Day 10: Saving the Well
Objectives:
Students will:
Materials:
Events of Instruction
Introduction:
7. Our last section is “Saving the Water” in the Well, pg. 26. Listen as I read for a meaning for the words “conserving water.”
8. What do you think “Conserving Water” means according to this book? Definition we will use is: protecting the quantity and quality of water on Earth.
Lesson Development
Closure
Ideas for Differentiation:
Assessment:
Formative
· Objective: Build a model of a flow-restrictor devise. Conduct investigation measuring time, gathering data, and analyzing data.
Resources and References:
Exit Slip. Retrieved from Teachers Pay Teachers, on October 27, 2013 from http://www.teacherspayteachers.com/Product/Exit-Tickets-Know-What-Students-Do-Dont-Understand-335186
Hammersmith, Craig. (2012). “The Water Cycle.” Mankato: Capstone Press.
Lawrence, Ellen. (2012). “What is the Water Cycle?” New York: Bearport Publishing.
Lyon, George Ella, and Tillotson, Katherine. (2011). “All the Water in the World.” New York: Antheneum Books For Young Readers.
Virginia Department of Education, 2012. “Around and Around.” From Enhanced Science Scope and Sequence- Grade 3. Retrieved on October 27, 2013, from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade3/earth_patterns_cycles_changes/sess_3-9bc.pdf
Water Cycle Labels. Retrieved on October 27, 2013, from http://response.restoration.noaa.gov/training-and-education/education-students-and-teachers/water-cycle-game.html.
Water Cycle Handout. Retrieved on October 27, 2013, from http://fun-in-first.blogspot.com/2011/03/water-cycle.html
Water Cycle Picture without labels. Retrieved on October 27, 2013, from http://michelerosenthal.com/watercycle.html.
Whiteboard Illustration. Retrieved on October 27, 2013 from http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/watercycle.htm
Wick, Walter. (1997). “A Drop of Water.” New York: Scholastic Press.
Students will:
- Identify and communicate the importance of water to people.
- Build a model of a flow-restrictor devise. Conduct investigation measuring time, gathering data, and analyzing data.
- Explain methods of water conservation in the home and school.
Materials:
- Supplies for Water-Flow Cups: cups, tape, nails
- Sticky notes, posters
- Book, “One Well”
- Handouts for Constructing a Water-Flow Cup
- Handouts for Water conservation
Events of Instruction
Introduction:
- Here is one liter of water. Today’s lesson is titled, “Every Drop Counts.” We are going to be exploring why water is so important for humans, why water is a limited resource, and how to conserve water- or make every drop count. Post three questions on wall.
- To get started, I would like for you to write down on a sticky note what you already know about water conservation and on another sticky note a question you have about water conservation or something you would like to know about water conservation. When you are finished you may post your notes on the Class KWL Poster.
- Review prior knowledge and engage in questions by discussing KWL Poster sticky notes.
- We are now going to spend a few minutes reading from “One Well,” please listen for the ways humans use water. Read page 16-17
- Let’s test our knowledge of uses of water. I will read a statement. Please give me a thumbs up if you agree, a thumbs down if you disagree, or a thumb in the middle if you are not sure.
- Water is used to produce a glass of milk.
- People drink an average of 2.5 L of water per day.
- Flushing the toilet uses 1 L of water.
- Most of the freshwater we use is in the home.
- Water is used to generate electricity.
7. Our last section is “Saving the Water” in the Well, pg. 26. Listen as I read for a meaning for the words “conserving water.”
8. What do you think “Conserving Water” means according to this book? Definition we will use is: protecting the quantity and quality of water on Earth.
Lesson Development
- Now we are going to explore one water conservation project, “Constructing a water-flow cup.”
- You will work in groups, where each table will be a group. I am handing out the procedures for the experiment. Your supplies should be at the table. Before we get started, I want to remind you of our lab safety agreement. This activity involves sharp objects, please keep tools in bag when you are not using them. Also the directions ask you to repeat your trial three times and take the average of those three times. Why do you think you should do that? How do you get an average from three numbers?
- You will have 8 minutes to complete the experiment and answer the questions as a group, we will then share our results and conclusions as a class. Go ahead an begin.
- Hold class discussion on findings:
- What is the difference between the drainage times of the two cups?
- Who do the streams of water compare?
- Would one make a better showerhead than the other? If so which one?
- How could you use the flow-restrictor data from this activity to help your family save water?
- What are some other ways to conserve water?
- I’m going to give you some additional information on water conservation- a Water Conservation Chart and a primer on ways to conserve water.
Closure
- I would like you to create a persuasion poster that attempts to convince people to conserve water. You may want to include ways to conserve water, why to conserve water, or why having enough water is important to people. Review importance of water for humans, why water is a limited resource, and ways to conserve water.
- Share posters with class.
- Ask students to complete exit slip at departure. “Water Conservation is important to me because”
Ideas for Differentiation:
- Students may draw pictures to answer questions. Students may ask what they would like to know.
- Students may draw pictures or use words or sentences to build case for why we should conserve water. Offer specific ideas as needed.
Assessment:
Formative
- Objective: Identify and communicate the importance of water to people.
- Assessment: KWL exercise, using sticky notes to answer “Why is water so important to humans?”
- Objective: Explain methods of water conservation in the home and school.
- Assessment: KWL exercise, using sticky notes to answer “How can we conserve water?”
- Identify and communicate the importance of water to people.
· Objective: Build a model of a flow-restrictor devise. Conduct investigation measuring time, gathering data, and analyzing data.
- Assessment: Students follow procedure on “Constructing a Water-Flow Cup,” collect data, and make conclusions as guided by the handout.
- Explain methods of water conservation in the home and school.
- Assessment: Students create persuasion poster on water conservation.
Resources and References:
Exit Slip. Retrieved from Teachers Pay Teachers, on October 27, 2013 from http://www.teacherspayteachers.com/Product/Exit-Tickets-Know-What-Students-Do-Dont-Understand-335186
Hammersmith, Craig. (2012). “The Water Cycle.” Mankato: Capstone Press.
Lawrence, Ellen. (2012). “What is the Water Cycle?” New York: Bearport Publishing.
Lyon, George Ella, and Tillotson, Katherine. (2011). “All the Water in the World.” New York: Antheneum Books For Young Readers.
Virginia Department of Education, 2012. “Around and Around.” From Enhanced Science Scope and Sequence- Grade 3. Retrieved on October 27, 2013, from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade3/earth_patterns_cycles_changes/sess_3-9bc.pdf
Water Cycle Labels. Retrieved on October 27, 2013, from http://response.restoration.noaa.gov/training-and-education/education-students-and-teachers/water-cycle-game.html.
Water Cycle Handout. Retrieved on October 27, 2013, from http://fun-in-first.blogspot.com/2011/03/water-cycle.html
Water Cycle Picture without labels. Retrieved on October 27, 2013, from http://michelerosenthal.com/watercycle.html.
Whiteboard Illustration. Retrieved on October 27, 2013 from http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/watercycle.htm
Wick, Walter. (1997). “A Drop of Water.” New York: Scholastic Press.