Intel® Teach ProgramEssentials Course

Water: Friend or Foe? Water: Friend or Foe?

Unit Author

First and Last Name Esther Nelson

School District Lincoln County

School Name Guyan Valley Middle School

School City, State Branchland, WV

Unit Overview

Unit Title

Water: Friend or Foe

Unit Summary

Students will assess the nature of the water cycle and its impact on mankind.

Subject Area

Science

Grade Level

7th

Approximate Time Needed

2 weeks

Unit FoundationTargeted Content Standards and Benchmarks SC.S.7.1 Demonstrate skills of scientific inquiry.

SC.S.7.2 Demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives.

21C.S.5-8.1 The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format.

21C.S.5-8.2 The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve complex problems using appropriate technology tools.

21C.S.5-8.3 The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact productively as a member of a group

Student Objectives/Learning Outcomes SC.S.O.7.1.9 Demonstrate safe techniques for handling, manipulating and caring for science materials, equipment, natural specimens and living organisms.

SC.O.7.2.6 Use pictures to show cyclical processes in nature (e.g., water cycle, nitrogen cycle, or carbon cycle).

© 2008 Intel Corporation. All Rights Reserved. Page 1 of 6

Intel® Teach ProgramEssentials Course

21C.O.5-8.1.TT.1 Student connects peripheral devices (e.g., scanners, digital cameras, video projectors, USB drives, printers, media storage devices) to computers and uses them efficiently and effectively. Student accesses server and/or network resources (e.g., file folders/software programs, bookmarked sites).

21C.O.5-8.1.LS.2 Student interprets abstract visuals and creates products (e.g. digital storytelling) that reflect a growing understanding of visual language and require the effective use of tools (e.g. cropped photos, original charts and graphs, well-chosen images from databases, video clips).

21C.O.5-8.2.LS.2 Student draws conclusions from a variety of data sources to analyze and interpret systems.

21C.O.5-8.3.LS1 Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.

21C.O.5-8.3.TT.1 Student protects software, hardware and network resources from viruses, vandalism, and unauthorized use and uses proper techniques to access, use and shut down technology equipment

21C.O.5-8.3.TT.2 Student conducts online research and evaluates the accuracy, relevance, and appropriateness of electronic information sources.

21C.O.5-8.3.LS.4 Student demonstrates ethical behavior and works responsibly and collaboratively with others, in academic and social contexts, to accomplish both individual and team goals related to improved academic, extracurricular and co-curricular performances.

Curriculum-Framing QuestionsEssential Question

How does the water cycle affect us?

Unit Questions

What conditions combine to cause the creation of significant events such as floods and hurricanes?

How do significant weather-related events affect human activity?

Content Questions

What happens during the following processes: evaporation, condensation, precipitation, transpiration?

What is an aquifer and how is it utilized?

How do hurricanes develop?

What causes floods?

© 2008 Intel Corporation. All Rights Reserved. Page 2 of 6

Intel® Teach ProgramEssentials Course

Assessment Plan

Assessment Timeline

Before project work begins Students work on projects and complete tasks

After project work is completed

questioning

prior knowledge

online survey/poll

misconceptions

discussions

blog (either of these at Google Groups or Blogspot)

Oral Presentation Checklist and Rubric

PowerPoint/ Windows Movie Maker Checklist and Rubric

Brochure Checklist and Rubric

Peer Feedback Form

Formative assessments

pictures and/or vodcasts

Questioning

Presentation Rubric

PowerPoint/ Movie Maker Rubric

Brochure Rubric

Test

Assessment Summary

Students will research the water cycle and record their findings on their Google Groups site.

Students will use 21st Century tools to discuss their findings of the water cycle’s influence on mankind.

Students will present their findings by using a PowerPoint, Movie Maker, or a brochure.

Assessment Purpose & Process of Assessment

To ensure that students utilize class time and stay on task.

To ensure that all the components of the PowerPoint or multimedia pro-ject are addressed.

To ensure that all the components of the brochure are addressed.

To ensure that students know what is expected of them during their oral presentation.

Google Groups Students will record their thoughts on the prompts provided.

© 2008 Intel Corporation. All Rights Reserved. Page 3 of 6

Intel® Teach ProgramEssentials Course

Students use peer feedback to seek assistance when reviewing

each other’s work and then justifying their evaluation.

Formative Assessments To ensure students are gaining the knowledge base on the Water Cycle

Summative Assessment End of the unit assessment to measure the knowledge gained.

Unit Timeline Project Timeline.

© 2008 Intel Corporation. All Rights Reserved. Page 4 of 6

Intel® Teach ProgramEssentials Course

Unit DetailsPrerequisite Skills

research skills

computer skills

self direction/staying on task

Instructional Procedures (See printed materials for detailed instruction sheets and rubrics.)

Students will be given a list of tasks to be accomplished.

Students will be given a time line with completion dates.

Students will be given the task related rubrics detailing the expectations of each task. See Assessments.

Students will be given the peer feedback form.

Accommodations for Differentiated Instruction

Special Needs Students

Provide brochure or PowerPoint template.

Extra time/extra help with Sp. Ed. Instructor(s)

Provide a mentor and/or a peer to scribe/enter text and/or data.

Nonnative Speakers

Permit role-playing, acting out, or pantomime of concepts.

Shorten speaking activities and/or let them present with a partner

Pair with a native or culturally similar peer

Use of multilingual chat client (Google Talk, Shared Talk)

Gifted/Talented Students

Allow for alternative modes of project completion (i.e. podcasts, PhotoStory, video conferences/interviews with peers from Gulf states using Skype or OoVoo.)

© 2008 Intel Corporation. All Rights Reserved. Page 5 of 6

Intel® Teach ProgramEssentials Course

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)

Camera

Computer(s)

Digital Camera

DVD Player

Internet Connection

Laser Disk

Printer

Projection System

Scanner

Television

VCR

Video Camera

Video Conferencing Equip.

Other Web Camera

Technology – Software (Click boxes of all software needed.)

Database/Spreadsheet

Desktop Publishing

E-mail Software

Encyclopedia on CD-ROM

Image Processing

Internet Web Browser

Multimedia

Web Page Development

Word Processing

Other Audacity

Printed Materials Thirstin’s Water Cycle Diagram

Supplies

food coloring, half gallon jars, rocks, large ziplock baggies water, thermometer, masking tape, “Waterway” Aquarium Rectangular Water Box Watering Can Spray Bottle “Pollutants” Green Food Coloring (pesticides/fertilizer) Vegetable Oil (motor oil) Soil/Sand/Pebbles (erosion) Grass Clippings (or Shredded Paper) and Twigs Cafeteria Waste and Trash 4 cups of dirt or sand a dozen stones, 2 quarts of water a large glass bowl with tall sides (mixing bowl), a short glass, clear plastic wrap, & a sunny day or sun lamp

Internet Resources

http://www.sciencenetlinks.com/Esheet.cfm?docID=174

http://ga.water.usgs.gov/edu/watercycle.html

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

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

http://www.sciencenetlinks.com/tools.php?DocID=108&Grade=6-8

http://www.sciencenetlinks.com/tools.php?DocID=61

http://docs.google.com

Other Resources Guest Speaker: Meteorologist

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

© 2008 Intel Corporation. All Rights Reserved. Page 6 of 6