What Would we do Without Water?

Grade 4 MST Inquiry Unit

by Aislinn Forbes, Julie Jackson & Janine Miller

Table of ContentsNYC Scope & Sequence Standards. . . . . . . . . Slide 3-5Holistic Graph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Slide 6Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Slide 7-10Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Slide 11-15Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Slide 16-19 Additional Information . . . . . . . . . . . . . . . . . . . . Slide 20Scavenger Hunt website

Filamentality website

NYC Scope & Sequence Grade 4 Unit 3 Content Standards

PS 3.1 Observe, describe, and explore the physical properties of water

PS 3.2 Water is recycled by natural processes on earth.

PS 2.1c Describe the water cycle

PS 2.1 Explore how different factors affect evaporation.

PS 3.1 Predict, observe and examine different substances to determine their ability to mix with water.

PS 4.1 Predict and investigate the effect of heat energy on objects and materials

PS 3.2c Describe the physical changes of materials

NYC Scope & Sequence Grade 4 Unit 3 Content Standards

Inquiry Skills

Classifying: arranging or distributing objects, events, or information according to some method or system.

Communicating: giving oral and written explanations or graphic representation of observations

Comparing and contrasting: identifying similarities and differences between or among objects, events, data, systems, etc.

Process Skills

v. Use information systems appropriately.viii. Use and record appropriate units for measured or calculated values.x. Classify objects according to an established scheme.

xiii. Observe, analyze, and report observations of objects and events.

xvii. Observed, collect, organize and appropriately graph data, then accurately interpret results.

NYC Scope & Sequence Grade 4 Unit 3 Content Standards

Process Skills

xviii. Collect and organize data, choosing the appropriate representation: journal entries, graphs, or drawings.

xxii. Plan, design, and implement a short-term investigation based on a student or teacher posed problem. xxiii. Communicate procedures and conclusions through oral and written

Inquiry Skills

Gathering and organizing data: collecting information about objects and events which illustrate a specific situationGeneralizing: drawing general conclusions from particularsMaking Decisions: identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons.Interpreting Data: analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data.

Holistic Graph

Lesson 1: Uses of WaterBloom's Taxonomy: Knowledge and Comprehension

Gardner's Multiple Intelligences:Linguistic, Logical/Mathematical, Interpersonal, Visual-

Spatial

Children's Literature: Going Blue by

Cathryn Berger Kaye

and Philippe Cousteau

Additives: Manipulative skill: grouping objects, Bar graph

Lesson 1: Uses of WaterBehavioral Objectives:1. To classify and record how much water is used to make

various everyday objects.

2. To estimate how much water one uses on a daily basis and convert that information into a graphic representation.

3. To write about one's discussion of the daily use of water with peers.

Lesson 1: Uses of WaterMotivation/Constructivist Activity:Watch Calculate Your Water Footprint News report

Lesson 1: Uses of WaterAssessments:1. Group objects according to how much water

it takes to make it.

2. Calculate your Daily Indoor Water Use and create

a bar graph

3. Share what you've learned about your water footprint with your friends and write about it!

Lesson 2:The Water Cycle

Bloom's Taxonomy: Knowledge, Comprehension and Analysis

Gardners Multiple Intelligence: Linguistic, Logical/Mathematical and Visual/Spatial

Additives: Study Jams: The Water Cycle video (Web 2.0 Tool); Filamentality WebQuest (Web 2.0 Tool); The Magic School Bus Wet All over: A Book about the Water Cycle (Children’s Literature)

Lesson 2:The Water Cycle

Behavioral Objectives:1. To work collaboratively in groups to complete the “Water Cycle Scavenger Hunt,” providing an accurate definition of water cycle; how it works; and the essential elements of it.

 

    

2. To Measure and record the amount of water that evaporates over a period of time. (Lab activity).3.Demonstrate understanding of the water cycle by creating a model of it.

Lesson 2:The Water Cycle

Motivational Constructivist Activity -Read -aloud: Magic School Bus Wet All over: a Book about the Water Cycle By Joanna Cole (Kindle Edition

Lesson 2: Water Cycle Scavenger HuntQuestions

&

Answers

Lesson 2: The Water Cycle

Assessment: To assess the behavioral objectives throughout the lesson a rubric will be used. The rubric will measure the student’s ability to:

1. Work collaboratively in groups to complete the “Water Cycle Scavenger Hunt,” providing an accurate definition of water cycle; how it works; and the essential elements of it.

2. Measure and record the amount of water that evaporates over a period of time.

3. Demonstrate understanding of the water cycle by creating a model of it.

Lesson 4 : Water QualityBloom's Taxonomy:

Knowledge and Comprehension

Gardner's Multiple Intelligence(s):

Visual-Spatial and Naturalistic

Children's Literature:

Sally Ride Science: Clean Water by Beth Geiger, Water Pollution by Rhonda Lucas Donald, Watch Over Our Water by Lisa Bullard, Water Pollution (Our Environment) by Peggy J. Parks, and Water Pollution (Earth’s Conditions) by Andrew Donnelly

Additives:

BrainPOP video (Web 2.0 tool)

Graphic organizer

Behavioral Objectives:1. Students will complete the water pollution graphic organizer, demonstrating that they know what

polluted means, and are able to list different sources of water pollution. 2. Students will be able to describe the way water pollution affects humans and aquatic life through

writing.3. Students will be able to illustrate the difference between clean and polluted water and aquatic life.4. Students will be able to solve word problems using equations that have unknown variable

represented by a letter or symbol.

Lesson 4 : Water QualityBehavioral Objectives:

1. Students will complete the water pollution graphic organizer, demonstrating that they know what polluted means, and are able to list different sources of water pollution.

2. Students will be able to describe the way water pollution affects humans and aquatic life through writing.

3. Students will be able to illustrate the difference between clean and polluted water and aquatic life.

4. Students will be able to solve word problems using equations that have unknown variable represented by a letter or symbol.

Lesson 4: Water Quality

Motivation/Constructivist Activity:

Show BrainPOP video Water Pollution

Lesson 4: Water Quality

Assessments:

1. Complete the water pollution cause & effects

graphic organizer

2. Create a cross-section illustration

that contrasts healthy water

and polluted water

3. Write about the way water pollution affects humans and aquatic life

4. Complete water pollution word problems

math worksheet

Additional Information

StudyJams! The Water Cycle. (n.d.). Retrieved from http://teacher.scholastic.com/activities/studyjams/water_cycle/

Filamentality Web Page. (n.d.). http://www.kn.att.com/wired/fil/pages/listwaterwa.html