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SCED 480 Name: Wendelin Dunlap Curriculum (Kit) Title: Water

Lesson Title: Investigation 4: Waterworks – Part 3: Water from Home Grade level: Fifth

Curriculum Context/Long Term Goals: How does this lesson contribute to the big idea(s) of the curriculum (kit) and specific unit?

Big Idea & Connection of Lesson: 1) What are the big ideas of the curriculum?

Water is one of the most important substance on earth. The focus for this lesson will be the discovery of how water responds to temperature variations such as condensation, the properties of surface tension, and interaction with different materials. Water expands when it is heated and retracts when heat taken away. Surface tension causes water to stick together causing it to form into a ball. Dissolving materials into water effects properties of surface tension. Water flows more easily through some earth materials than others such as soils verses gravel. Condensation occurs when water vapor touches a cool surface and changes into liquid. Evaporation can be used to detect materials dissolved in water. Flowing water can be used to do work.

2) How does this lesson fit with one of the big ideas of the curriculum? How does this lesson help students make those connections?

Now that students have learned that the materials dissolved in water affect surface tension and that water flows through earth materials; they will learn that human activities also affect the quality of water from different sources all around them.

3) Are there any specific lessons that need to have preceded this lesson? Are there specific areas of

knowledge, skills, or background experience that are necessary for the students to be able to successfully engage in this lesson (content or practice)?

Content: Students should have already completed Surface Tension which is the introductory lesson for water. From that lesson, students should have begun to understand what happens to water when poured onto a waterproof surface. They should also have completed the Water in Earth Materials lesson so that they understand that water flows in different amounts depending on the material. They should also have completed building a water wheel – all of those in third grade. This lesson is designed to follow the 5th grade class’s visit to North Cascades Institute’s Mountain School. I have tried to scaffold learning so I have included a reminder about the water wheel lesson from 3rd grade and then tie into portions of the Mountain School curriculum that I am familiar with. Practice: Students need to have a working knowledge of fractions as described in CCSS.MATH.CONTENT.5.MD.B.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

Learning Targets for this lesson:

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1. Content a. Content Learning Target

Water contains different materials which can affect its quality or properties and evaporation can be used to find some of the materials dissolved in various water samples. Some materials occur naturally while others are introduced by human activities.

b. Content Learning Target Assessment

After collecting water samples from various sources at home, students will evaluate them in terms of source, color, clarity, odor and presence of materials or animals. After evaporating portions of the samples, students will be able to see any materials such as salt residue or dirt that was not visible previously. They will be able to state which materials occur naturally in water (such as salt, dirt and organisms) and which materials are human induced such as soap and chlorine residue).

c. NGSS Standard from DISCIPLINARY CORE IDEAS

LS4.D: Biodiversity and Humans There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)

2. Science Practice Learning Targets

a. Write a target for one science practice that is the focus in your lesson. This is just a statement of the practice such as “Scientists build claims based on evidence.” Scientists use math and equations to describe, measure, estimate and graph quantities that help them analyze scientific questions.

b. Science Practice Learning Target Assessment:

Students will be able to state how they used computational thinking to figure out story problems and record different measurements of liquid in identical graduated cylinders. Then using fractions, correctly determine the amount of liquid each graduated cylinder would contain if the total amount in all graduated cylinders were redistributed equally.

c. NGSS Language from Appendix F

Practice 5 Using Mathematics and Computational Thinking - Grades 3-5 Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems.

3. Academic Language-

a. What are the key vocabulary items (content-specific terms) or language necessary to understand this lesson?

1. water quality – whether the water is safe and clean or dangerous and dirty.

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water quality 2. dissolve – to disappear

dissolve

3. Transparency – how much you can see through something.

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transparency 4. Evaporation – when water disappears into the air.

I am adding a few different environment and science related definitions to tie in with the College Access Curriculum and mountain school. Hopefully they will have heard these terms at mountain school (should be part of the new curriculum). It may be a few weeks later so I want to tie in how things the students are doing in the lesson again relate to STEM and environmental fields.

5. Ecologist – measures how human activities change the environment.

Ecologists 6. Environmental scientist – studies how to fix problems with the environment.

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Environmental Scientists 7. Biologist – studies people, plants and animals and their environments.

Marine (Ocean) Biologist 8. Environmental Educator – teaches people about nature and environmental issues.

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Environmental Educator 9. Chemist – studies the parts that make up chemicals and materials.

Chemist 10. Sustainability Specialist – teaches people and businesses how they can do less damage to

the environment.

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Sustainability Specialist

a. How will you teach students that vocabulary/language? (LAST LESSON ONLY) As the vocabulary words come up in the lesson, the teacher will ask students what they think the word means and record different answers on an overhead projector. Teacher will ask the students which answers they feel are correct and ask why or why not. SIOP Strategies:

1. The teacher will leave the overhead projector on during the entire assignment with the correct answers circled so that emerging ELLs can have more time to write their answers in their notebooks, ask questions as the lesson progresses and refer to the answers throughout the lesson as more hands on experience is gained.

2. The teacher will provide photos to help students see examples of the definition and associate it with other prior knowledge when possible.

3. The teacher will provide Science Discussion cards to the class to help ELLs (and students with other communication challenges) learn how to structure their scientific questions.

YOU DO NOT NEED TO LIST MATERIALS IN SCED 480

ASSESSMENT PLAN: What are the known misconception(s)? Common misconceptions about water quality/evaporation:

• Water is an exemplary liquid and all liquids tend to be regarded as ‘watery’, ‘made of water’ or ‘containing water.’

• Evaporation: water is a vaporized substance and must go somewhere, ages 8-10 they believe it goes into some ‘receptacle’ and later begin to develop the concept of ‘static air’ they begin to think that bits of water go into the (receptacle) air.

• Sugar dissolving in water: up to age 8, students tend to focus only on the sugar saying ‘it just goes’, ‘disappears’, ‘melts away’, ‘dissolves away’ or ‘turns into water,’

• Sugar & water solution: The majority of a sample of 500 students between the ages of 8 and 17 depicted ‘bits of sugar’ without drawing the water.

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Pre-Assessment: (content and practice): How will you find out what/how ALL students think about the targeted content and science practice addressed in this lesson? Content: Water can have different properties depending on its source and the different materials it contains. Each student will be given an “Is there anything in my water?” printout for their notebooks that has pictures of water from common sources. They will be asked to write down if they think there is anything in the water, what they think it might be and if it is natural or from humans. Practice: Students will be given a “Comparing Water Use” printout that has various examples of daily activities that use water. Students will first complete the Normal Use and Saving Water story problems. Then they will figure out the fraction of water that was saved. Formative Assessment: (content and practice): How will you monitor students’ emerging understandings?

Content: As the teams work catalogue differences between water from different sources on their “Comparing Water Samples,” the teacher will be able to see if students are writing down different properties for each water sample. Practice: The teacher will observe whether students can correctly measure and record the number of milliliters they have of each sample. They will also be able to see whether the students can figure out the correct answer of how much water would be in each sample if divided equally.

What questions could you ask about content? About science practice? Content: ● How can I tell if there is anything in my water sample? ● Why isn’t my water sample from the pond transparent? ● Is there anything living in these water samples? ● Why do the samples smell different if they are all water? ● What are those green spots in my water sample? ● What is this flaky stuff left after my sea water evaporated? ● How come I see stuff left after evaporation when my water was clear? ● How do I know whether the materials are from nature or humans? Practice: • How do I solve the story problem? • How do I figure out how much water was saved? • How do I figure out the amount of each water sample I have? • How do I figure out the amount of water in each when evenly divided?

What should student answers look like if learning is on target? Students’ answers should contain evidence to support or disprove the initial ideas on the pre-assessment and what parts and functions are important for water to make a water wheel do work.

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The students’ notebooks should have drawings and written observations of how different models they build function, what works better or not and why. Content: • To see if there might be anything in the water sample, I can look at it with a hand lens. • I can also smell it to see if there might be another material dissolved in the water. • Since I can’t see through my water and water is usually clear, there must be something else in

it. • It looks like there are things living in my pond water sample because those green spots look

like parts of plants. • After the sea water evaporated, I can see the salt that was in the salt water. • There is slimy stuff left that looks like soap. • Since we put soap in the dishwasher to clean the dishes, the soap must have come from

humans. Practice:

• I can put the numbers from the story problem in the spaces below to figure out how much water was used.

• If I make a fraction with the amount of water used when saving water over the amount of water used with normal use, I can figure out the fraction of water used when saving water.

• I can measure the amount of milliliters using a graduated cylinder. • I can add up the total number of milliliters and divide it by the 4 samples to see how much

water would have to be in each cylinder to divided it evenly into fourths. Summative Assessment: (content and practice): How will students demonstrate that they have met both of your learning targets? Is your assessment measurable or observable? Content: Students will be able to explain that water from a swimming pool contains chlorine, water from a dishwasher or doing dishes contains soap, water from the sea contains salt and pond water contains living things like plants. Also, the soap and chlorine were added by humans and the plants and salt came from nature. Practice: Students will state that used math to figure out story problems and observation of numbers to record different measurements of liquid in graduated cylinders. Then using fractions they could correctly determine the amount of liquid each graduated cylinder would contain if the total amount in all graduated cylinders were redistributed equally. They could also figure out how much less water they used when trying to save water.

REQUIRED LESSON COMPONENTS

COMMUNICATING LEARNING TARGETS: DO NOT state the Learning Target you developed for the lesson. One option is to state the general expectations. Another option is to state the challenge question for this lesson; e.g., “How does electricity flow?” or “Why are plankton important to the ocean ecosystem?”

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Teacher Content: Can we figure out how humans effect the water quality in our community? Practice: How can I use math to solve equations that help me answer scientific questions like “what can I do to live more sustainably every day?”

Student Content: We can examine water from different sources to see what is in the water. Then we can evaporate the water to see if anything was in the water and was left behind. Then we can decide if the materials we found are from humans or naturally occurring from nature. Practice: I can write down numbers and then create a math equation that gives me answers such as “how much less water I can use” when trying to save water and live more sustainably every day.

ELICITING INITIAL IDEAS How will you structure the lesson so that students:

• become aware of their initial ideas • explain their thinking • record initial ideas • share their ideas in a small group and/or whole class

(Note: this is not just a review of previous lessons or past experiences –it is what they know about the learning targets IN THIS LESSON) Teacher For this entire lesson, students should be divided into small groups – 4 per group would be optimal. Pre-assessment – Teacher: In third grade, some of you may have built a water wheel. Raise your hand if you remember building a water wheel. [Wait] When you were at Mountain School, what did you visit that uses water in a similar way? [Wait] Solicit answers until they come up with something like, ‘we visited a dam that uses water to turn turbines and make electricity.’ Turning water wheels and turbines are a few ways that we use water. How else do you use water at home or at school? Raise your hands. [Wait] I am going to write your answers on the board while you each write them in your notebook. Collect answers in a vertical list until you receive answers such as: lake/pond/sea water, swimming pool, toilet, sink/water fountain (tap water), shower, dish washer, fish tank.

Student Students divide into groups of 4 at their science tables. Students raise their hands. Students raise their hands with answers. Students raise their hands with answers. Students write the answers in their notebooks.

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Now I am going to pass out a sheet for each of you to fill out individually. Teacher gives “Is there anything in my water” papers to getter to pass out. Teacher places the color teacher version on the overhead projector. [Wait] Where do you think the water in the first picture came from? Raise your hand. [Wait] Continue through the pictures until students have identified them as 1. tap/sink water, 2. pool water, 3. lake/pond/stream water and 4. salt/sea/ocean water. Underneath each picture. Write if you think there is anything in the water, yes or no - do not discuss it with your group. [Wait until most students seem to have completed the task] Now, for each ‘yes’ answer, individually write down what you think could be in the water and if it comes from nature or humans. When you are finished, turn your papers over and sit quietly so others can think of their answers. [Wait until all students have turned their papers over] Turn your papers right-side up but leave your pencils down and talk about your answers with your groups. Do not make any changes to your papers. [Wait for a brief discussion] Raise your hand if you think there is anything in the first picture. What do you think it is? [Wait] Continue through the pictures until students have provided answers such as: 1. nothing/minerals - natural, 2. Chlorine - human, 3. dirt/silt/plants/fish/gunk - nature, 4. sand/salt/fish – nature. Okay, let’s look at the list of types of water that we came up with. If I asked you to bring some water in from home, which types of water do you think it would be okay to bring in? Raise your hands. [Wait] Collect answers until students give reasons why tap, dish washer, pond, pool, etc would be okay but toilet water would not be okay.

Students wait for the sheets. Students raise their hands with answers. Students write yes or no under each picture. Students write down what they think could be in the water and whether it came from nature or humans. Students turn their papers over when they are done. Students leave their pencils down and turn their papers over. Students talk about their answers with the grou but do not write anything on their papers. Students raise their hands with answers. Students continue to raise their hands with answers. Students raise their hands with answers.

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So, in your notebooks, cross out the types of water that we have all decided would not be okay to bring in. I am going to bring in pond water for you, so nobody needs to collect water from a pond or creek. [Wait] Teacher gives “Water from Home” half sheets printed in b&w to getter to pass out. Teacher places the color teacher version on the overhead projector. [Wait] For tomorrow, everyone needs to bring in 3 water samples. Teacher reviews the steps on the sheets, discussed the example photo and asks for questions. Teacher gives “Comparing Water Samples” sheets to getter to pass out. Teacher places one copy on the overhead projector. [Wait] While you are collecting your water samples, I want you to think of how your family uses water. On this sheet are ways that families normally use water and ways that you and your families can use less. As we learned in Mountain School, conservation is good for people, plants, animals and the environment. Please complete the normal use and saving water story problems for each way people use water and then figure out the fraction of water used when saving water. When you are finished, turn your papers over and sit quietly so others can think of their answers. [Wait until all students have turned their papers over] That is the end of today’s lesson. Don’t forget to bring your water samples tomorrow. Any questions about that? Okay, we are done, put your notebooks away.

Students cross out toilet water and similar dangerous water sources. Students wait to receive sheets. Students nod in understanding. Students listen quietly and raise their hands if they have questions. Students wait to receive sheets. Students listen quietly. Students complete story problems and then figure out the fraction of water saved. Students turn their papers over when finished. Students raise their hands with questions. Students put their notebooks away.

ENGAGING with DATA/EVIDENCE This is the section in which the students engage in an investigation to gather evidence and make observations. Students should connect the data collected to the investigative question (why are these data important?) Students should record their data Generally the teaching of the science practice begins here (but that can vary) Teacher Teacher: We are going to look at the water samples that you brought from home. Everyone go to your backpacks and bring your water samples back to your tables.

Student Students get the water samples out of their backpacks and return to their tables.

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Inevitably, one or more students will have not brought water samples from home. Assign students with water samples to work with those without and share the samples. Okay, now that everyone has water samples to work with, I want the getters to come get the water sample that I brought for each of you and a hand lens so each of you can look more closely at your samples. [Wait] I am also going to pass out a sheet to record your observations on. I will go through the sections on the sheet so please sit quietly when you get your sheet so we can all be ready to go once they are passed out. Teacher gives “Comparing Water Samples” sheets to getter to pass out. Teacher places one copy on the overhead projector. [Wait] Today we will be looking at water quality. Does anyone know what water quality means? Raise your hands. [Wait for answers] Switching to the vocabulary overhead sheet, write down student’s answers. Here is a picture of water quality. Now what do you think it means? [Wait]

water quality

Collect answers on the overhead projector until the students say something like “whether the water is safe and clean or dangerous and dirty.”

Student listen to the teacher and regroup as necessary. Getters get the water samples and hand lenses. Students wait quietly and receive sheet. Students raise their hands with answers. Students raise their hands with answers.

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Everyone write the definition in your own words in the vocabulary section of your notebook. [Wait] As we look at our water samples to see what we think of the water quality, we will be writing down our answers on the sheet. I am going to go through the rows and columns on the sheet and when I am done. I will tell you to begin. First, write one of your sample sources under Sample columns 1-3. The sample that I brought for you is sample 4 and it is from a pond. Then I would like you to write down the colors that you see in each water samples. Put each water sample in front of the back side of your paper so you can compare the water color to the white paper. Next you will be looking at transparency. Does anyone know what transparency means? Raise your hands. [Wait for answers] Switching to the vocabulary overhead sheet, write down student’s answers. Here is a picture of transparency. Now what do you think it means? [Wait]

transparency Collect answers on the overhead projector until the students say something like “how much you can see through something.” Everyone write the definition in your own words in the vocabulary section of your notebook. [Wait]

Students write their own answers in the vocabulary section of their notebook. Students listen quietly. Students raise their hands with answers. Students raise their hands with answers. Students write their own answers in the vocabulary section of their notebook.

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Next is checking for odor. Carefully open each sample’s container and use your hand to fan the scent towards your nose and then write down what you smell. If you don’t smell anything, then put the sample approximately 2 inches under your nose and take a small breath. You don’t want to get the water in your nose. Next we look for materials. You will definitely want to use your hand lens to first look down into the open container. Write down if you see anything. Then carefully put the top back on your container tightly. Now put each sample back in front of the white sheet. Let the samples stand without touching them for 2 minutes measured by the clock. Without moving any of them, look at each to see if anything has settled at the bottom of the container. (Teachers, try to get a pond sample that has lots of good bits in it). Next is plants and animals. Do you see anything that might be a plant or might be moving in the water samples? Do you think anything is living in the water right now? Write it down. Finally, is there anything else you notice? Write it in the “Other Observations” box. Do not taste any of the water samples. Are there any questions? Raise your hands. [Wait and answer questions] Okay, everyone can begin looking at your water samples and writing down what you see and smell. Teacher circulates around the room and maintains a comfortable level of noise to allow for exclamations without being too distracting. When you are finished with the rows we talked about, turn your papers over. If you finish before others, then you can draw what each of your samples looks like on the back of the page. [Wait until everyone has completed the front of the page. Completing the back drawings is just a sponge for those who finish early] When most of the students seem finished, the teacher puts the Science Discussion Cards sheet on the overhead projector.

Students listen quietly. Students raise their hands with questions. Students begin looking at their samples. Students continue filling out their sheets. Students turn their papers over when they are finished. Students who finish early make drawings of their samples.

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Make sure that the tops are tightly on your containers and then show your 3 samples to your elbow partners and talk about them using the “Science Discussion Cards.” [Wait for students to talk about the samples] Teacher also gets 4 dome lids, large graduated cylinders and sticky notes to demonstrate the next step using the overhead projector. Teacher uses water samples that were prepared in advance. Watch what I am doing. First label 4 sticky notes with the 4 sources for your water samples. Then pour a little of sample one like this into the dome lid. Then put the sticky note on it. Pour the remaining water from sample 1 into the graduated cylinder. Teacher demonstrates doing the same with each of the 3 remaining water samples. Okay, now write down the total number of milliliters in your graduated cylinder with all four samples in it. Then do the math to find out how much would be in each container if the water were divided evenly between them. When you are done calculating the amounts from your graduated cylinder, then do the same thing for each other graduated cylinder at your table. Okay, now the getters will get 4 dome lids, large graduated cylinders and sticky notes for each person in their group. When you are finished doing the math for all of graduated cylinders in your group, turn your paper over and sit quietly. Okay, we are finished, time to clean up. Getters, carry two graduated cylinders at a time and pour the water from each into the sink. Then put them on the stuff table. Bring all of the empty containers to the stuff table and put them on the cloth towels to dry. Finally, getters bring all of the dome lids to the science table so we can let them sit overnight. [Wait until everything is cleaned up] Okay, we are done, put your notebooks away.

Students double check their container tops and then use the discussion cards from the overhead to help them talk about their samples with their elbow partners. Students listen quietly. Getters get the lids, cylinders and sticky notes. Students do the math for all of the graduated cylinders in their group and then turn their papers over and sit quietly. Getters follow the teacher’s instructions about how to clean up. Students put their notebooks away.

USING EVIDENCE to DRAW CONCLUSIONS and MAKE CLAIMS In the lesson, students should:

● Reflect on meaning of the data/experience. ● Facilitate interpretations of the data/experience. ● Use evidence to support their own claims - use evidence from investigation to create claims about bug. ● Critique claims of other students - done in the investigation.

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● Draw conclusions - from pre-assessment and investigation - find similarities. ● Make sure that you have taught the learning target for practice as well.

Teacher Discuss results Teacher: Everyone get your “Comparing Water Samples” sheets out of your notebooks. [Wait] Getters, get the dome lids from the science table for each of your group members. [Wait] Yesterday we put water into each of the dome lids. What happened? Raise your hand. Solicit answers. How do you think that happened? Raise your hand. Solicit answers. Do you know what evaporation is? Raise your hand. [Wait for answers] Switching to the vocabulary overhead sheet, write down student’s answers. Here is a picture of evaporation. Now what do you think it means? [Wait]

Collect answers on the overhead projector until the students say something like “when water disappears into the air.” Everyone write the definition in your own words in the vocabulary section of your notebook. [Wait]

Students Students get their “Comparing Water Samples” sheets out of their notebooks. Getters get the dome lids from the science table. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students write their own answers in the vocabulary section of their notebook.

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So now that we know the water evaporated, what else happened? Raise your hands. [Wait] Solicit answers until they say something like “there was stuff/materials/bits/plants left behind. Why didn’t we see them before? Raise your hands. [Wait] Solicit answers Does anyone know what dissolve means? Raise your hand. [Wait for answers] Switching to the vocabulary overhead sheet, write down student’s answers. Here is a picture of dissolve. Now what do you think it means? [Wait]

dissolve

Collect answers on the overhead projector until the students say something like “to disappear.” Everyone write the definition in your own words in the vocabulary section of your notebook. [Wait] Now, everybody look at your domes individually and write down what you see for each sample under “Evaporation Results.” Turn your paper over when you are done with that.

Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students write their own answers in the vocabulary section of their notebook. Students write down their results and turn their papers over when they are finished.

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[Wait until all students have turned their papers over] Now turn your papers back over and write whether you think the left-overs are from nature or humans. Turn your paper over when you are done with that. [Wait until all students have turned their papers over] Turn your papers right side up and discuss what you found in your domes with your group. [Wait] Raise your hand and tell me the source of your water and what you found. [Wait] Solicit answers until all water sources have been discussed. How do you think the stuff in your water samples got there? Raise your hand. [Wait] Solicit answers until all water sources have been discussed. What stuff do you think came from humans and what was from nature? [Wait] Solicit answers until all water sources have been discussed. Now let’s look at the math you did for your and your group’s water samples. What math did you have to do to figure out the answers? Raise your hands. [Wait] Solicit answers until you have come up with something like “dividing different numbers by 4.” When else did you need to use division to figure out things about water? [Wait] Solicit answers until they say something like “figuring out how much less water we could use by saving water.” Get out your “Comparing Water Use” papers. What did you find out? [Wait]

Students turn their papers right side up, write down their results and turn their papers over when they are finished. Students turn their papers right side up and discuss their findings with their group. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students get their “Comparing Water Use” papers out.

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Solicit answers until they say things like “I can use 1/5 the water if I take a shorter shower using a low flow shower head, etc.”

Students raise their hands with answers.

MAKING SENSE OF THE LESSON: Students are led to reflect on what they learned and connect it back to the big idea. Teacher organizes this through questions! Students must be expected to make sense – the teacher cannot do it for them. You must list specific questions you plan to ask students in this section. 1) SYNTHESIS Use evidence to support and critique claims about the learning target 2) CONNECTIONS Students connect what they did to learning targets Connect to other ideas they already know (such as what I know about shadows helps me understand the phases of the moon) 3) REFLECTION Compare their emerging ideas to initial claims What made ideas change? How do the ideas in this lesson help us understand the bigger ideas of the unit? Teacher Teacher: If you save water, who does it help? [Wait] Solicit answers until they say something like “people, animals, plants, the environment, our community, the world, etc” How did we figure out how much water we could save? [Wait] Collect answers until they say something like “we used math/fractions to figure out how much water we could save.” How else did you use math? [Wait] Collect answers until they say something like “we used math/fractions to figure out how much water would be in each container if we divided it evenly.” So what does using math with science help you do? [Wait] Collect answers until they say something like “it helps measure data and calculate answers to scientific questions.” Now let’s look at your “Comparing Water Samples” and your “Is there anything in my water” pages. Raise your hand if you were able to guess everything that was in the tap water on your “Is there anything

Student Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students get out their “Comparing Water Samples” and your “Is there anything in my water” pages. Students raise their hands with answers.

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in my water” page. Keep your hand raised to tell me what you found. [Wait] Collect answers. Continue asking about the other three pictures the same way. Who found more in the water samples when we did the experiment? Raise your hand. [Wait] Collect answers. How did you find more stuff? Raise your hand. [Wait] Collect answers until they say something like “using a hand lens, smelling and evaporation.” How does evaporation help us find things in water? Raise your hand. [Wait] Collect answers until they say something like “it helps us find things that were dissolved or floating in the water.” What were some of the things you found from nature in the water? Raise your hand. [Wait] Collect answers until they say something like “plants, salt, dirt.” What were some of the things that you found from humans in the water? Raise your hand. [Wait] Collect answers until they say something like “soap, chlorine, detergent.” Do you think that fish like chlorine and soap in their water? Raise your hand. [Wait] Collect answers until they say something like “no.” What does that do to the water quality for fish? Collect answers until they say something like “it is dangerous for them.” Raise your hand. [Wait] Do you think that humans like fish and plants in their water? Raise your hand. [Wait]

Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers. Students raise their hands with answers.

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Collect answers until they say something like “no.” What do you think that does to the water quality for humans? Raise your hand. [Wait] Collect answers until they say something like “no, it is dangerous for them.” Think about what your definition is for water quality. Would you make any changes to it after evaporating the samples? Raise your hand. [Wait] Collect answers until they say something like “water quality is different depending on the use and some things that affect water quality are from nature and humans.” Add any changes to your definition of water quality in the vocabulary section of your notebooks.

Students raise their hands with answers. Students raise their hands with answers. Students add any changes to their definition of water quality in the vocabulary section of their notebooks.

APPLY OR EXTEND NEW UNDERSTANDING IN A NEW CONTEXT Students apply or extend their learning to a slightly different context. This can lead into next lesson. Teacher Teacher: Do you know of any jobs that study water quality and why it is important? I am going to show you pictures of some of the jobs and then we can talk about what they do. Ecologist – measures how human activities change the environment. Since water makes up 97% of the earth’s surface, there is a lot to study.

Ecologists

Student Students raise their hands with answers. Students listen quietly.

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Environmental scientist – studies how to fix problems with the environment. One major problem all over the world is water quality.

Environmental Scientists

Biologist – studies people, plants and animals and their environments. A marine biologist studies how plants and animals live in water.

Marine (Ocean) Biologist Chemist – studies the parts that make up chemicals and materials. They can also study what human-made chemicals do to water.

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Chemist

Sustainability Specialist – teaches people and businesses how they can do less damage to the environment. Saving water is one way to help.

Sustainability Specialist Environmental Educator – teaches people about nature and environmental issues – like the need to save water.

Environmental Educator

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Does anyone have any questions about those jobs? Now I am going to pass out a “Tips for Saving Water” paper for you to take home and share with your family. You get to try being an environmental educator by telling them what they can do to save water. Tell your family about the 6 tips and circle one that everyone thinks they can do for a week. Try doing a new tip each week and see how many you can keep doing. How do you think you can tell how much water you and your family saved? Raise your hands. [Wait] Collect answers until they say things like “write down how many minutes of water or times we saved water a day and then do the math to find out the result.” Okay, we are done, put away your notebooks.

Students raise their hands with questions. Students wait patiently for the paper. Students listen quietly. Students raise their hands with answers. Students put away their notebooks.

Is there anything in my water?

Look at each picture and write down in the chart if you think there is anything in the water. Then write what it might be and if it comes from

nature or humans.

Picture 1 Picture 2 Picture 3 Picture 4

Anything it the water? Yes or no

If yes, what could it be?

Is it from nature or humans?

Comparing Water Samples Name:_______________________ Date:_____________ First write your water samples sources under samples 1-4. Then look at each water sample and write your notes below:

Day 1 Properties Sample 1 Sample 2 Sample 3 Sample 4

Collected by Teacher

Source

Color

Transparency

Odor

Materials

Plants/Animals

Other Observations

Total amount of water in all 4 samples combined:

Your samples Other samples 1 Other samples 2 Other samples 3

Amount in each container if evenly divided:

Your samples Other samples 1 Other samples 2 Other samples 3

Day 2 Evaporation Results

From Nature or Human

Comparing Water Use Name:_______________________ Date:_____________ First complete the Normal Use and Saving Water story problems. Then figure out the fraction of water used if I try to save water.

Activity Normal Use Saving Water Fraction of water used when saving water.

Shower Regular shower head with water running for 20 min (averages 5 gallons of water per minute). _________ x_________=_________

Low flow shower head with water running for 10 min (averages 2 gallons of water per minute). _________ x_________=_________

Brushing teeth

Brushing your teeth for 4 minutes with the water running (averages 2 gallons of water per minute). _________ x_________=_________

Brushing your teeth for 4 minutes with the water turned off while brushing (averages .25 gallons of water per minute). _________ x_________=_________

Toilet flushing

Old style toilets use 3 gallons per flush. Average number of flushes a day are 8 per person. _________ x_________=_________

Low flow toilets use 1.5 gallons per flush. Average number of flushes a day are 8 per person. _________ x_________=_________

Washing dishes

Washing dishes by hand for 12 minutes with the water running (averages 2 gallons of water per minute). _________ x_________=_________

Using a dishwasher (averages 10 gallons of water). _________ x_________=_________

Washing hands (challenge question)

Washing your hands for 20 seconds four times a day with the water running. (averages 2 gallons of water per minute).

Washing your hands for 20 seconds four times a day with the water turned off. (averages .25 gallons of water).

Ways to Help Save Water

Water is a natural resource that we get from the Earth. Without it, we would not be able to live!

Imagine a world with no water at all. You wouldn't be able to drink it, bathe, swim and so on.

Without clean water, other creatures, such as plants, animals, birds and ocean life would also get

sick and die after drinking polluted water. Kids can make a huge impact simply by starting at

home and changing the way their families, friends and classmates use water. To get an idea of

how much water we could all save if we all made a small effort, think about this: If every person

across the nation flushed their toilets one time less every day, together they could all save

enough water to fill a lake as large as a mile wide and long and four feet in depth! Now that you

know how easy it can be to help save water, try some of the ideas below and start doing your part

to change our world.

1. Whenever you wash your hands, don’t leave the water running. Wet your hands and turn

the water off. Use soap and lather your hands well, then turn the water on to rinse. Turn

off the water and make sure it is off completely. Do the same when you brush your teeth.

Turn the faucet on to get your toothbrush and toothpaste wet, and then again to rinse your

mouth and toothbrush. Don’t leave the water running while you’re brushing. Encourage

the others in your home, and your friends, not to leave any faucet running. Only use what

is truly needed!

2. Is there a leaky faucet or toilet in the bathroom at school? Be sure to let someone know so

that it can be repaired. Tell adults when faucets are dripping.

3. Do you have plants in your house? When meals are prepared and vegetables or other

fresh produce are washed, collect that water and use it to water the plants.

4. Do you like a drink of cold water? Instead of running the kitchen faucet for several

minutes to get cold water, keep a pitcher of water in the refrigerator.

5. If there is a dishwasher in your house, get everyone to scrape their plates rather than rinse

them before loading them into the machine. It should always be full before turning it on.

6. Ask an adult to help you make your toilet use less water – have them put a clean, ½-

gallon plastic bottle filled with pebbles and water to make sure it sinks to the bottom of

the tank.

Even if you do just one thing each day to contribute to your home’s water conservation, you’re

doing the right thing!

http://www.thewaterpage.com/water-conservation-kids.htm

Water from Home

Remember what you learned at Mountain School about sustainability, reusing and recycling? Now you have a chance to reuse and recycle as part of tomorrow’s lesson.

1. Find 3 containers with lids that can hold water without it spilling out – they can be different sizes like in the picture below.

2. Wash the containers, dry them and remove all labels.

3. Find three different places to get water: bath, dish washer, laundry machine, after watering a plant, pond water, creak water, ocean water, etc. – no toilet water.

4. Collect some water like in the picture below – the containers do not have to be full.

5. Write your name on the label I gave you and where the water came from.

6. Put the containers in a plastic bag in your backpack so you don’t forget them tomorrow.

Water from Home

Remember what you learned at Mountain School about sustainability, reusing and recycling? Now you have a chance to reuse and recycle as part of tomorrow’s lesson.

1. Find 3 containers with lids that can hold water without it spilling out – they can be different sizes like in the picture below.

2. Wash the containers, dry them and remove all labels.

3. Find three different places to get water: bath, dish washer, laundry machine, after watering a plant, pond water, creak water, ocean water, etc. – no toilet water.

4. Collect some water like in the picture below – the containers do not have to be full.

5. Write your name on the label I gave you and where the water came from.

6. Put the containers in a plastic bag in your backpack so you don’t forget them tomorrow.

Water from Home

Remember what you learned at Mountain School about sustainability, reusing and recycling? Now you have a chance to reuse and recycle as part of tomorrow’s lesson.

1. Find 3 containers with lids that can hold water without it spilling out – they can be different sizes like in the picture below.

2. Wash the containers, dry them and remove all labels.

3. Find three different places to get water: bath, dish washer, laundry machine, after watering a plant, pond water, creak water, ocean water, etc. – no toilet water.

4. Collect some water like in the picture below – the containers do not have to be full.

5. Write your name on the label I gave you and where the water came from.

6. Put the containers in a plastic bag in your backpack so you don’t forget them

tomorrow.