lesson one: introduction of solids and liquids- part...

Lesson One: Introduction of Solids and Liquids- Part 1: Solids

Standards:

E.FE.02.13 Describe the properties of water as a liquid (visible, flowing, shape of container and recognize rain, dew, and fog as water in its liquid state. *

E.FE.02.14 Describe the properties of water as a solid (hard, visible, frozen, cold) and recognize ice, snow, and hailas water in its solid state. *

S.IA.02.12 Share ideas about science through purposeful conversation.

W.PR.02.05 Draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings.

R.CM.02.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.

R.CM.02.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

Objectives: Students will learn about the definition of a solid, liquid and gas in the state of water. They will learn all

of the terms, but in this lesson the focus will be solids only. They will watch a video describing the cycles

that water goes through. Then we will read The Weather: Snow and write down all the things they

learned about snow and adding in characteristics relating it to a solid.

Materials: The Weather: Snow by Terry Jennings

Solid Liquid Gas: http://app.discoveryeducation.com/search?Ntt=solid+liquid+gas

Paper and pencil

Anchor chart paper

Instructional Sequence: 1. Access prior knowledge of solids and liquids. Write responses on the board.

2. Show the students the video on solid, liquid and gas from Discovery Education website.

3. Discuss what the video was about. Write down new things the students learned from the video.

4. Students go to the carpet to hear an informational text on snow. Read the story and discuss key

points during the story.

5. Create an anchor chart on snow. Add in what was already discussed from what was learned

about solids. Use questions as direction for conversation. Add responses to the chart.

a. Is snow a solid? How do you know? What other types of water are considered solids?

(snow, ice, and hail). Describe the properties of water as a solid.

6. Have students return to their seat and write about a time they experienced snow.

a. Describe how the day looked

b. Describe what snow felt like ( cold, powdery, icy, fluffy, solid)

c. Did you enjoy it?

http://app.discoveryeducation.com/search?Ntt=solid+liquid+gas

7. Collect them when they are finished

Lesson Two: Introduction of Solids and Liquids- Part 2: Liquids

Standards:






Objectives: Students will learn about the definition of a solid, liquid and gas in the state of water. Students will give

examples of prior knowledge relating to water as a liquid form. Then we will read The Weather: Rain and

write down all the things they learned about rain. Students will be able to understand the properties of

rain.

Materials: The Weather: Rain by Terry Jennings

Paper and pencil

Anchor chart paper

Instructional Sequence: 1. Review lesson from previous day. Discuss the difference between solids and liquids. Ask

students to explain and give examples of what would be a liquid.

2. Students go to the carpet to hear an informational text on rain. Read the story and discuss key

points during the story.

3. Create an anchor chart on rain. Add in what was already discussed from what was learned about

solids. Use questions as direction for conversation. Add responses to the chart.

a. Is rain a liquid? How do you know? What other types of water are considered liquids?

(dew, fog, mist, ). Describe the properties of water as a liquid.

4. Have students return to their seat and write about a time they experienced snow.

a. Describe how the day looked

b. Describe what rain felt like ( cold, powdery, icy, fluffy, solid)

c. Did you enjoy it?

5. Collect them when they are finished.

Lesson Three: Water Cycle: Magic School Bus: Wet All Over

Standards:

S.RS.02.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.




R.MT.02.02 self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.

R.CM.02.02 retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

K-7 Standard E.FE: Develop an understanding that Earth is a planet nearly covered with water

and that water on Earth can be found in three states, solid, liquid, and gas. Understand how

water on Earth moves in predictable patterns. Understand Earth’s atmosphere as a mixture of

gases and water vapor.

Objectives: Students will learn about the water cycle. They will learn more in depth about water as a solid, and

liquid and even in a gaseous state. They will listen to the story and then identify each main step of the

water cycle through an illustration and explaination.

Materials: Wet All Over: A Book About the Water Cycle (Magic School Bus)

Paper

Pencil

Crayons

Anchor chart paper

Instructional Sequence: 1. Review previous day’s solids and liquids. Ask students if they are familiar with the water cycle.

Write down any prior knowledge that the students have about the water cycle.

2. Introduce Wet All Over: A Book About the Water Cycle to the class. Read the story.

a. During reading, write down new terms as they are introduced and have students define

them in their own words. Write definitions on the board.

3. After reading, discuss terms and parts of the story. Engage students into answering questions.

Flip through the book again to prompt them.

4. Flip to a new anchor chart page. Write the main parts of the water cycle down. Show students

an example of what one part does. Discuss what each part does. Then have the students return

to their seats and write each main part of the cycle and what it does and draw an illustration to

go along with it.

Lesson Four: Water Cycle Continued

Standards:

S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models,

exhibits, and activities.


R.CM.02.02 retell in sequence the major idea(s) and relevant details of grade-level narrative and

informational text.

K-7 Standard E.FE: Develop an understanding that Earth is a planet nearly covered with water

and that water on Earth can be found in three states, solid, liquid, and gas. Understand how

water on Earth moves in predictable patterns. Understand Earth’s atmosphere as a mixture of

gases and water vapor.

Objectives: Students will learn continue to learn about the water cycle. This lesson will serve as a review of what

was learned in the previous lesson. The students will be able to identify and explain the three major

steps in the water cycle. They will be able to explain the difference between evaporation, condensation

and precipitation and create an illustrated representation of the water cycle.

Materials: Wet All Over: A Book About the Water Cycle (Magic School Bus)

Paper

Pencil

Crayons

White board/marker

Anchor Chart paper

http://singdancelearn.com/science-songs/water-cycle-song/

Instructional Sequence: Water is constantly changing forms. Sometimes it’s in the liquid we drink and swim in. Sometimes its

frozen solid like snow and ice, and other times it is a gas called water vapor. You can see water vapor in

the steam from a tea kettle. Water’s ever changing state allows it to move from the ground to the clouds

and back to Earth as rain. The sun drives the process, recycling it over and over again.

o Nature is always moving water through the air and land so that the water we use is

constantly being recycled.

o Water is constantly moving from the Earth to the sky.

1. Rewrite the different steps of the water cycle. Discuss what happens in each stage. Refer back to

the book and the cycle and what the children in the story experienced.

2. Write down key terms used (evaporation, condensation, precipitation, collection*)

3. After all the definitions are written out on the board using the students own definitions have the

students act out the water cycle.

http://singdancelearn.com/science-songs/water-cycle-song/

a. Pass out the “roles”: sun, evaporation, precipitation, condensation, and collection. Act

as the narrator to initiate when the students to act out their part.

b. Acting it out will help put the cycle into perspective and give the students a visual

representation of how the cycle works.

4. Draw their own version and label

a. Now that they have acted out the cycle and seen the definitions, the students can give

themselves their own representations on paper that can be used to study from and as a

tool for checking for understanding to make sure that they are on the same page.

5. Listen to song

a. While they are coloring, play the song to give a different form of how the cycle works.

The song is very repetitive in explaining the cycle and simple lyrics to sing along too. This

is another tool for understanding and just a fun way to remember the cycle.

6. Share pictures with the class and review terms used in the water cycle. Collect drawings.

Lesson Five: The Force of Water- Part 1(of 3)

Standards:



W.PR.02.03 draft focused ideas in written compositions using paragraph clusters, each containing a main idea and some supporting details.

E.FE.02.11 Identify water sources (wells, springs, lakes, rivers, oceans).

E.FE.02.12 Identify household uses of water (drinking, cleaning, food preparation).

E.FE.02.21 Describe how rain collects on the surface of the Earth and flows downhill into bodies of water (streams, rivers, lakes, oceans) or into the ground.

Objectives: Students will now learn about water movement. Students will learn about how water affects land.

Students will learn the importance of water. Students will learn new key terms: deltas, floodplain,

groundwater, irrigate, pollutes, sediment, tributaries, watershed, water vapor. Students will use the

story to answer packet questions.

Materials: The Force of Water by Lacy Finn Borgo

Paper

Pencil

Anchor Chart paper

Overhead projector

Instructional Sequence: 1. Ask the students what they already know about water.

2. Pass out the packets and together fill in the (K) column with what the students already know

about water. Then fill in the second column (W) with what the students would like to know

more about water.

a. Show on overhead a copy of the book. Take a picture walk through the story to help

students brainstorm ideas for things they would like to learn more about water. Have

students share questions to add to the (W) column.

3. Have them come to the carpet to hear the story. Read the story.

4. After reading ask the students if some of their questions were answered.

5. Have the students partner read the story.

6. Once students are finished, have them return to their seats and together fill in the column (L).

Have the students answer their questions from the (W) column.

7. Students will then complete the rest of the handouts on their own and turn in when complete.

Lesson Six: The Force of Water- Part 2(of 3)

Standards:





S.DS.02.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in book discussions, peer conferencing, or other interactions.

R.WS.02.11 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

Objectives: Students will continue to learn about water movement. Students will learn about how water affects

land. Students will learn the importance of water. Students will create concept cards to comprehend key

terms: deltas, floodplain, groundwater, irrigate, pollutes, sediment, tributaries, watershed, water vapor.

Students will write and illustrate definitions of the terms used in the story. Students will be able to

define terms listed.


Paper

Pencil

crayons

Anchor Chart paper

Overhead projector

Instructional Sequence: 1. Review previous day’s lesson. Reread the story to the students. Have the students’ partner read.

2. Then discuss the vocabulary words in the story. Pass out paper for the students to use.

3. Together go over the definitions. Have students define the terms used in the book (in their own

words). Discuss the importance of writing in our own words.

a. Write down the vocab word and its definition. Then make an illustration to go with the

definition.

b. Repeat step for rest of the definitions.

4. Pass out a blank piece of paper and have the students create a title page, (My Water Dictionary)

and draw a picture on the front.

5. Collect when finished.

Lesson Seven: The Force of Water- Part 3(of 3)

Standards:





R.CM.02.02 retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

Objectives: Students will continue to learn about water movement. Students will show what they have learned

about how water affects land. Students will write about the importance of water. Students will use key

terms (deltas, floodplain, groundwater, irrigate, pollutes, sediment, tributaries, watershed, water vapor)

in their writing. Students will illustrate this by making a retelling about the all of the information they

learned about water. They can have access to the book if necessary.


Paper

Pencil

Anchor Chart paper

Overhead projector

Instructional Sequence: 1. Discuss and review previous two days. Look over anchor charts.

2. Review terms used previous day and see who can remember the definitions or describe what

they look like.

3. Pass out paper and have the students write about what they learned about water. This will serve

as an assessment over the past three lessons (from the book). Help the students begin by

starting off with (I have learned…). (They can use the book as a reference. Encourage them to

look at the anchor charts)

4. Once they turn that in pass out the short quiz on water.

5. Make sure to collect everything.

Lesson Eight: Deep in the Ocean

Standards:


E.FE.02.22 Describe the major bodies of water on the Earth’s surface (lakes, ponds, oceans, rivers, streams).


W.GR.02.01 in the context of writing, correctly use more complex complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns.

Objectives: Students will learn about new bodies of water. Students will learn about ocean life, the animals, and

different way to count the marine life. They will learn the definition of oceanographer. They will learn

new terms: marine, species, submersible, tag, and water pressure. Students will learn the difference

between fact and opinion and practice identifying each term using examples from the story and made

up examples.

Materials: Deep in the Ocean by Natalie Rompella

Paper

Pencil

Fact and opinion paper

Fact and opinion game

Scissors

Glue

Overhead projector

Instructional Sequence: 1. Review what was done the previous day. Talk about all of the ways in which we have learned

about water so far.

2. Introduce oceans to the students. Ask the students what they know about oceans. Write down

the words the students use.

3. Have students go to the rug to Read Deep in the Ocean by: Natalie Rompella.

4. After reading, discuss the difference between fact and opinion. Ask the students to give

examples based on the reading text.

5. Have students return to their seats and pass out Fact and Opinion worksheet.

a. Have the students write two facts from the book and two opinions.

6. Then pass out fact and opinion cut out worksheet about oceans. Have the students cut out the

phrases and locate where which column they go under. Then have the students glue down facts

and opinions.

7. Collect the worksheets when they are done.

Lesson Nine: Pond Life

Standards:


W.GR.02.01 in the context of writing, correctly use more complex complete sentences nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns.



Objectives: Students will learn about new bodies of water. Students will learn about pond life. Students will learn

what animals live in the pond, like frogs, beavers, turtles and fish. Students will learn how these animals

find food. Students will fill out packet to discuss what they learned from the story. Students will identify

adjectives and nouns. Students will identify the main idea and details of the story. Students will fill in a

KWL chart. Students will practice making compound words.

Materials: Life at the Pond by Bea Silverberg

http://www.youtube.com/watch?v=kMBGd9FL9_A Pond Habitat

Paper

Pencil

Overhead projector

Instructional Sequence: 1. Review lesson from previous day. Discuss the difference between fact and opinion.

2. Ask the students about their prior knowledge of the ponds. Pass out packet. Have them fill in

the column (K). Picture walk through the book and have then write down things they want to

know more about ponds (W).

3. Read Life at the Pond. Discuss what types of animals live in a pond.

4. Have the students’ partner read.

5. Show a short video clip of what a pond habitat looks like.

6. Have students fill in what they learned about ponds (L) and what they would still like to know

(S).

7. Work on the main idea and details page of book as a whole class group lesson. Have students

share main ideas and details to go accompany them.

8. Work on the Census of Marine life together. Have the students share their responses.

9. On the next page, do one example of how to make a compound word, and then have the

students do the rest. Share responses.

10. Next, pass out comprehension questions for the students to work on independently, and pass

out the comprehensions fill in the bubble quiz. Collect all work.

http://www.youtube.com/watch?v=kMBGd9FL9_A

Lesson Ten: Rivers

Standards:





R.MT.02.02 Self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.


R.CM.02.02 Retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

Objectives: Students will learn about a new body of water. Students will learn about rivers. Students will learn

history about rivers. Students will learn the usefulness of rivers. Students will about what animals live in

rivers. Students will learn how rivers help other people. Students will learn where rivers come from and

how they are created.

Materials: Rivers: Nature’s Wondrous Waterways by David L. Harrison

Paper

Pencil

Overhead projector

Anchor chart paper

Instructional Sequence: 1. Review lesson from previous day. Discuss what the students know about rivers. Access their

prior knowledge.

2. Read Rivers: Nature’s Wondrous Waterways by David L. Harrison to the students on the carpet.

As you read, discuss new features about rivers as they come. Discuss how rivers are useful and

provide many resources for people, animals and the environment.

3. After reading, write down new information that was learned from the story.

4. Have the students go back to their seats and write what they know about rivers. The format will

be very similar to lesson seven (the force of water part 3). Begin with “I learned…”

5. Collect them all when finished.

Lesson Eleven: How Do We Use Water? Part 1 (of 2)

Standards:



E.FE.02.14 Describe the properties of water as a solid (hard, visible, frozen, and cold) and recognize ice, snow, and hail as water in its solid state. *





Objectives: Students will now learn about ways to conserve water. Students will continue exploring way of

understanding how water is used daily. Students will gain more knowledge about how much water is

used daily. Students will demonstrate their knowledge about water and conservation through writing.

Materials: How Did That Get To My House? Water by Nancy R. Masters

Paper

Pencil

Overhead projector

Anchor chart paper

Instructional Sequence: 1. Review previous day lesson. Summarize what the lesson was about. Think back to the lesson on

the Force of Water. Talk about some of the topics the book discusses on the uses of water. Refer

to the concepts learned on rivers and how rivers are useful. Students move to carpet area.

2. Introduce topic: How do we use water every day? What ways do we use it? Have students share

examples. Write these examples on the anchor chart paper.

3. Explain to the students that for the next two days we are going to becoming Hydrologists and

study hydrology. Hydrology is the study of water, its properties, distribution and effects of the

environment. Ask the students if there is anything that has been done so far that would go along

with hydrology (should be yes, everything we did works.) The definition of a hydrologist is a

person that applies scientific knowledge to solve water related problems like quality, quantity

and availability. Based on stuff that we have read, or prior knowledge, see if the students can

give examples of problems they might know of (pollution, water shortage, clean water,

droughts). Write down what they say.

4. Introduce How Did That Get Into My House? Water by Nancy R. Masters to the class. Explain to

them that this will help them understand more about how water is beneficial and how we use it.

a. Pause during reading to check for understanding and ask meaningful questions.

5. After completing the story and discussing it, have the students return to their seats and write a

rough draft of as many ways they can think of on how water is used throughout the day. They

can use the information gained from the book we just read or refer to any of the anchor charts

from previous lessons (which will be saved and placed around the room).

6. Have them turn in the sheet when completed.

Lesson Twelve: How Do We Use Water? Part 2 (of 2)

Standards: R.NT.02.05 respond to individual and multiple texts by finding evidence, discussing, illustrating,

and/or writing to reflect, make connections, take a position, and/or show understanding.



E.FE.02.14 Describe the properties of water as a solid (hard, visible, frozen, and cold) and recognize ice, snow, and hail as water in its solid state. *




S.RS.02.16 Identify technology used in everyday life.

Objectives: Students will now learn about ways to conserve water. Students will continue exploring way of

understanding how water is used daily. Students will gain more knowledge about how much water is

used daily. Students will write about how they can conserve water.

Materials: How Did That Get Into My House? Water by Nancy R. Masters

Paper

Pencil

Overhead projector

Anchor chart paper

http://www.youtube.com/watch?v=gtcZbN0Z08c&list=PLTWp_gasPjPaWSvFyprizXqC3L63paREf

Sesame Street: Water Conservation

http://www.youtube.com/watch?v=rnRaCZZ9mPc&list=PLTWp_gasPjPaWSvFyprizXqC3L63paRE

Sesame Street: Fur Jam: Don’t Waste Water Song

http://www.youtube.com/watch?v=Xz8sVG6GVWw&list=PLTWp_gasPjPaWSvFyprizXqC3L63paR

Ef Energy Conservation for Kids- Water Usage tips

Instructional Sequence: 1. Review previous day lesson. Summarize what the lesson was about and what examples the

students chose to write about. Pass out the lists that the students created.

2. Discuss some key points from the previous day lesson. Explain hydrology and hydrologist

definitions again. Explain to the students that the previous lesson focused on hydrology, and

that today we are going to focus on being hydrologists.

http://www.youtube.com/watch?v=gtcZbN0Z08c&list=PLTWp_gasPjPaWSvFyprizXqC3L63paREf

http://www.youtube.com/watch?v=rnRaCZZ9mPc&list=PLTWp_gasPjPaWSvFyprizXqC3L63paRE

http://www.youtube.com/watch?v=Xz8sVG6GVWw&list=PLTWp_gasPjPaWSvFyprizXqC3L63paREf

http://www.youtube.com/watch?v=Xz8sVG6GVWw&list=PLTWp_gasPjPaWSvFyprizXqC3L63paREf

3. Ask the students to share responses of how they know they can conserve water. Explain what it

means to conserve. Have students share responses. Write these responses on the anchor chart

paper.

4. Then show YouTube video clips about water conservation. After videos are complete, have

students share the new things they came up with about water conservation.

5. Then have the students write a narrative as a hydrologist about how they can conserve water.

They can use the information from any of the anchor charts made from prior lessons.


Lesson Thirteen: Introduction to Landforms

Standards:

E.SE.02.21 Describe the major landforms of the surface of the Earth (mountains, plains, plateaus, valleys, hills)


R.WS.02.11 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.


Objectives: Students will now transition to learn about different landforms. Access their prior knowledge on subject.

Students will be able to identify and define landform, mountain, hill, plain, valley, ocean, river, plateau,

desert, volcano, island and lake.

Materials: Paper

Pencil

Scissors

Glue

Overhead projector

Anchor chart paper

Construction paper

http://www.youtube.com/watch?v=LwNfvyCXh1k Types of Landforms for kids- a video lesson

Instructional Sequence: 1. Introduce landforms to the students. Access the students’ prior knowledge about what they

know about landforms. Write down what they say.

2. Introduce video to the students. This video explains most of the landforms in their worksheet.

3. After they watch the video. Ask them what they learned. Write down any information about

landforms, and terms they used.

4. Pass out the worksheets ( have them cut up and mixed up.). Together go over the ones the

video did not cover and explain what they are and where to find them.

5. Then have the students complete the rest of them on their own. Matching the definition to the

term. Glue the pictures on construction paper and color.

6. Turn in when complete.

http://www.youtube.com/watch?v=LwNfvyCXh1k

Lesson Fourteen: Mystery Island Landform Project- Part 1 (of 2)

Standards:



E.SE.02.21 Describe the major landforms of the surface of the Earth (mountains, plains, plateaus, valleys, hills).


W.AT.02.01 Be enthusiastic about writing and learning to write.

Objectives: Students will now take what they learned from the previous lesson and apply that to their own creation.

Students will use their imagination to create their own design of a map of their island. Students will use

other landforms as markers on their island. Students will show at least three different landforms on

their island.

Materials: Paper

Pencil

Overhead projector

Anchor chart paper

Construction paper

Crayons (or markers, or colored pencils)

Instructional Sequence: 1. Review lesson from previous day. Discuss the different types of landforms and what they look

like and their characteristics.

2. Introduce mystery island landform project to the class. This project will consist of an illustration

and a written description of their island that they created.

3. Part one will be working on their illustration.

4. Students will create a map. (Make a demonstration map to show the students).

5. Tell the students that this will be a rough draft and they will be redrawing them on nice paper.

6. Collect when they are finished.

Lesson Fifteen: Mystery Island Landform Project-Part 2 (of 2)

Standards:



E.SE.02.21 Describe the major landforms of the surface of the Earth (mountains, plains, plateaus, valleys, hills).


W.PS.02.01 develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational writing (e.g., facts, effective conclusions).

W.AT.02.01 Be enthusiastic about writing and learning to write.


R.NT.02.03 identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events.

Objectives: Students will now take what they learned from the previous lesson and apply that to their own creation.

Students will use their created maps to write a story about visiting their island. Students will identify the

landforms they encounter on their island. Students will identify themselves as the characters in the story

and describe what they did and saw and how it made them feel.

Materials: Paper

Pencil

Overhead projector

Anchor chart paper

Construction paper and crayons

Crayons (or markers, or colored pencils)

Instructional Sequence: 1. Students will receive their map from the previous day.

2. Have students share what they drew. Praise them on the differences among the drawings.

3. Discuss next assignment. The students will now be taking what they drew and writing a

narrative to go along with their drawing. (These will be placed on display in the hall.)

a. The students will write about discovering their island.

b. Include:

i. Description of what it looks like

ii. What other landforms did you encounter on your island

iii. Describe how it made you feel

4. Set aside time in another day to make a revised copy of their narratives.

lesson one: introduction of solids and liquids- part...

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