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What Makes Water So Special? By: Marta Osorio & Olunife Ojediran 4 th Grade MST Inquiry Unit.

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Presentation on theme: "What Makes Water So Special? By: Marta Osorio & Olunife Ojediran 4 th Grade MST Inquiry Unit."— Presentation transcript:

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2 What Makes Water So Special? By: Marta Osorio & Olunife Ojediran 4 th Grade MST Inquiry Unit

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

4 Rational This unit is meant to increase children’s appreciation and understanding of water. To accomplish this students will explore water in a variety of ways. Within the context of their own lives and communalities, by developing both their scientific understanding, as well as their capacity to connect with water on a personal level.

5 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

6 Drinking Water!! Lesson # 1

7 Lesson Summary Motivational Activity Ask the students to take a deep breath, close their eyes and relax. Open The Filamentality page and play the is The Water Sound YouTube video. Ask students to listen to the sounds for about one minute and then try to identify what kind of sounds they are. gently sprinkle some water on the air with a water atomizer so water could land on students’ heads and faces. Once the time limit is up, ask students to open their eyes up. Then, select two or three students so they can share with the rest of the class what they thought the sounds they just heard were. Experiment Students explore five different bottles of water using all their senses. The bottles are labeled 1-5. The first bottle of water will contain carbonated water, the second bottle will be mixed with salt, the third bottle of water will have a dirty-look appearance, the fourth bottle of water will have a lemon scent, and the fifth bottle of water will contain pure water. Students are to decide which bottle of water to drink from and why. Students are then asked to write their own definition of drinking water based on this experiment.

8 Behavioral Objectives To conduct an experiment exploring five bottles of water and completing part 1A on the worksheet provided. To define the concept of drinking water based on the observations from the experiment and the information gained in class. To explain in two paragraphs where drinking water comes from and why drinking water is important.

9 Drinking Water! Bloom’s Taxonomy: Knowledge, Comprehension, and Application, Gardner’s Multiple Intelligence(s): Visual-Spatial, Linguistic, and Bodily-Kinesthetic Children’s Literature: The Drop in My Drink: The story of Water on Our Planet by Meredith Hooper.

10 Assessment Behavioral ObjectivesTarget “3” Satisfactory “2” Unsatisfactory “1” Student Rating Behavioral Objective # 1: To conduct an experiment exploring five bottles of water and completing part 1A on the worksheet provided. Students correctly answered all five questions on part IA of the worksheet provided. Students correctly answered four questions on part IA of the worksheet provided. Students correctly answered three or less questions on part IA of the worksheet provided. Behavioral Objective # 2: To define the concept of drinking water based on the observations from the experiment and the information gained in class. Students provided a definition of drinking water and included four-five characteristics of drinking water (clear, odorless, tasteless, liquid, and colorless). Students provided a definition of drinking water and only included three characteristics of drinking water (clear, odorless, tasteless, liquid, and colorless). Students provided a definition of drinking water and only included two or less characteristics of drinking water (clear, odorless, tasteless, liquid, and colorless). Behavioral objective # 3: To explain in two paragraphs: 1) where drinking water comes from and 2) why drinking water is important. Students answered both questions correctly and wrote two paragraphs Students answered both questions correctly and wrote only one paragraph. Or students answered one question correctly and wrote two paragraphs. Students answered one question and/or wrote one paragraph.

11 Sample Student Activities

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

13 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.

14 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).

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

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

17 Scavenger Hunt

18 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.

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

20 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?

21 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.

22 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.

23 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

24 Sample Student Activities

25 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.

26 What makes Water so Special Filamentality Webpage

27 Thank You!!! The End….


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