Science+Unit+2+Properties+of+Water+Lessons+&+Procedures


 * Alain L. Locke Magnet School for Environmental Stewardship **
 * GRADE 4 SCIENCE CURICULUM: 2012-2013 **

November 26- February 1 Harcourt chapter 10
 * Unit 2: Properties of Water **


 * Big Understanding: **Exchanges within communities and environments are factors that influence change.


 * Essential Question: **What inspires sustainable change?

Common Core Learning Standards:

W.4.2.  Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4.  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. RI.4.3.  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4.  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a //grade 4 topic or subject area//. RI.4.5.  Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.10.  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range

Education for Sustainability (EfS) Standards

Responsible Local and Global Citizenship

Healthy Commons

Natural Laws and Ecological Principles

Multiple Perspectives

Who are you? As a historian students will create a multimedia presentation from the point of view of a colonist, Native American or a water droplet for the History Channel’s celebration of the Colonial period. The presentation will depict the relationships between the Native Americans, colonists and their environment (water) during the colonial period. How could you rewrite history to make it the environment more sustainable? What would our world look like if the colonists had adopted the Native Americans way of life?
 * Performance Task: **

*As a water droplet what changes have you been through and witnessed and how has it changed you? *As a Native American how did the migration of Europeans change your life? How was there way of life different from yours? *As a colonist how did your life change when you arrived in the New World? What challenges did you encounter that you were not prepared for? What were the results of these struggles and how did you overcome them

[|Performance Task Teacher Example]

understand expectations and objectives of unit || Introduce unit and expectations of learning. Introduce enduring understanding, essential question and performance task. Make connections to unit 2. Introduce [|performance task rubric]. Show unit 2 teacher model [|PowerPoint.] || Check for understanding: Students will use the performance task rubric to score the teacher example || a. define matter, mass, volume, and density b. explain how physical properties can be used to identify matter || Teacher leads a SmartBoard lesson to show the difference between matter, mass, volume & density
 * Lesson ||  Procedures, Materials and Discussion Questions  ||  Differentiation options/ check for understanding  ||
 * 1.
 * 2- 3

Read pgs. 338 - 364

Students can work in partnerships to complete: Insta lab pg. 345 || Smart lesson contains interactive portions for students to demonstrate understanding through classification of measurements || a. describe how water changes state b. explain how temperature changes the state of matter c. explain that matter isn’t lost or gained as matter changes states || Discussion question: What shape is water? Explain that water is made of molecules that take the shape of the container they are in. You fill a drinking glass and the water is in the shape of the glass. If you pour the water into a vase, it is now shaped like a vase. This is because the molecules are loosely connected. As you heat or cool these molecules they change their behavior. “Melt, Boil, Evaporate” – student book pg. 349
 * 4.

LM 131 Read pgs. 350 – 351

Insta lab pg. 351 || Close your eyes and imagine you are a drop of water as you flow through pipes, out of a faucet and into a pot. You are put on a stove over a hot burner. What do you do?

Place one student in each square on the carpet. Inform them that they represent water molecules. Say, “We are going to lower the temperature which means we have to remove half the squares on the carpet.” Then remove another half. Ask, “What happens to water molecules as the temperature decreases? Then increase the temperature more and more until the students are spread throughout the room. Ask, “What happens to water molecules when we increase the temperature? Do we still have the same number of students (molecules) in the experiment? || a. determine which solids dissolve b. describe different kinds of mixtures and solutions c. explain why some solids dissolve and some do not || “Which Solids Will Dissolve?” – student book pg. 357
 * 5.

LM 134 Read pgs. 358 – 362

Insta lab pg. 361 Create a T Chart of items that dissolve and do not dissolve in water. Ask students what properties to dissolvable materials have? Non-dissolvable? ||  || a. examine the affects of pollution on water
 * 6.

b. evaluate methods for sustaining healthy bodies of water || Revisit previous lessons highlighting ability to separate certain solutions. Introduce the idea of a water/motor oil mixture. T models the mixture of oil and water in whole group setting. T poses question: If this were a larger body of water, what would be the consequences of the mixture? Discuss [|Gulf of Mexico oil spill 2010.] (3:25) Show this video from National Geographic. Students will take notes as video plays. || Create a note taking guide for students that may have difficulty identifying important details while watching video. Replay video as often as needed. || identify and explain the uses and importance of fresh and salt water || Do Now: Why is water important? What do you use water for? Read aloud from __Clean Water__ pages 4-8. Ss will cut out their shadow profile and color 60% of it to represent the water composition. Ss will also calculate their water weight percentage (body weight x .60). Written explanation of activity and questions to accompany profile. Show video [|Why Care About Water] (2:29) Debrief video Discussion Questions: How do people use water? Chart responses Show [|Why the Ocean Matters] (2:40) Debrief Video Discussion Questions: Why is it important to create marine reserves? Chart responses Introduce [|water consumption table] for students to track the amount of water they use.
 * 7.

Ask students to estimate the number of gallons they think they use in one day. One week. One month. In a lifetime. Record their answers on their water consumption table. || Create a note taking guide for students that may have difficulty identifying important details while watching video. Replay video as often as needed. || investigate the methods of water collection and delivery || Discussion Questions: Where does your water come from? How does it get into your water bottle? Using EPA website locate NYC Watershed Identify the Catskill Mountains (Catskill/Delaware Watershed) as the source of 90% of NYC water. Croton Reservoir as the remaining water supply delivering a total of 1.4 billion gallons of water each day. [|Map of NYC Watershed] [] NYC Aqueduct Information [|Catskill Aqueduct - Wikipedia, the free encyclopedia] || Students can write from the perspective of a water droplet as it travels from the Catskill/Delaware Watershed to their kitchen faucet. Provide prompts to assist the writing (ie. My first stop along the way was… I then entered into … As I passed … || Analyze the affects of melting ice caps || Share interview [|Kids’ Questions On Climate Change]  Project a map on the screen and locate the polar regions. Discuss the climate, landscape, and wildlife living there.  Discussion Questions: What would happen if all the ice melted? Where would it go? How would it change the natural environment?
 * 8.
 * 9- 10.

Place three glasses on windowsill: one with ice water, one with ice and one with ice water and one with a non-floating item and ice water. Record observations of each. Discuss the results of each at the end of the day once the ice has melted.

Show “An Inconvenient Truth” || Provide copy of interview || determine steps necessary to reverse the effects of climate change || [|SMART Presentation] Video [|A Student's Guide to Global Climate Change | US EPA] at http://www.epa.gov/climatechange/kids/index.html Or [|Climate Change] at http://www.epa.gov/climatechange/kids/basics/index.html or Take the Expedition to the [|Arctic Ocean] at http://www.epa.gov/climatechange/kids/expeditions/index.html
 * 11.

Distribute articles based on reading levels and divide class in half. Explain they will be participating in a debate. They may not necessarily agree with the point of view they are arguing but nevertheless they need to be convincing. Students read articles from both perspectives of climate change issue. Allow students time to share information and formulate discussion points. Participate in debate with regard to climate change Opposing Points of View: corporate presidents vs. environmentalists. || Differentiated articles required based on students’ reading levels. Match students in groups with various reading levels to jigsaw information attained from reading articles. || Students will create their end of unit projects . || Replay the teacher model again. (It was shown in lesson 1) Students will write from the perspective of a rain drop, explorer, Native American or a colonist.
 * 12- 15

(See performance task above) ||  ||
 * 16. Review of Unit ||  ||   ||
 * 17. End of unit written assessment ||  ||   ||

For many great videos about water got to National Geographic site: [|Video -- Water Pollution -- National Geographic] http://video.nationalgeographic.com/video/environment/environmental-threats-environment/water-pollution/