Science Unit Plan Teacher ___Barbara Rodgers__Grade __4__ Dates ____________
Core Content:
5.1.A.
Students will understand how the Great Salt Lake
(GSL) water level rises and lowers depending upon the
water cycle.
Science Practices:
Developing and Using Models
Carrying out investigations
Constructing Explanations
Engaging in Argument from Evidence
Science Question(s) to be answered:
How is the GSL’s water level affected by the water cycle? E.g. evaporation, precipitation.
Performance Expectations: This is what my students should be able to DO by the end of the unit:
Students will describe causes of evaporation and precipitation in the GSL watershed.
Students will determine how the same amount of water can have different surface areas.
Students will demonstrate understanding of how the water cycle affects the level of GSL
Final Project/Assessment of Learning: This is HOW I will know they have attained mastery:
Students will illustrate, elaborate and evaluate through writing and speaking, how water levels in
the GSL change due to the water cycle.
Students will illustrate and write in their science journals elaborating and evaluating how
precipitation and evaporation cause changes in the depth and width of the GSL.
Content Analysis: What distinct pieces of knowledge will my students need to KNOW to attain
mastery?
Water Cycle Vocabulary
Great Salt Lake
Rivers, creeks.
Water only goes down.
Water volume vs. surface area
Effects of sun and wind on the water cycle
Depth
Width
Let’s Plan!
Science Question(s):
Which components of the water cycle affect the depth and width of the Great Salt Lake.
Day
Objective(s)
1
Students will explore how
the same amount of water
can have different surface
area.
Teacher Work
Supplies; cups, water, plates
Fan (for wind), measuring
tools as determined by class
discussion, e.g., rulers, cup
measures, scales
2
Students will demonstrate
understanding of how water
levels in GSL rise or fall
depending on the water
cycle.
3 GSL outlines of Historic
High, Average, and Historic
Low.
3
Students will illustrate,
write, explain, and elaborate
about how the water cycle
affects the Great Salt Lake’s
depth and width.
Explicit directions of science
journal expectations.
Student Work
Students will measure equal
amounts of water and explore
how the same amount of
water can present itself
differently across different
containers, i.e. cup vs, plate.
Students will explain how
evaporation will be different
depending upon if the water
is in a cup vs. plate. Students
will also explain and
elaborate how wind
evaporation will vary
depending upon surface area.
Students will model with
outlines how the GSL’s width
and depth will vary
depending upon precipitation
or evaporation. Students will
use the 3 outlines to explain
how the GSL water level
changes. Students will
develop a hypothesis that
accounts for these changes.
Students will illustrate six or
more diagrams of the GSL
showing how precipitation
changes the GSL’s depth and
width. Students will also
illustrate the changes of the
GSL’s depth and width due to
evaporation. Students will
elaborate through discussion
and again in writing.