water systems - grade 8 - information and communication...

Water Systems - Grade 8Technology-Connected Lesson Plans

Lesson PlanNumber

1 2 3 4 5 6 7 8

X

Name: K.Lee School: Chartland P.S.

Lesson Title: The Three States of WaterGradeLevel/SubjectArea:

8 – Water Systems

PerformanceObjectives:

After completion of the lesson, students will be able to: · Identify the various states of water on the earth’s

surface and the conditions under which they exist· Describe the distribution and circulation of water

on the earth· Describe for their geological area, the direction of

water flow and its relationship to the ContinentalDivide

· Describe factors that affect glaciers and polar ice-caps and describe the effects of glaciers and polarice caps on the environment

· Explain how changes in the water table relate tothe water cycle

CurricularConnections:

ü Demonstrates an understanding of how theearth’s water systems were formed, thesimilarities and differences among them, and howthey influence the climate and weather of theregion in which they are located;

ü Investigate the major features of the earth’swater resources and the effects of large bodies ofwater on global climate and ecosystems;

ü Examine how humans use resources from theearth’s different water systems and identify thefactors involved in managing these resources forsustainability.

Assessment: Teacher will observe throughout the class and collectworksheets at end of period for a leveled mark (1,2,3, or4)

TechnologyConnections:

Go to ‘Water Facts’ site and review vocabulary and facts

Materials: Laptop, projector, screen, worksheetsRelated URLs: http://camillasenior3.homestead.com/watersystems.html

Procedures: Teacher introduces and explains the following simplevocabulary

a) Solid waterb) Glaciersc) Alpine Glaciersd) Piedmont Glacierse) Continental Glaciersf) Clouds

Teacher hands out worksheets “The Three States ofWater” (information sheet and questions), - teacherreviews facts with the class – after class understandsthe assignment allow students to commence questionsheet. “Location of Fresh Water” – discuss together as a class,allow students to complete worksheetStudents hand in completed assignments at end of class

ClassroomManagement:

Make sure all students can see the screenWalk around during assigned work making sure all kidsare on task

Accommodation: Print out a copy of Water Facts forHSP/SERT/LEAP/ESL students. Pair them up with apartner if need be.

http://camillasenior3.homestead.com/watersystems.html

Lesson PlanNumber

1 2 3 4 5 6 7 8

X


Lesson Title: Features on the Ocean FloorGrade Level/SubjectArea:

8 – Water Systems

Performance Objectives: After completion of the lesson, students will be able to: · Compare the formation of geological features

on the ocean floor and the formation of lakesand rivers

· Explain how the geological features of theocean floor interact with ocean currents toinfluence the productivity of the oceans andaffect marine life


ü Demonstrates an understanding of how theearth’s water systems were formed, thesimilarities and differences among them, andhow they influence the climate and weatherof the region in which they are located;

ü Investigate the major features of the earth’swater resources and the effects of largebodies of water on global climate andecosystems;

ü Examine how humans use resources fromthe earth’s different water systems andidentify the factors involved in managingthese resources for sustainability.

Assessment: Teacher will observe throughout the class andcollect worksheets at end of period for a leveledmark (1,2,3, or 4)

TechnologyConnections:Materials: worksheetsRelated URLs:Procedures: Teacher introduces and explains the following

simple vocabularya) Echo sounderb) Continental Shelfc) Continental Sloped) Ocean Floore) Mid-Ocean Ridgef) Rift

Teaching Strategies: Students work independently

Activity: Create a Study Organizer· Photocopy and distribute “Features on the

Ocean Floor and the Formation of Lakesand Rivers”

· Read and explain the important facts on thesheets

· Briefly explain activity –after classunderstands the assignment allow themto commence work

Activity: Diagram of Features on Ocean Floor· Photocopy and distribute diagram ‘Features

on the Ocean Floor”· Students use the words and word phrases to

complete the diagram


Make sure all students can see the screenWalk around during assigned work making sure allkids are on task

Accommodation: Print out a copy of Water Facts forHSP/SERT/LEAP/ESL students. Pair them upwith a partner if need be.

Lesson PlanNumber

1 2 3 4 5 6 7 8

X


Lesson Title: Six technological Innovations used to Study OceansGrade Level/SubjectArea:

8 – Water Systems


After completion of the lesson, students will be ableto:

· Describe technological innovations that havefacilitated and improved scientific researchinto oceans







Use a search engine to research the answers to thequestionsMicrosoft Word

Materials: 2 or 3 Computers for each group, worksheetsRelated URLs: www.google.ca www.yahoo.ca

http://www.google.ca

http://www.yahoo.ca

Procedures: Teaching Strategies: Students work in groups

Teacher introduces and explains the followingsimple vocabularyDivide class into 6 equal groupsPhotocopy and distribute question worksheets – Questions on the six technological innovations

1) Sonar Mapping2) Core Sampling3) Satellite Imaging4) Underwater Photography5) Tracking Devices6) Submersibles

* Teacher briefly explains group assignment * Students search the internet for the answers totheir questions* Organize your research into subsections thenprepare an organizer to summarizer the material ineach subsection using Microsoft Word* Experts from each group will share theinformation discovered to all groups* When and expert is sharing students can bechecking their work sheets for the correct answers


Make sure all students are engagedWalk around during assigned work making sure allkids are on task

Accommodation: HSP/SERT/LEAP/ESL students are dividedamongst the groups with strong leaders

Lesson PlanNumber

1 2 3 4 5 6 7 8

X


Lesson Title: Comparing Fresh Water and Salt WaterGrade Level/SubjectArea:

8 – Water Systems


After completion of the lesson, students will be ableto:

· Compare the physical characteristics of saltwater with those of fresh water

· Explain how salinity differs in bodies of freshand salt water






TechnologyConnections:Materials: Worksheets, overheadRelated URLs:Procedures: Teacher introduces and explains the following

simple vocabularya) Hydrometerb) Buoyancy

Teaching Strategies: Students work independently

Photocopy and distribute worksheets “ComparingFresh Water and Salt Water” – density,

composition, and buoyancyExplain why the navigation buoy floats at differentdepths in a fresh water lake and in slat waterGo over the important facts of fresh water and slatwaterTeacher explains activity and students begin work


Make sure all students can see the screenWalk around during assigned work making sure allkids are on task

Accommodation: Print out a copy of Water Facts forHSP/SERT/LEAP/ESL students. Pair them upwith a partner if need be.

Lesson PlanNumber

1 2 3 4 5 6 7 8

X


Lesson Title: How Water Affects Climate

Grade

Level/Subject

Area:

8 – Water Systems

Performance

Objectives:

After completion of the lesson, students will be able to:

· Investigate how large bodies of water affect the weather and climate of an area

· Investigate, using simulations or models, the movement of ocean currents and their impact on regional climates

Curricular

Connections:

ü Demonstrates an understanding of how the earth’s water systems were formed, the similarities and differences

among them, and how they influence the climate and weather of the region in which they are located;

ü Investigate the major features of the earth’s water resources and the effects of large bodies of water on

global climate and ecosystems;

ü Examine how humans use resources from the earth’s different water systems and identify the factors

involved in managing these resources for sustainability.

Assessment: Teacher will observe throughout the class and collect worksheets at end of period for a leveled mark (1,2,3, or 4)

Technoloy

Connections:

http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/circulation/ocean_

http://www.windows.ucar.edu/tour/link=/earth/W ater/ocean_currents.html

Materials: Computer lab, worksheets, Microsoft Word, Internet

Related URLs: http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/circulation/ocean_circulation.html

http://www.windows.ucar.edu/tour/link=/earth/W ater/ocean_currents.html

Procedures: Teacher introduces and explains the following simple vocabulary

a) weather

b) Climate

c) Closeness

d) A wind system

e) Ocean currents

Using the web sites provided students answer questions relating to Warm Systems Blowing Over Warm Water & Warm

Ocean Currents

Answer questions directly on question sheet in Microsoft W ord (sent to each student via school e-mail)

Classroom

Management:

Make sure all students can see the screen

W alk around during assigned work making sure all kids are on task

Accommodation: Print out a copy of Water Facts for HSP/SERT/LEAP/ESL students. Pair them up with a partner if need be.

http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/circulation/ocean_circulation.html

http://www.windows.ucar.edu/tour/link=/earth/Water/ocean_currents.html

Lesson PlanNumber

1 2 3 4 5 6 7 8

X


Lesson Title: Waves and TidesGradeLevel/SubjectArea:

8 – Water Systems


After completion of the lesson, students will be able to: · Describe wave formation and the effects of waves on coatal

features· Explain, using simulations or models, how certain geological

features affect the height of tides


ü Demonstrates an understanding of how the earth’s watersystems were formed, the similarities and differences amongthem, and how they influence the climate and weather of theregion in which they are located;

ü Investigate the major features of the earth’s water resourcesand the effects of large bodies of water on global climate andecosystems;

ü Examine how humans use resources from the earth’s differentwater systems and identify the factors involved in managingthese resources for sustainability.

Assessment: Teacher will observe throughout the class and collect worksheets atend of period for a leveled mark (1,2,3, or 4)

TechnoloyConnections:

http://www.fema.gov/kids/tsunami.htm

Materials: Laptop, projection, screen, worksheets, Microsoft Power Point,Internet

Related URLs: http://www.fema.gov/kids/tsunami.htmhttp://www.eia.doe.gov/kids/energyfacts/sources/renewable/ocean.htmlhttp://www.ec.gc.ca/water/en/info/pubs/NSKit/e_chap5.htm

Procedures: Teacher introduces and explains the following simple vocabulary;a) Crestb) Troughc) Wave heightUsing Power Point teacher discusses the following;What is a wave?

http://www.fema.gov/kids/tsunami.htm

http://www.eia.doe.gov/kids/energyfacts/sources/renewable/ocean.html

http://www.eia.doe.gov/kids/energyfacts/sources/renewable/ocean.html

http://www.ec.gc.ca/water/en/info/pubs/NSKit/e_chap5.htm

How does the wind form waves?Different parts of a waveWaves that reach the shoreWaves caused by TsunamiEffects of waves on coastal featuresStudents make notes throughout the presentation Teacher hands out worksheet to be completed after the Power PointPresentation


Make sure all students can see the screenWalk around during assigned work making sure all kids are on task

Accommodation: Print out a copy of the Power Point Presentation forHSP/SERT/LEAP/ESL students. Pair them up with a partner if needbe.

Lesson PlanNumber

1 2 3 4 5 6 7 8

X


Lesson Title: Convection Within WaterGradeLevel/Subject Area:

8 – Water Systems


After completion of the lesson, students will be able to: · Investigate, through observation, the effects of

changes in temperature on convection currents inwater


ü Demonstrates an understanding of how the earth’swater systems were formed, the similarities anddifferences among them, and how they influencethe climate and weather of the region in whichthey are located;

ü Investigate the major features of the earth’s waterresources and the effects of large bodies of wateron global climate and ecosystems;


Assessment: Teacher will observe throughout the class and collectworksheets at end of period for a leveled mark (1,2,3, or4) Lab Report due following class

TechnoloyConnections:Materials: Candle, metal stand, beaker, paper confetti, waterRelated URLs:

Procedures: Teacher introduces and explains the following simplevocabulary;

a) Convectionb) Radiation

Teaching Strategies: Students work as a class &

independently

* Teacher performs experiment “To Observe Convection* Currents Within Water” in front of the class* Students follow the experiment step by step* Students record their observations using the ScientificMethod* Teacher circulates throughout the room to provide

assistance* Students hand in lab report


Make sure all students can see the experimentWalk around during assigned work making sure all kidsare on task

Accommodation: Hand out a copy of the Scientific Method toHSP/SERT/LEAP/ESL students. Pair them up with apartner if need be.

Scientific Report Rubric

Title of Report __________________________________ Name:____________________________Date:______________________________

Beginning

1

Developing

2

Accomplished

3

Exemplary

4Score

Introduction

Does not give

any information

about what to

expect in the

report.

Gives very little

information.

Gives too much

information--more

like a summary.

Presents a

concise lead-in

to the report.

Purpose/Problem

Does not address

an issue related

to tidepools.

Addresses a tidepool

issue which is

unrelated to

research.

Addresses an issue

somewhat related to

research.

Addresses a real

issue directly

related to

research

findings.

Procedure

Not sequential,

most steps are

missing or are

confusing.

Some of the steps

are understandable;

most are confusing

and lack detail.

Most of the steps are

understandable;

some lack detail or

are confusing.

Presents easy-

to-follow steps

which are

logical and

adequately

detailed.

Data & Results

Data table and/or

graph missing

information and

are inaccurate.

Both complete,

minor inaccuracies

and/or illegible

characters.

Both accurate, some

ill-formed

characters.

Data table and

graph neatly

completed and

totally accurate.

Conclusion

Presents an

illogical

explanation for

findings and does

not address any

of the questions

suggested in the

template.

Presents an illogical

explanation for

findings and

addresses few

questions.

Presents a logical

explanation for

findings and

addresses some of

the questions.

Presents a

logical

explanation for

findings and

addresses most

of the questions.

Grammar &

Spelling

Very frequent

gram mar and/or

spelling errors.

More than two

errors.

Only one or two

errors.

All grammar

and spelling are

correct.

AttractivenessIllegible writing,

loose pages.

Legible writing,

some ill-formed

letters, print too

small or too large,

papers stapled

together.

Legible writing, well-

formed characters,

clean and neatly

bound in a report

cover, illustrations

provided.

W ord processed

or typed, clean

and neatly

bound in a

report cover,

illustrations

provided.

Timeliness

Report handed in

more than one

week late.

Up to one week late. Up to two days late.Report handed

in on time.

Total

Lesson PlanNumber

1 2 3 4 5 6 7 8

X


Lesson Title: Student Research AssignmentGradeLevel/SubjectArea:

8 – Water Systems


After completion of the lesson, studentswill be able to:

· Evaluate human use of water and the economicand environmental effects of that use

· Explain the different stages involved in processingwater for use by humans

· Evaluate the positive and negative effects on theearth’s water supply of the development of naturalresources

· Identify ways in which humans have tried tocontain damage caused by water

· Discuss the technologies used to extract andsecure oil and natural gas from the ocean floor anfthe possible economic and environmental costs andbenefits


ü Demonstrates an understanding of how the earth’swater systems were formed, the similarities anddifferences among them, and how they influencethe climate and weather of the region in whichthey are located;

ü Investigate the major features of the earth’s waterresources and the effects of large bodies of wateron global climate and ecosystems;


Assessment: Teacher will observe throughout the classes and markPower Point Presentations. Students will be assessed onthe following; Content, Power Point Organization, OralPresentation, Slide Layout (level 1, 2, 3,4)


Microsoft Power PointInternet

Materials: Computer, Microsoft Power Point, InternetRelated URLs:

Procedures: Teaching Strategies: Research ProjectDay1Hand out Topics and evaluation criteriaDivide the class into 5 groupsAssign each group a research topicGroups get organized and begin to research topic

Topics:Group 1How Humans Use WaterGroup 2How Water is PurifiedGroup 3The Earth’s Water SupplyGroup 4Damage Caused by WaterGroup 5Extracting Oil and Gas from the Ocean Floor

* Using search engines students begin researching tofind as much information about their assigned topic aspossible* Students will use Microsoft Power Point to organizetheir findings* All members of the group will teach the informationdiscovered to the rest of the class – by presenting theirfinal Power Point Presentation* Groups must use at least 4 different internet sites tolocate their information.


Make sure all groups have access to 2 or 3 computersWalk around during assigned work making sure all kidsare on task

Accommodation: HSP/SERT/LEAP/ESL students will be grouped withstronger leaders

Computer Self-Assessment tool

PowerPoint Presentation

Name: ____________________

Please check yes or no beside each statement.

Yes No

I can open and save my PowerPoint

presentation to my folder.

I can add text to my presentation.

I can add images/photos.

I can make new slides.

I can add/ change animation schemes to

my presentation

I can add/change how the slides

transition.

I can add music or voice in my slide

show.

Please answer the following questions.

What was your favourite part of your presentation? Why? ________

_______________________________________________________

_______________________________________________________

What was the most difficult part of making the slideshow? Explain how

you solved your problem? __________________________________

_______________________________________________________

_______________________________________________________

What would you do to improve your slideshow? _________________

_______________________________________________________

_______________________________________________________

Lesson # 3 Homework Sheet

Six Technological Innovations used to Study Oceans

In your groups you were asked to research the following 6 TechnologicalInnovations. Answer the following questions in Microsoft word and e-mailyour answers to me.

Sonar Mapping

1. What is Sonar Mapping?

_____________________________________________________________________

_____________________________________________________________________

2. How does it work?

_____________________________________________________________________

____________________________________________________________________

3. Who uses this device (e.g., Mapping companies)?

_____________________________________________________________________

_____________________________________________________________________

4. Why is this device needed?

_____________________________________________________________________

_____________________________________________________________________

Core Sampling

5. What is Core Sampling?

_____________________________________________________________________

_____________________________________________________________________

6. How does it work?

_____________________________________________________________________

____________________________________________________________________

7. Who uses this device (e.g., Oil Companies, Environmentalists)?

_____________________________________________________________________

_____________________________________________________________________

8. Why is this device needed?

_____________________________________________________________________

_____________________________________________________________________

Satellite Imaging

9. What is Satellite Imaging?

_____________________________________________________________________

_____________________________________________________________________

10.How does it work?

_____________________________________________________________________

____________________________________________________________________

11.Who uses this device (e.g., NASA, Government Agencies)?

_____________________________________________________________________

_____________________________________________________________________

12.Why is this device needed?

_____________________________________________________________________

_____________________________________________________________________

Underwater Photography

13.What is Underwater Photography?

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

____________________________________________________________________

15.Who uses this device (e.g., Nature Magazines, Scientists)?

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________

Tracking Devices

17.What is a Tracking Device?

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

____________________________________________________________________

19.Who uses this device (e.g., Environmentalists, Scientists)?

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________

Submersibles

21.What is a Submersible?

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

____________________________________________________________________

23.Who uses this device (e.g., NASA, Government Agencies)?

_____________________________________________________________________

_____________________________________________________________________


_____________________________________________________________________

_____________________________________________________________________

water systems - grade 8 - information and communication...

Documents