Day 1: THE WATER IN THE WELL
Objectives:
Students will:
-identify that there are many sources of water on earth.
-identify major sources of water for a community, including rivers, reservoirs, wells.
-explain the importance of water to people and to other living organisms.
Materials:
· Writing materials
· Magazine photographs
· Construction paper in various shades of blue, aqua, gray, white, and green
Events of Instruction:
(Retrieved directly from Science Enhanced Scope and Sequence – Grade 3 Lesson, "Aquatic Words")
Introduction
1. Have students bring in photographs from magazines and other sources that show water habitats. Ask the students to look for pictures that show how organisms depend on water. Display photographs, and use them as a basis for a discussion about the dependence of living things on water.
Procedure
1. Read aloud the first two pages of “One Well.” Introduce unit on Water.
2. Ask the students to think about some of the ways they have used water today. Applicable pictures should be pointed out by students to prompt thinking. Emphasize that all organisms are ultimately connected to water.
3. Ask students to brainstorm words that have something to do with water, including how it is important to people and wildlife. List words on chart paper or the chalkboard. Lead students to stretch into new areas by suggesting examples and categories of ideas.
4. Using the list of words, ask the students to create word trees of water‐related words. Begin with a simple word tree like: water, wet cycle moving
5. Have students then create more complex word trees. Students may work in small groups or singly to create word trees.
6. When students have finished several word trees, have them use the trees to write one or two poetic definitions of water or water‐related concepts.
7. Share the following example using the word tree composed of the words condensation, cloud, rain, and storm:
“Water is gray clouds condensing into a loud summer rain storm.”
8. Alternatively, students could create sentences about water.
Conclusion
1. When the students have completed their poetic definitions/sentences, have the students cut pieces of construction paper in various shades of blue, aqua, gray, white, or green into shapes that will represent the poetry.
2. After cutting the paper to an appropriate shape, raindrop, river, etc., students will write their poems on the cut out shape.
3. Students will then share their statements with the class. As they share, lead a discussion with the class of how the water in each situation helps plants and animals.
Ideas for Differentiation:
· Provide pictures for students who may not bring any from home.
· On the tree web, students may draw pictures.
· Preteach texture or sensory words for use during “poetic sentences.”
· Use framed sentences for “poetic sentences,” giving blanks and the part of speech for
that blank. (_____ is (adverb) (verb).)
· In lieu of the world on the writing prompt, students can focus on school, making the
school their world, thus providing a more familiar environment.
· Have a forest ranger come in to discuss how water affects the habitat.
· Survey people in the community on water usage.
· Create a water cycle song with gestures.
· Have students write and illustrate a short story about the importance of water.
Assessment:
1. Ask students to create a chart to illustrate the percentages of water on earth (line graph, pie chart, water drops) based on the reading from the day. Will assist with exact percentages. Share graphic below.
2. Writing Activity on Water, see resources below.
3. Other questions may include:
How do people use water each day?
Why is water so important to our planet?
Resources:
"Water Resources Poster" for Unit. Go to: http://water.usgs.gov/outreach/Posters/water_use/grade.html
Worksheet on Water Writing Activity:
http://www.google.com/imgres?imgurl=http://www.classbrain.com/artholiday/uploads/water4-sample.jpg&imgrefurl=http://www.classbrain.com/artholiday/publish/printer_global_water_supply_lessons.shtml&h=466&w=360&sz=15&tbnid=1b52o6P5lP6VGM:&tbnh=91&tbnw=70&zoom=1&usg=__3MbS_IuTOPOe3ILC2SN0eN8cfmk=&docid=YYJc-BDJ1l_67M&sa=X&ei=Fi6mUvP1DsyysATDnIDIBg&ved=0CDMQ9QEwAQ
Smart Board Introductory Lesson on Water
Go to: http://www.teacherspayteachers.com/Product/Water-A-Third-Grade-SmartBoard-Introduction-944133
References:
VADOE Science Enhanced Scope and Sequence: "Aquatic Words." Retieved from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade3/earth_patterns_cycles_changes/sess_3-9ad2.pdf
Students will:
-identify that there are many sources of water on earth.
-identify major sources of water for a community, including rivers, reservoirs, wells.
-explain the importance of water to people and to other living organisms.
Materials:
· Writing materials
· Magazine photographs
· Construction paper in various shades of blue, aqua, gray, white, and green
Events of Instruction:
(Retrieved directly from Science Enhanced Scope and Sequence – Grade 3 Lesson, "Aquatic Words")
Introduction
1. Have students bring in photographs from magazines and other sources that show water habitats. Ask the students to look for pictures that show how organisms depend on water. Display photographs, and use them as a basis for a discussion about the dependence of living things on water.
Procedure
1. Read aloud the first two pages of “One Well.” Introduce unit on Water.
2. Ask the students to think about some of the ways they have used water today. Applicable pictures should be pointed out by students to prompt thinking. Emphasize that all organisms are ultimately connected to water.
3. Ask students to brainstorm words that have something to do with water, including how it is important to people and wildlife. List words on chart paper or the chalkboard. Lead students to stretch into new areas by suggesting examples and categories of ideas.
4. Using the list of words, ask the students to create word trees of water‐related words. Begin with a simple word tree like: water, wet cycle moving
5. Have students then create more complex word trees. Students may work in small groups or singly to create word trees.
6. When students have finished several word trees, have them use the trees to write one or two poetic definitions of water or water‐related concepts.
7. Share the following example using the word tree composed of the words condensation, cloud, rain, and storm:
“Water is gray clouds condensing into a loud summer rain storm.”
8. Alternatively, students could create sentences about water.
Conclusion
1. When the students have completed their poetic definitions/sentences, have the students cut pieces of construction paper in various shades of blue, aqua, gray, white, or green into shapes that will represent the poetry.
2. After cutting the paper to an appropriate shape, raindrop, river, etc., students will write their poems on the cut out shape.
3. Students will then share their statements with the class. As they share, lead a discussion with the class of how the water in each situation helps plants and animals.
Ideas for Differentiation:
· Provide pictures for students who may not bring any from home.
· On the tree web, students may draw pictures.
· Preteach texture or sensory words for use during “poetic sentences.”
· Use framed sentences for “poetic sentences,” giving blanks and the part of speech for
that blank. (_____ is (adverb) (verb).)
· In lieu of the world on the writing prompt, students can focus on school, making the
school their world, thus providing a more familiar environment.
· Have a forest ranger come in to discuss how water affects the habitat.
· Survey people in the community on water usage.
· Create a water cycle song with gestures.
· Have students write and illustrate a short story about the importance of water.
Assessment:
1. Ask students to create a chart to illustrate the percentages of water on earth (line graph, pie chart, water drops) based on the reading from the day. Will assist with exact percentages. Share graphic below.
2. Writing Activity on Water, see resources below.
3. Other questions may include:
How do people use water each day?
Why is water so important to our planet?
Resources:
"Water Resources Poster" for Unit. Go to: http://water.usgs.gov/outreach/Posters/water_use/grade.html
Worksheet on Water Writing Activity:
http://www.google.com/imgres?imgurl=http://www.classbrain.com/artholiday/uploads/water4-sample.jpg&imgrefurl=http://www.classbrain.com/artholiday/publish/printer_global_water_supply_lessons.shtml&h=466&w=360&sz=15&tbnid=1b52o6P5lP6VGM:&tbnh=91&tbnw=70&zoom=1&usg=__3MbS_IuTOPOe3ILC2SN0eN8cfmk=&docid=YYJc-BDJ1l_67M&sa=X&ei=Fi6mUvP1DsyysATDnIDIBg&ved=0CDMQ9QEwAQ
Smart Board Introductory Lesson on Water
Go to: http://www.teacherspayteachers.com/Product/Water-A-Third-Grade-SmartBoard-Introduction-944133
References:
VADOE Science Enhanced Scope and Sequence: "Aquatic Words." Retieved from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade3/earth_patterns_cycles_changes/sess_3-9ad2.pdf