Grade: 4 (from 3rd)
Science
SCI.V.2.3
Strand:
Using Scientific Knowledge in Earth Science
- Hydrosphere
Standard:
All students will analyze the interaction of human activities with the
hydrosphere
Benchmark:
Identify sources of water and their uses.
Constructing and Reflecting:
SCI.I.1.2 - Develop solutions to problems through reasoning, observation, and investigation.
SCI.I.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.II.1.1 - Develop an awareness of the need for evidence in making decisions scientifically.
Vocabulary / Key Concepts
Context
Water sources:
Examples of local sources of drinking water:
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wells
springs
great lakes
rivers
wells
rivers
lakes
Examples of local water usage:
House hold uses:
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drinking
cleaning
food preparation
Public uses:
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generating electricity
recreation
irrigation
transportation
industry.
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car wash
swimming pools
fire hydrants
drinking
food preparation
cleaning
watering lawn
bathing
fishing
boating
shipping on Great Lakes
Knowledge and Skills
Water comes from different places and has many
uses.
Students will identify various sources of water,
including wells, springs, the Great Lakes, and
rivers.
Students will identify uses of water:
• Household (e.g., drinking, cleaning, food
preparation)
• Public uses (e.g., generate electricity,
recreation, irrigation, transportation, industry,
farming)
Resources
Coloma Resources:
Scott Foresman: Discover the Wonder
Grade 4 Module B
Other Resources:
Cole, Joanna. Magic School Bus- At the
Waterworks. Scholastic, 1998
Instruction
Benchmark Question: How do human activities
interact with the hydrosphere?
Assessment
Coloma Assessment:
Focus Question: How is water used in your
community?
The teacher will pose the focus question.
The students will research uses of water in their
community. In their research the students will
discover that water is used for many purposes in
their community. The students will use a variety of
resource materials to explain how water is used in
their community. Some possible resources include
resource people, interviews, field trips, and media
materials. The students will share with an audience
the results of their research.
Optional Assessment:
The student will create a project to describe at
least three uses of water in their community.
This may be in the form of a report, poem,
short story, photo essay, or multimedia
presentation. These will be combined to
produce a classroom book.
(Give students rubric before activity.)
Scoring Rubric
Criteria
Apprentice
Basic
Meets
Exceeds
Correctness
of concepts
Creates a
project that
reflects an
understanding
of one use of
water in the
community.
Creates a
project that
reflects an
understandin
g of two uses
of water in
the
community.
Creates a
project that
reflects an
understanding
of three uses
of water in the
community.
Creates a
project that
reflects an
understanding
of more than
three uses of
water in the
community,
including the
source of the
water.
Quality of
project
Poor quality.
Average
quality.
Above
average
quality.
Excellent
quality.
Teacher Notes:
Analyze the interaction of human activities with the hydrosphere.
Young students are most familiar with water they use in their daily lives for drinking, cleaning, or recreation
and often assume water to be plentiful everywhere and easily replaced. All students need to be aware of the
impact humans have on the hydrosphere. They need to understand how subtle and wholesale changes in the
hydrosphere, such as the construction of a golf course or a parking lot can have effects on a community. They
should see water as a renewable resource that if managed properly will continue to be able to sustain life on
earth