StEm (capitalize letter to denote focus)

Title: Water Safety

Grade Level: 1

Science Standard:SC.1.E.6.2 Describe the need for water and how to be safe around it.

Learning Outcomes: Students will be able to investigate how to be safe around water.

Math Standard:1. Make sense of problems and persevere in

solving them.2. Construct viable arguments and critique

the reasoning of others.

Career Connection:

Pool Safety Technician

Essential Question/s:

How can we be safe around water?

Engineering Practices:

1. Engaging in argument with evidence2. Obtaining, evaluating, and communicating

information3. Developing and using models

Vocabulary:Water Safety (water safety)BlueprintClientRequest for ProposalPrototype

Materials: Posters Markers/Crayons Science Journal Water Safety Picture (18)   Pool Props (floaties, pool noodle, life

jacket) Pictures for Gallery walk Anchor Chart

Literature:

“A Treasure at Sea for Dragon and Me”

MyOn Books- All Living Things Need Water - Water (little explorer- page1 only) - We Need Water

Notebook/writing connection:

Water safety picture (give each student a picture). Students list 3 unsafe actions and explain how to make them safe.

Co-teaching model: (List co-teachers and their specific role during the lesson)

Silmarie DiazSamantha HartmanBailee MurphySarah Norsworthy

All co-teachers will be observing and taking notes. During group work, co-teachers will focus on specific groups and help ask guiding/probing questions.

Day 1/Part 1: From this plan students will walk away knowing how to be safe around water.(Write out your step-by-step plan. Include the role of the students and the role of the teacher. Include formative assessments and notebooking opportunities. Also include your questions. This should be a complete step-by-step plan)

Engage: Teacher will set out objects that represent water safety to start a discussion with students.

o Items: Floaties, life jacket, goggles, snorkel mask, inner tube, etc.o Display items where every student can seeo Ask students questions to facilitate discussion

Where have you seen these before? What would you use these for? Tell me about the items you see in front of you. Have you seen these before? Have you

used these items before? Talk to me about your experiences with these materials.“Since we have seen these items that we use to help us be safe we are now going to learn about what things we can do to be safe around water. Today’s purpose is to identify rules for water safety.”

Explore: Teacher shows picture of pool with lightening in the background. (Modeling the gallery walk)

o Ask students to observe the picture, thinking about what they see in the photos? Ask students to make observations and inferences about the photo in regards to water safety

o Students will turn and talk about what rule the picture is showing.o Ask students to share out ideas and come up with observations of the photoo Would you swim in this pool? Why or why not?o (Don’t swim during thunderstorms)

Students will go through a gallery walk to identify the different water safety rules. Students will use their science notebooks to record the different water safety rules that they observe.

o Teacher will set up gallery walk by posting pictures of people practicing water safety.o Explain to students that they are to go look at the pictures and determine what is being done in

the picture. (Person is using a floaty, etc.)o Set students up into groups and set up science notebook. o Allow students a minute or two to view the picture and record the observation and/or inference

they see in the picture.o While students are going through the gallery walk teachers should be circulating the room and

ensuring that students are following the directions for the gallery walk/Listening to student thinking

o Co-Teachers will be recording student thinking and listening in on student conference.

Finish the Gallery walk by allowing students time in table groups/groups to discuss the different observations/inferences

o Teachers/Co-Teachers will be listening and recording student thinking After students have been to each picture and have recorded their observations in their science notebook,

gather at the carpet to share out ideas. o Show each picture and ask students what the rule that they wrote down was.o Create a class record (anchor chart about water safety).

Explain: What are some patterns you noticed in your observations? Once the class record has been created ask students to sticky high-five (turn and talk) with someone

around them to define the term “water safety.” o Call on some students to share out and come up with a class definition o Record  on class record chart (anchor chart about water safety)

Read the story “A Day at the Pool” (Literature connection)o Give each student an index card with the word safe on one side. o While completing the read aloud students will hold up their cards when they see something that

is safe (formative assessment).Now that we are familiar with how to be safe around water. Now we are going to look at a picture where there are a lot of being being unsafe. It is your job to identify 3 people who are being unsafe and explain how they can be safe.

Elaborate: Glue the water safety picture in each students science notebook.

o Students will then circle 3 unsafe things and label the circles 1,2, or 3. Explain why the 3 things are unsafe

Explain how to make the 3 things safe

Day 2/Part 2: Students will apply their understanding of how to be safe around water to solve this problem through the design process.(Write out your step-by-step plan Include the role of the students and the role of the teacher.)

Problem or Challenge: Show and read the Request for Proposal Form (RFP)Discuss with your students:        -Who is your client? (Pools of America)        - What type of product do we need to create? (A sign)        - What criterion is listed on the Request for Proposal? (3 rules, pictures)Explain to students that will become Pool Safety Technicians.  

Brainstorm/Investigate (focus concept):Talk to students about the pool safety rules. Chart students thinking. Show students images of pool safety signs. Include a variety of posters such ones that have only words or only pictures.

Allow students to begin brainstorming ideas for their own signs. Pass out a design challenge half sheet where they can draw and write down ideas.

Plan/Design Blueprint:

The students use a plan sheet that consists of a space to write 3 rules and the checklist for their pool sign requirements. The students will write 3 rules on their own first then get together with their partner and pick which ones they want to put on their sign.

Build/Test:

Students will receive poster paper for their pool sign model. They must have a heading, 3 rules, pictures that match each one, and make sure it is neat and colorful.

Collect/Analyze Data:

Reflect on Improvements:

Present pool signs to the class and have the students (not the presenters) see if they can understand which rules were included on the sign. If they cannot identify them, talk about why. Is it neatly written? Do the pictures match the rules? Is the writing organized?

Redesign/Improve:

Evaluate/ Justify:

Lesson Components (attach as amendments):

RFP- Request for Proposal

Planning Sheet for the Design Process

Notebook Stops- Reflection and record of student learning

Career Connection

Teacher Background (task we started on 1/21)

Standards table or standards connections (task we completed on 1/21)

Questions to consider when writing:

DAY ONE:

1. What specific content or “piece” of the standard is this lesson addressing?2. What prior knowledge should the students have?3. Throughout day one what will be the evidence of the students’ learning?4. What and how do you expect the students to record their thinking (either in the notebook,

diagrams, exit tickets etc)?5. What content do the students NEED to know to be successful?6. What connected text or literature will students utilize? (How are the students expected to read

this and how do you want them to respond?)7. Think of your Five E’s: (which "E’s” are identified in day one?)8. As a teacher you need to be aware of common misconceptions students would have with this

content- List out some common misconceptions http://amasci.com/miscon/opphys.html. 9.

DAY TWO

1. What specific content do you want the students to use in their design process?2. How will you introduce the Request for Proposal (RFP):3. What type of career or engineer are the students going to “become” throughout this lesson? How

will they document this (stickers in their notebooks, labels on their shirts, career connection poster on board…)

4. What real world problem will the engineers solve? (Related back to the RFP)5. How will students document their design process? (Design challenge planning sheet specific to

your grade level.)6. How will students justify that their engineering design is the “best” or meets the requirements of

the RFP. 10. How will you determine if your learner met their learning goals and successfully demonstrated

mastery to the essential question?11. What connected text or literature will students utilize? (How are the students expected to read

this and how do you want them to respond?)12. How much time have you allotted for this cycle to occur?