, organic, tooDoing the water quality bugaloo.

I need all the governments to prioritize,And look at the pollutants with conservation eyes.

They need to give the money,Instead of saying, “We can’t,”To fund protection agencies,And water treatment plants.


There have to be laws,That govern my protection,

And programs that give people,Pollutant education.

There are underdeveloped countries,That need help, it’s reported,

So developed countries should go together,And get them all supported.



I Can SpellBy Alison Paulus

I can spell toxic t-o-x-i-c

I can spell water w-a-t-e-r

I can spell earth e-a-r-t-h

But I can’t spell eutrophication

I can spell source s-o-u-r-c-e

I can spell debris d-e-b-r-i-s

I can spell sewage s-e-w-a-g-e


I can spell citizen c-i-t-i-z-e-n

I can spell erosion e-r-o-s-i-o-n

I can spell organic o-r-g-a-n-i-c


Yes I can! Yes I can!

EU-TRO-PHI-CA-TION


Home-School Connection #1

Name ____________________________________________

We are doing a unit of study on the conservation and pollution of water. Please go with a member of your family to sketch and write all the places you find water inside and outside of your house.

Who did you go with? _____________________________________Sketch and write what you found:

Parent Signature:


Conexión Entre Casa y Escuela #1

Nombre ____________________________________________

Estamos estudiando la conservación y contaminación de agua. Favor de ir con una persona de la familia para observar donde hay agua adentro y alrededor de la casa. Dibuje y escriba lo que encuentran.

¿Quién fue contigo?Escribe y dibuja lo que encontraron:

Firma de padres:



Name ___________________________________________

Today we learned about some uses of water including recreation and irrigation. Please talk with a family member about some of the ways you and your family use water for irrigation and recreation. Then sketch and write what you talked about.

Parent signature: _______________________________________


Connexión Entre Casa y Escuela #2

Nombre ___________________________________________

Hoy aprendimos de unos usos de agua. Hable con alguien en la familia de cómo se usa el agua para irrigación y recreación. Dibuje y escriba su familia usando agua para irrigación y recreación.

Firma de padre: _______________________________



Name __________________________________________

We are learning about water conservation and pollution. Some ways to conserve water include: take shorter showers, turn off the water while brushing teeth, and don’t water outdoor plants in the middle of the day. Pollution can cause water to change. Please find an adult to interview about how they have seen water change over time.

Person I interviewed:_____________________________

1. When you were a child, how or where did you get your drinking water?

2. How or where do you get your drinking water today?

3. Have you seen the quality of water change over time? How?

4. Do you conserve water at your house? How?

Parent signature:


Connexión Entre Casa y Escuela #3

Nombre__________________________________________

Estamos aprendiendo de conservación y contaminación de agua. Unas maneras para conservar agua incluyen: duchas cortas, apagar el agua cuando lava los dientes, y no regar las plantas en el medio del día. Contaminación cambia el agua. Encuentre un adulto (padre o abuelo/a) para una entrevista.

Persona que entrevisté:_________________________________

1. Cuάndo Usted estaba chiquita/o, de donde vino el agua que su familia

bebió? ¿Cómo obtuvo el agua?

2. ¿Cómo y de donde obtiene agua hoy en día?

3. ¿Usted ha visto un cambio en la calidad del agua entre el pasado y

hoy? ¿Cómo cambió?

4. ¿Usted conserva agua en la casa? ¿Cómo?

Firma de padre:



Name ______________________________________________

We are learning about water pollutants. Some products that contain chemical pollutants are: yard care products, household cleaners, and personal care products. Work with an adult to find which of these items are in your house. Sketch and write.

I worked with ___________________________________________

Yard care products Household cleaners Personal care products

Parent signature:


Conexión Entre Casa y Escuela #4

Nombre ______________________________________________

Estamos aprendiendo de contaminación de agua. Unos productos que contienen contaminantes son: productos para cuidar plantas, solventes limpiadores, y productos para el cuerpo. Con un adulto, encuentre estos productos en la casa. Dibuje y escriba cuales son.

Trabajé con ____________________________________________

Productos para plantas

Solventes limpiadores Productos para el cuerpo

Firma de padre:


Expert Group: Chemical PollutionSources of Chemical PollutantsChemical pollution is occurring all around us. It comes from a variety of sources. For example, almost all of the agriculture in the world is dependent upon the use of chemicals to produce crops. Industry, which includes factories and power plants, uses chemicals in their production process which then create chemical by-products. Transportation is also a major contributor to the world’s chemical contamination. Pollution from transportation and industry combine to create acid rain. Acid rain corrodes both natural and man-made structures.

Examples of Chemical PollutantsHousehold products such as personal care items and cleaners include chemicals that are washed down drains and enter the water cycle. While working in our yards and gardens we use fertilizers, pesticides, insecticides, and herbicides to help protect and promote the growth of our plants. The water runoff that enters our water system contains these chemicals. This same problem occurs on a larger scale in agriculture, where these chemicals assist in the production of food. The factories and industries that make the above products dump their wastes in our rivers and waterways. Furthermore, large tankers that transport petroleum often leak oil, a chemical mixture, into our environment.


Effects on humans, animals, and/or environmentThere are many harmful effects on humans, animals, and the environment from chemical pollutants in our water. These pollutants can cause serious illnesses, such as cancer and mercury poisoning, when humans consume chemically contaminated fish. Eutrophication is an environmental cause of chemical pollution.Fish and other aquatic life suffer from the effects of eutrophication, another outcome of chemical pollution. Eutrophication happens when algal blooms in water block sunlight. It’s necessary for sunlight to penetrate the water so that oxygen is produced for a healthy ecosystem.

SolutionsThere are ways that you can have a positive impact on decreasing chemical pollution. Using public transportation or your bicycle will help lower chemical emissions. You can purchase household and yard products with labels that say they are safe for the environment. Make sure you recycle all paper, plastic, and glass and be sure that all chemical products are properly disposed of.


Expert Group: Thermal Pollution

Sources of Thermal PollutionThe main sources of thermal pollution are industrial processes and global warming. Industrial and power plants use water as a coolant for their machinery and release the heated water back into the environment. Global warming is the steady increase in temperature of our land, air, and water.

Examples of Thermal PollutionThermal pollution occurs when water is taken from the environment and then returned after it has been heated up. Hewlett Packard is one of the many examples of national contributors to thermal pollution. The hot water they release into Oregon’s Willamette River has caused many problems in the local ecosystem. An example of global warming is the increasing depletion of our ozone layer.


Effects on humans, animals, and/or environmentThermal pollution harms aquatic life by increasing the water temperature. This disrupts life cycles and the natural environment. Eutrophication, which occurs in water when the oxygen level is depleted by algal blooms, is a result of thermal pollution. When there is not enough oxygen in water, the fish and plants can get very sick and even die.

SolutionsThere are many things that we can do as informed and responsible citizens to reduce thermal pollution. One of the things you can do at home is use less electricity so that power plants can reduce production. Industrial plants can choose to implement cooling vats. These are holding tanks where the water is cooled before being released into the environment.


Expert Group Suspended Matter PollutionSources of Suspended MatterSuspended matter is any foreign object that is put into water and does not dissolve. Suspended matter comes from many different places. Logging, farming, mining, and construction industries are all major contributors to suspended matter pollution. Erosion of hillsides, mountains, and banks also deposit suspended matter into our waters. Irresponsible individuals also create this kind of pollution by throwing debris into the waterways.

Examples of Suspended MatterSuspended matter includes materials such as silt and sediment, runoff, trash, grass clippings and leaves. Sediment is dirt and debris that combines with water runoff and makes its way from a higher elevation to deposit into water bodies.


Effects on Humans, Animals, and/or EnvironmentThere are many major impacts suspended matter has on humans. It creates unsafe water for recreation and drinking. It can cause serious illnesses in humans such as dysentery, hepatitis, and parasite infections. Suspended matter also kills aquatic life by reducing oxygen levels and clogging filters and waterways.

Solutions There are things you can do to help reduce suspended matter in our waterways. Some people enjoy getting involved in community clean-ups and take the responsibility to not litter. When taking your pets for walks be sure to clean up their waste.


Expert Group Nutrient PollutionSources of Nutrient Pollution

Nutrient pollution comes from fossil fuels, agriculture, transportation, fertilizers, and waste water. Most transportation vehicles run on fossil fuels that distribute nutrients into our water system. The agriculture industry uses fertilizers that contain nutrients that seep into the ground water. Urban areas have large amounts of waste water that sometimes overflow or leak into waterways.

Examples of Nutrient PollutionPhosphorous, nitrogen, and carbon are nutrients found in fertilizer and virtually all living things. These are natural elements found in the environment and can not be reproduced by humans.


Effects on humans, animals and/or environmentAlthough phosophorous, nitrogen, and carbon are natural elements their overuse can create various problems. Human health is negatively affected by water contaminated with these nutrients. Nutrients can clog waterways and change the natural landscape. Eutrophication, which occurs in water when the oxygen level is depleted by algal blooms, is another result of nutrient pollution. Eutrophication affects both animal life and the environment. Unpleasant odors also occur as due to waste water pollution and fertilizer use. Yuck!

SolutionsYou can encourage your family to help limit the effects of nutrient pollution. Some things you can do are drive less and instead carpool, use public transportation, ride your bike, or walk. Communities are responsible to reduce nutrient pollution by building water treatment plants to cleanse used water.



Process Grid: Water PollutantsTypes of Water Pollution

Sources Examples Effects on humans, animals, and/or environment

Solutions

organic

chemical

thermal

suspended matternutrients




WATER:AN ESSENTIAL RESOURCE

Prediction Page

NAME: DATE:

1. Sketch or write 3 ways that you use water.

2. What is the main purpose of a hydroelectric dam?

A. ElectricityB. Fish habitatC. Water treatmentD. Supports the water cycle

3. Sketch or write 2 examples of water pollutants.

4. What is 1 way cities clean contaminated water?

A. Hydroelectric damsB. Water treatment plants


C. AqueductsD. Reservoirs

5. Sketch or write 1 way you can help conserve water.


Documents

Project GLAD€¦ · Web viewUse a thesaurus to identify alternative word choices. and meanings. ... Gravity causes it to fall through the penstock inside the dam