# What Makes Water so Special? MST-NYC Inquiry Unit Professor Petruso-O’Connor Pedagogy II Spring 2013 By: Marta Osorio & Olunife Ojediran.

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What Makes Water so Special? MST-NYC Inquiry Unit Professor Petruso-O’Connor Pedagogy II Spring 2013 By: Marta Osorio & Olunife Ojediran

Table of Contents Title Slide MST-NYC Inquiry Unit Overview……………………………………………………....3 Lesson 1: Drinking Water!!..................................................4-14 Lesson 2: What’s the Matter?? Solid, Liquid and gas…………………....…15-25 Lesson 6: What goes up MUST come down, The Water Cycle………..26-35 Filamentality………………………………………………………………………………….…36-38

MST-NYC Inquiry Unit Overview What makes water so special? Lesson 1 Drinking Water!! Lesson 2 What’s the Matter?? Solid, Liquid & Gas Lesson 3 What container holds more water? Measuring Volume Lesson 4 Stir and Mix Lesson 5 What Floats? What Sinks? Lesson 6 What goes up MUST come down, The Water Cycle

Lesson 1 Drinking Water!!

Lesson Summary

Standards

Behavioral Objectives

Sample Student Activities

Assessment

Lesson 2 What’s the Matter? Solid, Liquid & Gas

Lesson 2 Summary The teacher will begin by asking students to write on a post it note, three examples of an object that is a solid, liquid, and gas. Teacher will then read Water, Water Everywhere by Cynthia Overbeck Bix. Students will complete a scavenger hunt activity. Students will watch some interactive videos. The teacher will review a few the vocabulary words for this lesson.

Behavioral Objectives To name three examples for each one of the states of matter (solid, liquid and gas) To identify correct information about states of matter in an online scavenger hunt. To create a line graph representing the melting points of five solids (Lime lolly, chocolate, butter, candle wax, and aluminum).

Bloom’s Taxonomy & G.M.I Bloom’s Taxonomy: Comprehension, Application, and Analysis Gardner’s Multiple Intelligences: Visual/Spatial, Linguistic, and Musical

Motivational activity Solids  Rock  Wood  Steel Liquids  Water  Milk  Juice Gas  Air  Helium  Steam One or more states of matter  Water Sample Student Activities

Scavenger Hunt

Assessment Assessment Rubrics Behavioral Objective (S) Target “3” Satisfactory “2” Unsatisfactory “1” Student Rating Behavioral Objective # 1: To name three examples for each one of the states of matter (solid, liquid and gas). Student named three examples for each state of matter in correct areas in their post-it notes. Student named 2 examples for each state of matter in correct areas in their post-it notes. Students named less than 2 examples of each state of matter in their post-it notes. Behavioral Objective # 2: To identify correct information about states of matter in an online scavenger hunt. Student correctly identified the answers to all (12) questions in the scavenger hunt questionnaire (Part I, Part II and Part III) with no errors and clear explanations. Student correctly identified 9 answers to the questions in the scavenger hunt questionnaire (Part I, Part II and Part III) with no errors and clear explanations. Student identified 5 or less answers to the scavenger hunt questionnaire (Part I, Part II and Part III). Behavioral Objective # 3: To create a dotted line graph representing the melting points of five solids (Lime lolly, chocolate, butter, candle wax, and aluminum). Line Graph has a title, axes are labeled, all data is entered and computations are 100% correct according to spreadsheet. Line graph has a title, axes are labeled, and there is one minor error in entering data and/or computations according to spreadsheet. Line graph is not correctly entitled, and/or axes are not labeled, and there is more than one minor error in entering data and/or computations according to spreadsheet.

Lesson 6 What goes up Must come down, The Water Cycle

Lesson 6 Summary Teacher will begin a KWL chart, and record student responses about the water cycle. Students will watch a motivational videos about the water cycle. Teacher will read the book Water Dance by Thomas Locker. Students will work to create their own models of the water cycle. Students will respond to inquiries like; How does water change? How does water move? How does life depend on water? How does the sun affect water ? How do we participate in the water cycle process?

Behavioral Objectives To describe the flow of the water cycle. To create a small-scale model of the water cycle, and explain the relationship between precipitation, condensation, and evaporation. To identify correct answers on in-class questionnaire.

Bloom’s Taxonomy & G.M.I Bloom’s Taxonomy: Knowledge, Comprehension, and Application Gardner’s Multiple Intelligence(s): Visual/Spatial, Linguistic, and Musical. Children’s Literature: Water Dance, by Thomas Locker.

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water- cycle.htm Website overview This video teaches students about the water cycle. It addresses questions students might have, and through sing-along songs, videos, vocabulary words, and quizzes, students will better understand the water cycle. The video includes animated characters that interact and use student friendly explanations. As students watch the videos the lyrics are also provided on screen to support each student’s need. Motivational Activity

Sample Student Activities

Assessment Assessment Rubric Behavioral Objective Target “3” Satisfactory “2” Unsatisfactory “1” Student Rating Behavioral Objective # 1: To describe the flow of the water cycle. Student was able to describe all the processes of the water cycle Student was only able to describe 2 processes of the water cycle Student was not able to describe any processes of the water cycle Behavioral Objective # 2: To create a small- scale model of the water cycle and to explain the relationship between precipitation, condensation, and evaporation Student successfully created a model of the water cycle and correctly explained the relationship between precipitation, evaporation, and condensation Student tried to create a model of the water cycle, but has 1-2 errors and tried to explained the relationship between precipitation, evaporation, and condensation, but had 1-2 errors Student did not create a proper model of the water cycle, and had many errors explaining the relationship between precipitation, evaporation, and condensation Behavioral Objective #3: To identify accurate information on the “What Goes Up Must Come Down!” questionnaire. Student accurately identified answers on the “What Goes Up Must Come Down!” questionnaire with no errors. Student identified answers on the “What Goes Up Must Come Down!” questionnaire with 3 – 4 errors. Student identified answers on the “What Goes Up Must Come Down!’ questionnaire with 5 or more errors.

What makes Water Special Filamentality Webpage

Filamentality Rationale

Thank You!!! The End….

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