Project Based Learning – Water

Project Based Learning – Water

Rationale :

The purpose of my project is for students to understand the value and interconnectedness of water. It is essential for students to understand that water connects us all and is vital to life. Water is something that we all have in common. It is a need not a want and it is a valuable resource that needs to be respected. I chose to complete a project based on water because it is essential to life and is something that interconnects all forms of life on our planet. Students need to understand that the choice that people

(including themselves) make in regards to water has a significant impact on our environment and ultimately our lives. Students need to understand that they have the power to change the choices that they make, and potentially have the power to change the choices other people make. Through this project, students will begin to see “the bigger picture” at a young age. The students will potentially take this knowledge with them and continue to be ambassadors for Earth as they grow. This project will help students to better make informed decisions and become more socially aware.

Grade Level :

This project has been constructed based on the Grade 2 Science, ELA, and Social studies curriculum. There is a possibility of extending it to fit with the Grade 2 Art curriculum also. Connections could also be made within the Grade 1 ELA curriculum as well as the Grade 5 Science curriculum.

Driving Question :

The Essential question for this project is: “How does water connect us?”

Broad Goals :

Science : Recognize the importance of air and water to life.

Recognize that polluted air and polluted water endanger life.

Recognize the importance of the oceans of the world.

ELA : Listen to a range of grade-level appropriate texts in a variety of situations for a variety of purposes

Write to express thoughts, information, feelings, and experiences in a variety of forms for a variety of purpose and audiences

Speak to express thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences

Social : Citizen Action

Knowledge Objectives

Concept Maps :

Science

Curriculum for grade 2 integrating the

Optional Unit on

Oceans as well as the Optional Unit on Air and Water

Curriculum Web

Language Arts

Curriculum for grade 2 including two of the foundational objectives

Arts Ed

Curriculum for grade 2 with one foundational objective that may be included

(time permitting)

Mathematics

Curriculum for grade 2 including the

Measurement

Outcome

Social Studies

Curriculum for grade 2 including the use of two of the foundational objectives

Topic Web

Week 1:

What is the importance of water? Where is it found?

How do we use water?

Week 2:

How much water does it take? How does pollution get there? How can we save our water supply?

Water

How does it connect us?

Week 3:

Where in the

World? What about the future?

School/Home

Initiative

Resources :

Student Book Resources:

Cole, J. (1986).

Scholastic,

The Magic School Bus at the Waterworks . New York ; Toronto :

Dorros, A (1991).

HarperCollins.

Follow the Water from the brook to the Ocean.

New York :

Verboven, A (1997).

Seed, D (1992).

Ducks like to swim . New York : Orchard Books

The Amazing Water book. Toronto : Kids Can Press

Guthrie, D (1993).

Nobiah’s well: A modern African folktale.

Nashville, Tenn. :

Ideals Children's Books.

Jeunesse, G and Valat PM (1991). Water . Moonlight Publishing Limited, East

Hendred, Oxon.

Llewellyn, C (2003). Stop Water Waste . North Mankato, MN. Chrysalis Books

PLC.

Relf P (1996). The Magic School Bus –WET ALL OVER.

Scholastic Inc.

NewYork, NY.

Schuh, M (2006).

Teacher Book Resources:

Drinking Water . Capstone Press, Mankato, Minnesota

Suzuki, D and Vanderlinden, K. (1999).

Greystone Books.

You Are the World . New York :

Dobson, C (1998). Watersheds: a practical handbook to healthy water.

Willowdale, Ont. : Firefly Books,

Teacher Websites:

1.

http://www.on.ec.gc.ca/greatlakeskids/morphie-home-e.html

2.

http://www.ec.gc.ca/education/default.asp?lang=En&n=D3D10112-1

3.

http://www.youtube.com/watch?gl=CA&hl=en&v=HW5eBfZhE4M

4.

http://www.uwex.edu/erc/gwah/pdf-files/actionguide/1-15.pdf

5.

http://www.edmonton.ca/city_government/documents/WasteWaterGuide.pdf

6.

http://www.saskriverbasin.ca/watchdog.html

7.

http://www.waterunderfire.ca/wufeep.php?t=138

8.

http://www.ec.gc.ca/water/en/info/pubs/mountain/e_contnt.htm

9.

The Evergreen curriculum http://www.sasked.gov.sk.ca/branches/curr/evergreen/index.shtml

Student Websites:

1.

http://www.on.ec.gc.ca/greatlakeskids/morphie-story-title_e.html

2.

http://www.wateraid.org/international/learn_zone/primary/default.asp

3.

http://www.qld.waterwatch.org.au/schools/waterwatchgame.html

4.

http://toxmystery.nlm.nih.gov/

Videos for class:

1.

http://www.youtube.com/watch?v=rsPlchiHTpY

2.

http://www.youtube.com/watch?v=kSvXxYvGSGQ&feature=related

3.

http://www.youtube.com/watch?v=VHkozZYAIWo

4.

http://videos.howstuffworks.com/hsw/5389-the-yellow-hat-waste-watertreatment-video.htm

5.

http://videos.howstuffworks.com/discovery/30941-dirty-jobs-sewagetreatment-video.htm

6.

http://www.youtube.com/watch?gl=CA&hl=en&v=HW5eBfZhE4M

7.

Disney/ Pixar’s Wall E – 2008 98 minutes

Evaluation :

1.

Exit slips

2.

Journal entries reflecting and answering questions -demonstrating knowledge of topic

3.

Rubric created with the students to evaluate group initiatives

4.

Self/peer evaluation

5.

Blog Sharing – group reflection on what we learned

Objectives :

Science :



Distinguish between fresh and salt water.



Describe the water cycle.



Explain that virtually all living things require air and water.



Identify some ways in which air and water can become polluted.



Describe some ways in which polluted air and water can be harmful.



Suggest some things that can be done to keep air and water from becoming polluted.



Explain how the water in the oceans is different from the water in lakes and rivers.



Recognize how the water cycle influences weather and life.

ELA :

 listen attentively for pleasure and information to a range of texts including legends, riddles, fables

 listen attentively to others’ ideas and paraphrase information shared

 respond appropriately to questions about what has been presented orally

 recall several key ideas or events in the sequence that they occurred

 follow three-step directions

 share ideas and information through group talk to extend understanding of topics

 ask questions to focus topics and identify information needs

 retell stories and experiences using logical sequence, and appropriate facts and details

 give directions

Social Studies :

 conduct interviews or surveys. (C, IL )

 all people have basic needs

Introducing Activity :

This project will be introduced through brainstorming a KWL chart with the students. After we have determined everything we know about water, we will read the story, Water, Water Everywhere by Mark J. Rauzon & Cynthia Overbeck Bix. After reading the story the students will complete the Human Water chart activity so they can understand that water is a big part of us. I will then demonstrate to the class the amount of water available for human consumption using the activity A drop in the bucket from

Project Wet. There will then be a class discussion about why water is important. Students will then learn that for the next three weeks they will be examining ways people use, waste and pollute water, and the students will be water ambassadors who can help to save water!

Daily Plans :

Lesson Plan

Name: Amy Singh

Subject: Science

Date:

Grade: 2

Content: (Topic) Teaching Strategy: Brainstorming

Importance of Water/Where is it found

How do we use water?

Focused imaging/ Concept formation

Learning Objectives:



Recognize how the water cycle influences weather and life.



Distinguish between fresh and salt water.







Assessment:

Exit slip – two things I learned today

Adaptive Dimension:

Common Essential Learnings (CEL’s): IL, CCT, C, N, PSVS

Prerequisite Learning: Students must have access to and have used water before.

Students must understand that water is located all around the world.

Lesson Preparation:

Equipment/materials Whiteboard/chart paper and markers – butcher paper

Large bucket, two see through containers, eye dropper and a tin plate

Water, Water Everywhere by Mark J. Rauzon & Cynthia Overbeck Bix

World Map

Journals for students

Advanced preparation

Cut up ‘child length’ sheets of butcher paper for half of the class

Fill large container with appropriate amount of water

Presentation:

Set ( 8 min)

KWL chart as a class about the uses of water

Development (45min)

-Read “Water Water everywhere”

-Why is water important?

- Show world map, where is the water? Is there lots of water on the earth? There is salt water and fresh water

-complete Drop in the Bucket from project

Wet (pg. 238)

-Now that we know there is not as much water for us to drink as we may have thought there was

How important is water?

We need water to live – we are going to see how much water we need for our bodies

-complete Human Water Chart from

Project Wet (p. 63)

Closure ( 7 min)

Hand out journals to students

Write exit slip question on the board

-Two things I learned about water today are:

Classroom Management Strategies:

- Allow students to move around to see the demonstration

-allow students to make predictions

- Set up pairs for success

Extensions:

Exit Slip Name:

Two things I learned about water today were:

1.

2.

Exit Slip Name:


1.

2.

Exit Slip Name:


1.

2.

2.

Exit Slip Name:


1.

Lesson Plan

Name: Amy Singh

Subject: Science/ELA/Social Studies

Date:

Grade: 2

Content: (Topic) How do we use water?

Teaching Strategy: Guides for Reading and

Importance of water Listening/Brainstorming/Surveys


-Explain that virtually all living things -

Assessment:

Checklist of the connections students are making using the survey data. require water (sci)

- recall several key ideas or events in the sequence that they occurred (ela)

- make connections between own and

- Group 1 will be responsible for adding a

“What we learned about water” reflection on the blog. others' ideas and experiences (ela)

- conduct interviews or surveys

Adaptive Dimension: Have students work individually on survey questions if they need some space. Have student’s record responses to surveys instead of writing them down.

Have fidgets available for students during the stories.

Common Essential Learnings (CEL’s): PSVS, CCT, C

Prerequisite Learning: Students will need to have seen an example of a survey.

Students will need to know how to approach people to complete a survey.


Equipment/materials

Book:

Nobiah’s well

: a modern African folktale

White board Markers, Example of a paper survey, Uses of water brainstorm from last class, survey response paper, 6 people willing to be surveyed. Waste water guide pp 48-

50 for students to take home.


Read through books prepare questions, have some example questions made up, make up survey response paper, find 6 people within the school that are willing to be surveyed.

Photocopy pp 48-50 of Waste water guide for students to take home.

Presentation:

Set (10 min)

KWL chart – revisit what we know, add what we have learned.

Read Nobiah’s Well before you read the book ask: What do you think this book will be about? Why do you think that? How do you think this book will involve water? Do you think this book will use water in the same way that you and I use it?

Development (35 min)

If you drink water raise your hand. (count how many hands go up and write it on the chart paper)

If you use the toilet raise your hand. (count and write on the chart paper)

If you eat food raise your hand. (chart response).This is an example of a survey

Instructions brainstorm questions, choose

5 questions, and give a person a survey. – does everyone understand who can tell everyone what we are doing?

Point out the brainstorming chart: What questions could we ask people about how they use water? (write responses down)

After there are ~ 8 questions pick 5 as a class

When group is ready tell them who they will be surveying give response sheet to each group.

* Last question must be what do you do to save water?

Closure ( 10 min) Record response on white board. What do these responses tell us about how people use water? Based on these answers do you think people use a lot of water or just a little bit of water? Can we think of anything that we can do to help people use less water?


Have students sit in their groups on the floor.

Have students start on floor and can move back to desks or to a different space to write out their questions.

Extensions: Waste Water guide pp 48-50 try to answer on own then take home to find out

3.

2.

Please circle your response of the question asked based on a scale of 1-10. 1 being “I don’t agree/it doesn’t apply” and 10 being: “Always/I agree”. For the final question please list anything that you do to conserve water on a daily basis.

1.

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

4.

1 2 3

5. I conserve water by:

4 5 6 7 8 9 10

Survey Connection Checklist

Students are thoughtful about responses

Never

Almost

Never Sometimes

Almost

Always Always

Students are connecting water uses among people

Students are getting ideas from survey responses

Students are getting an idea of the ‘bigger picture’

Students are using information to make predictions about the state of water

Students are showing an interest in the conservation of water.

Lesson Plan

Name:

Subject: Social/Science

Date:

Grade: 2

Content: (Topic) Importance of Water?

Teaching Strategy: Survey/Research

How do we use water? Where is it found? Projects/ Co-operative Learning groups







Identify some ways in which air and

 water can become polluted.

Suggest some things that can be done to keep air and water from becoming

Assessment:

Journal Entries: What are some things we know about water now? / I wonder…

Group 2 will be responsible to re-examine what we have learned on the blog. polluted

 conduct interviews or surveys

Adaptive Dimension: Have a variety of reading materials available, with different reading levels. Show survey results on visual graphs and evaluate what they mean orally.

Common Essential Learnings (CEL’s): C, CCT, PSVS, IL, N

Prerequisite Learning: Students will need to have completed their surveys.


Equipment/materials chart paper, question sheet for each book, ,Paper for students to illustrate or write about their book.

Books: Water –PM Valat, Stop Water Waste –Claire Llewellyn, The Magic School Bus at the Waterworks – Joanna Cole, The Magic School Bus Wet all over – Pat Relf, Follow the

Water from Brook to Ocean - Arthur Dorros, Drinking Water – Mari Schuh,

Lesson 4 - Delicious account with 2 videos. computer + projector

Advanced preparation have graphs drawn up on white board, question sheet prepared for each book, have books from the library

Presentation:

Set ( 15 min)

Revisit KWL chart. What did we learn from the surveys? Does everyone use water in the same way? What are some things we can do to save water?

What do you think happens to water after we use it? After we flush, or the water goes down the drain what happens to it?

Lesson 4: Play “Earth Songs” Track # 7 &

8


Before we can really become school ambassadors for water, we really need to know about water. So, each group is going to become experts about water from some books today.

You are going to be our classroom experts on your book. Tomorrow you will teach us about what happens to water in your book.

So find a work space, and work together with your group to become experts! How are you going to teach us about your book?

If you finish answering the questions, I would like you write a story or draw a picture, or make up a song about what you learned about water from your book – this will help you to teach us about your book tomorrow!

Lesson 4 :

Take your book and work with your group

– how are you going to teach us about what you learned? Are you going to read your answers? Share your drawings? Sing a song? We have 10 minutes and then we will be presenting!

-Group teachings! water? What way did they choose to teach you about water?


Group 2 it is your turn to reflect on the blog today. What are some things we learned from the surveys about water usage today? What are some areas that we can work to conserve or save water? What do


Ask students to remember their group roles, and if they would like a chance at a different role we can change the roles for tomorrow.

Rotate around the room checking in on each group.

Revisit the concept of respect, and practice ways of showing respect.

we have to do before we can become school ambassadors for water?

Lesson 4 :

KWL chart what have we learned?

What did you learn about water today?

(from someone else’s book!) Is it just adults that can teach people things? Today in your journals think of ways that you would like to teach people about the importance of water. You can draw, or write.

Extensions: Wastewater treatment videos from www.howstuffworks.com

Water – created by Gallimard Jeunesse and PM Valat

When you look at the cover, what do you think this book is going to talk about and why?

Why is water important for our Earth?

How do clouds form? What happens to the water in clouds?

Does everyone have running water in their house?

Is rain the only type of water that falls from the sky? What other forms of water are there?

6. In the book it shows different ways we use water – can you think of anything else we use water for?

Drinking Water – by Mari Schuh

1.

When you look at the front of the book, what do you think it will be about and why?

2.

Why is water important for your body? How does water help our body to work?

3.

Can you name some things you eat that might have water in it? Why do you think that?

4. What are some other ways water can help us everyday?

Follow the Water from Brook to Ocean – by Arthur Dorros

1.

After you look at the front cover, what do you think the book will be about and why?

2.

Think about the last time you saw a lake, stream or the ocean, what did you notice about the ground around the water?

3.

Where does the water in oceans and rivers come from?

4.

What is a flood? What can happen when there is a flood?

5.

What happens to our water if it becomes polluted?

The Magic School Bus – WET ALL OVER – by Pat Relf

1.

After you look at the cover of the book, what do you think it is going to be about and why?

2.

If you had a chance to be water like Ms. Frizzle’s class what part of the water cycle would you like to see and why?

3.

If you drew a picture of Ms. Frizzle’s class trip what would it look like?

4.

If the clouds got even colder than what they were when Ms. Frizzle’s class was up there, what do you think would happen to the rain?

The Magic School Bus – At the Waterworks – by Joanna Cole

5.

After you look at the cover of the book, what do you think it is going to be about and why?

6.

If you had a chance to be water like Ms. Frizzle’s class what part of the water cycle would you like to see and why?

7.

What are some things used to clean water?

8.

If the clouds got even colder than what they were when Ms. Frizzle’s class was up there, what do you think would happen to the rain?

Stop Water Waste - by Claire Llewellyn

1.

After you look at the cover of the book, what do you think this book will talk about and why?

2.

Why is water so important to living things on Earth?

3.

Do we drink fresh water or salt water? Why?

4.

What are some ways people pollute water without even knowing it?

5.

Can you think of ways to stop polluting our water?

Lesson Plan

Name: Amy Singh

Subject: Science/ELA

Date:

Grade: 2

Content: (Topic) How much water does it take?

Teaching Strategy: Learning Activity

How does pollution get there? Package/ Problem solving

How can we save our water supply?




Explain how the water in the oceans is different from the water in lakes and rivers.






Assessment:

Self and Peer evaluation

Group 3 will be blogging about some things we now know about water

Adaptive Dimension: Have items that students can touch as well as look at to cement their learning.

Common Essential Learnings (CEL’s) C, CCT, PSVS, IL, N

Prerequisite Learning: Students need to know how water is used day to day.



Water consumption pictures/Orange juice fact sheet

45 Juice/Milk containers

Celery/Carrots/food colouring /8 large bb food jars and 8 small bb food jars/ small rocks

8 large clear plastic cups or containers/plants/bottle cap of water/soil/sand/small rocks


Make up 5 step by step instruction pages for each group coming to the water cycle center

Split up 28 containers to show water used to make medium orange

Presentation:

Set ( 7 min)

Revisit KWL chart. What are some new things that we know about water?

Introduce and explain centers and roles.

Lesson 2

Revisit what the centers are also revisit roles and group expectations.

Development (44min)

Start each group off at a center:

1.

How much water does it take to make…French fries, tomato, watermelon, 1 egg, an orange

2.

Build a mini water cycle. Using prior knowledge and materials provided to construct a water cycle.

3.

Red Celery – how does water get into plants, and what does it do when it gets there?

4.

Grow a carrot top plant. Predict what the water will do to the carrot top, set it up, record what happens!

5.

Literacy Connection center – Work to become better school ambassadors. What new things can you learn about water in these books? Share something you learned with your group!

6.

Computer centers – which uses more a bath or a shower? Along with other useful websites!

-

** http://www.on.ec.gc.ca/reseau/watertips/ watertips_flash_e.html

**http://www.thewaterfamily.co.uk/index2

_content.html have students clean up when there is 15 mins left in class

Lesson 2 Have students clean up early


What are some things we learned about water today? Have a class discussion in a circle


Have students in base groups. Evaluate daily – if there is a problem, adjust the groups.

Have task for each group member

Remind students about respect and what it means to be respectful.

Talk about this being a safe sharing

Lesson 2

Have a class discussion – do we always pollute on purpose? What are some things that we can do to stop polluting. environment where we can ask questions, and talk about what we learned!

It takes 11 milk cartons filled with water to make French fries!

That is 22 Liters of water! Where do you think the water is used?

It takes 227 milk cartons filled with water to make one egg!

Why do you think it takes so much water? Where do eggs come from? How do you think chickens use water?

It takes 5 milk cartons filled with water to grow a tomato.

That is 10 Liters of water! How do you think water is used to make a tomato? Why do you think it takes less water to make a tomato than it takes to make french fries?

It takes 11 cartons filled with water to make a head of lettuce!

That is 22 Liters! Why do you think it takes the same amount of water to make french fries and lettuce? Would it take more or less cartons of water to make potatoes? Why do you think that?

It takes 28 milk cartons of water to grow one medium orange! Do you think there is a lot of water in an orange? Why?

It takes 189 cartons of water to grow a watermelon! Why do you think it takes so much water? Where do you think a watermelon got its name?

Group Questions:

1.

What item did you predict would have the most water? Why did you think that would have the most?

2.

Did you ever think it would take that much water to make things? What surprised you the most?

3.

If you had to pick which food put the most water in your body when you ate it – which food would you pick? Why would you pick that food?

Center # 1

1.

Look at each of the pictures.

2.

Guess which food needs the most amount of water. Then guess how many milk cartons filled with water are needed to make each of the types of food.

3.

After your group has guessed on each picture, take the cover off the page to find the answer.

4.

Take 1 group question sheet and answer the questions together!

Center #2

1.

Look at the materials.

2.

As a group, what do you think we are doing with these materials?

3.

Put your group name on your container.

4.

Think about the water cycle and how it works. How could you set up a water cycle in your container?

5.

Use the picture of the water cycle if you need help.

Center # 3

1.

How does water get into plants?

2.

Do you think it goes to one place, or does it move all around?

3.

Put your group name on your container

4.

Use a few drops of the food colouring, to colour the water.

Place the celery in the water. Make

a prediction in your water booklet about what will happen!

5.

Talk to your group about what you think will happen and why?

Center #4

1.

Look at the materials.

2.

What do you think water will do to a carrot top?

3.

Make a prediction in your water booklet, how do you think we will set the carrot up? What do you think the water will do to the carrot? Why do you think that?

4.

Put your group name on your container

5.

Find a way to have your carrot stand up in your container

6.

Pour enough water in your container to touch the carrot.

7.

Talk to your group and share what you think is going to happen and why? Will it happen fast or slow?

Center # 5

If we are going to become really good school ambassadors for water we need to become experts!

1.

Choose one book to read on your own or with a partner.

2.

In your water booklet write about at least one new thing you learned about water.

3.

Does this book tell me about ways we can save water? Does it tell me reasons water is important? Did

this book give me any ideas that I could share with my group?

4.

Talk to the people in your group, what can they teach you about the book they read?

Center # 6

Your job is to find ways to save water in our homes! Don’t forget to make a trip to the bathroom so you are prepared for our guest later!

1.

Find someone in your group that you have not been partners with.

2.

Find a computer that has the Water

Conservation tips game or the

Water family game on the screen.

Work your way through the house with your partner.

3.

After you finish you can trade with another group and play the other game.

4.

Share one thing you learned about saving water with your group. Did you learn anything about taking a bath?

How did I work with my group?

1. I shared my thoughts and ideas:



1

(Not really)

2 3 4 5



(I shared a lot)

2. I helped other people in my group



1

(Not really)

2 3 4 5



(Always)

3. I listened to other group member’s ideas:



1

(Not really)

2 3 4

4. I followed directions and worked with my group:



1

(Not really)

2 3 4

5

(Always)

5





(Always)

How well did my whole group work together?

1. We worked together in the centers and helped each other:



1

(Not really)

2 3 4 5



(Always)

2. Everyone in our group shared at least one idea or thought:



1

(No)

2



1

(Not really)

2

3

3. We learned a lot from each other when we worked together:



1 2 3 4 5



(Not really)

4. I feel happy and safe when I am working with my group:

(Always)

3

4

4

5

(Everyone shared)

5





(Always)

Lesson Plan

Name: Amy Singh

Subject: Science/ELA

Date:

Grade: 2

Content: (Topic) How does pollution get there? Teaching Strategy: Discussion/

How can we save our water supply? Learning Activity pkg/Problem Solving




Identify some ways in which air and water can become polluted.



Describe some ways in which polluted air and water can be harmful.



Suggest some things that can be done to keep air and water from becoming polluted.

 follow three-step directions



Assessment:

Journal Entry:

What are some things you can do to stop water pollution?

Blog: Group 4 is responsible to update the blog with things we have been learning.

Adaptive Dimension: Have students have partners within groups. Have reading materials at varied levels.

Common Essential Learnings (CEL’s): C, CCT, PSVS, IL

Prerequisite Learning: Students need to understand that water can be dirty and polluted.

Understanding of the importance of water.


Equipment/materials Projector with video from you tube

Big bowl, plastic bag, glass cup, rock, dirt

Large city map (mack tacked), plastic container, spray bottle

Cups, oil, pantyhose, sponge, dish soap, bird seed, 7 containers, water coloured http://toxmystery.nlm.nih.gov/ and print off FITB sheets

Baking Soda, Vinegar, Salt, lemon juice, Water, containers, measuring utensils

Computer (4-6 computers needed)


Diorama, make question sheets, put computers on proper websites, set up oil spills, set up

‘cleaner making’ station

Set up projector

Presentation:

Set (10 min) Water cycle experiment. In front of the class, build your own water

Classroom Management Strategies: cycle. (Large container or jar, layer rocks, sand, soil, place a plant and cap of water on top of soil and seal with a plastic bag). Have students predict in their journals what will happen. Talk about the water cycle and how it works.

Introduce a few new centers to replace

Center #2, 3, and 4 from earlier in the week.

Challenge students to check back on the carrot and celery experiment and document what is happening in their journals.


Pollution centres:

1.

Regina Diorama – place people and things on the map, (cars leak oil, dogs do their business, use pesticides on lawn) and then it rains, what happens to the water?

2.

Oil spill – create mini oil spills and give students choice of material to clean it. Write up how they are cleaning it and why? What worked best? What do you notice about the water afterward?

Set timer for center activity (8 mins)

Set timer for clean up (2 mins)

Set timer for questions (4 mins)

For each time students are at a station

3.

(Add to other games already being played) Computer center 1 – play the creek water clean up game. What are some things that you didn’t think of as being harmful? Why?

4.

Natural Cleaner station. Make our very own natural cleaners that work and are safe for the environment!


Clean up centers!

How can we teach other people about what we have learned today? Lesson 4/5

Journal entry:

What would happen if no one tried to stop pollution? Do you think pollution is fair to the plants and animals in the water? Why?

What are some ways that we can tell people what we have learned about water? Where do we start?

Remember: If you can clean it up fast today, tomorrow I will know that we can spend more time in the centers!

Remind students that they are to sit in the sharing circle with their groups after center time!

Extensions:

Center #1

Do we always pollute on purpose?

1.

This is Regina. Answer these questions in your water center book: How do you think water is polluted? Are there ways to pollute water by accident? Do you think we could be polluting water without even knowing it?

2.

5 people take their animals for a walk, and all of those animals go to the bathroom outside on the walk.

From the animal jar, put 5 things on the map.

3.

6 people have oil leaking from their car. From the car jar, put 6 drops on the map.

4.

Some people are building outside, and the wood shavings are on the

ground. Put a scoop from the construction jar on the map.

5.

It is raining all over Regina! Take the spray bottle and spray it all over the city. What happens?

6.

It is really coming down! Keep spraying that rain.

What do you notice about the things that had nothing to do with our water before?

Center #2

Uh-oh that’s some dirty water!

1.

Think about the water cycle.

2.

Water that is dirty or polluted can still be used in the water cycle.

BUT the water that is polluted stays polluted for a VERY long time – sometimes it will not ever be clean!

3.

Using the materials, and what you know about the water cycle, how would you set this up to make some water clean?

Center #3

Oil spill!

1.

There has been an oil spill at

Regina beach!

2.

You can use any of the materials or all of the materials to try and clean up the oil spill.

3.

After you have cleaned the oil spill, what do you notice?

4.

In your water book, draw a picture or write about what you used to clean the spill. What does the water look like now?

Center #4

Computer – Creek Water game

1.

In a group of 3, find a computer with the Creek Water game on it.

2.

Follow the directions and clean up the creek!

3.

You can play it up to 3 times.

4.

Talk with your WHOLE group.

Did anything surprise you about what you had to clean up? What are some things that helped to keep the water clean in the game? Have

you seen anything in our city that is like the game?

Center #5

Computer – Tox Webgame

1.

In a group of 3, find a computer with the Tox Webgame

2.

Follow the directions and find chemicals that could be harmful to our environment!

3.

You can play it up to 2 times.

4.

Talk with your WHOLE group.

What do you think happens to water when we use these chemicals? Do you think people have always used these chemicals? Why? Can you think of something we could use instead of these chemicals?

Center #6

Making Water friendly cleaners!

1.

It is very important that even though the materials at this station are from the kitchen that we DO

NOT put any of it in our mouths!

2.

Look at the list of natural things we can use as cleaners!

3.

There are different options of cleaners that you can make.

4.

Choose one type of cleaner, follow the directions and make it!

5.

In your water book: Why do you think it is better to use chemical free cleaners? What places do you think could use this? How can we tell people about these cleaners?

Natural Cleaners

BAKING SODA (sodium bicarbonate): An all-purpose, non-toxic cleaner. Cleans, deodorizes, removes stains and softens fabrics.

BORAX (sodium borate): A natural mineral that kills mold and bacteria. An alternative to bleach, it deodorizes, removes stains and boosts the cleaning power of soap. Please note safety precautions at the bottom of this page.

CASTILE and VEGETABLE OIL BASED SOAPS: Cleans everything

CORNSTARCH: Starches clothes, absorbs oil and grease

HERBS and ESSENTIAL OILS: For disinfecting and fragrance

LEMON JUICE: Cuts through grease and removes perspiration and other stains from clothing.A bleach alternative.

SALT (sodium chloride): An abrasive

TOOTHPASTE A mild abrasive

VINEGAR (acetic acid): Cuts grease, removes stains and is an excellent water softener.

WASHING SODA (sodium carbonate): Cleans clothes, softens water, cuts grease and disinfects. Increases the cleaning power of soap..

Before you start!



Remember to label the container that you are putting your cleaner into!



Remember to wash your hands when you are done!



Always ask an adult before you make or use any cleaning product!

Natural Cleaners you can make today :

Surface Scrubber – for really tough messes!

1/4 Cup of Vinegar and

1/4 Cup of Salt.

Mix together for a good surface cleaner.

All Purpose Cleaner –

Dissolve 1 tablespoon of baking soda in

1 cup of warm water

Glass and Tile Cleaner

1/4 cup (50 ml) white vinegar

2 1/2 cups of water

Mix together and pour into a spray bottle. Use full strength . vinegar where there is serious build-up.

Drain Cleaner

250 ml (1 cup) baking soda

250 ml (1 cup) salt

1 litre boiling water (add this after you pour the mixture down the drain

Blend soda and salt together and pour down drain followed by boiling water. .

Let sit several hours or overnight

Natural Cleaners you can try at home (with your parents help)

Toilet Cleaner

Sprinkle baking soda into the bowl. Spray in some white vinegar. Let the fizz reaction loosen the dirt and disinfect while you clean the rest of the bathroom.

Return and brush with a toilet brush.

Laundry softener

Add 1 cup vinegar to the rinse cycle to soften your clothes

Furniture Polish

Mix 1 teaspoon of lemon juice in 2 cups of vegetable oil. Apply a small amount to a clean cotton cloth and wipe wooden parts of furniture.

Removing crayon marks

• Crayon marks on the floor or table can be removed by rubbing them with some toothpaste on a damp cloth. Don't use this on wallpaper or porous surfaces.

Removing grease spots

• Immediately pour salt on grease spots to absorb and prevent staining.

Lesson Plan

Name:

Subject: Science/ Arts Ed - Music

Date:

Grade: 2

Content: (Topic) What is the sound Teaching Strategy: Center Learning of water


Begin to understand the variety of sources for music ideas .

-discover that music expressions are

Assessment:

Compose a song using water instruments

(lyrics optional) developed for many different purposes

-experiment with instruments/voices and sound objects to explore music concepts

Adaptive Dimension: Have students work with varying water instruments that are appropriate. Allow students the choice of whether or not to add lyrics.

Common Essential Learnings (CEL’s): C,CCT PSVS, IL

Prerequisite Learning: Students must know how to use the instruments given to them.

Students must understand that sounds and rhythms can make music .



3 baby food jars/group with varying water levels – 1 spoon/group

6 tin plates and 6 droppers

6 big bowls (containers) 6 smaller containers (used to ‘dunk’ in water)

6-10 pop bottles with lids

3-6 spray bottles with tin plates or containers to spray into

3 sponges with soapy water and containers to absorb water and return water to

Plastic bags for the floor.


Fill different containers with water

Presentation:

Set ( 10 min)

Did you know water makes sound? Do you think it just makes one sound or many sounds?

Explain to students that their job is to make a song with water instruments

Show students different instruments, and give each student in a group a different instrument.

Development ( 30 min)

Have students create music in their groups

(words are optional)

After 20 minutes have students leave their stations, and return to their desks. Call on one group at a time to perform. (after performance they return to their desks)


After the groups have performed, call up one group at a time to grab their instrument and empty the water for clean up.

Discussion:

Did our water all sound the same? Why


Explain that each student is in charge of the instrument they get. If they mutually agree on a trade that is ok – but if they ask and are denied it is done!

Ask students if water should be spraying out of the containers at any time?

Circulate from group to group.

Extensions:

Lesson Plan

Name: Amy Singh

Subject: Science/ELA/Social

Date:

Grade: 2

Content: (Topic) What can we do?

Teaching Strategy: Concept formation/

School Initiative Problem solving/Brainstorming/Discussion


-Recognize how the water cycle influences weather and life

-Explain that virtually all living things

Assessment: Exit slip: Who on our earth needs water? And Why is water important to you?

Group 5 will add an entry to our blog about require air and water

-Suggest some things that can be done to keep air and water from becoming polluted

share ideas and information through group talk to extend understanding of topics

-ask questions to focus topics and identify information needs the importance of water.

Adaptive Dimension: Students will work in groups, and can choose a buddy in their group for extra support. We can draw a concept map of our brainstorming.

Common Essential Learnings (CEL’s): C, CCT, IL, PSVS, TL

Prerequisite Learning: Students must know about the water cycle, the difference between fresh and salt water, must know that water can be polluted. Students must also have sufficient listening, speaking, and reading skills.



White board/ markers/ pictures from center activities

Projector and computer

* Brainstorming motivator – library books, action plans.


Create an online photo album of our activities. Set up projector and computer

Print out action plan resources.

Presentation:

Set (12min)

Show pictures of the activities students have completed over last 3 weeks.

Brainstorm why water is important

How can we save water?

What are ways that we can teach people things

Lesson 1/2/3

Have the photo album running on the computer.

Have the Water songs playing, and have the KWL and Brainstorming chart out.


-Brainstorm things that we can do to raise awareness about the importance of water.



If no responses have groups break off and work with books, and go through action plans printed off

-Create a rubric – What are some things that are really important to include in our projects? What do we want to make sure people know? How will we make sure they know it?

-After brainstorming have students break off into groups so they can discuss what they, as a group will do to raise awareness.

They need to write down their idea, and show it to me, so we can talk about it.

Lesson 1/2/3

Remind students of their project choice. Have the supplies available for them to create.

After students complete their project they will write a blog entry describing their project, why it is important, and anything else they would like to say about water.


Two group share their water project and why you chose to do that!

Last lesson:

Students present project to their peers.

Classroom Management

Strategies:

Return to the sharing circle, where we have established respect.

Intro lesson: Be in one spot so students can submit and talk about project ideas

Lesson 1/2/3: Circle around room, ensuring projects and students are on the right track.

Extensions:

Exit Slip Name:

Who on our earth needs water?

1.

Why is water important to you?

2.

Exit Slip Name:


1.


2.

Exit Slip Name:


1.


2.

Lesson Plan

Name: Amy Singh

Subject: Science/ ELA/Social

Date:

Grade: 2

Content: (Topic) Where in the world?

Teaching Strategy: Concept Attainment/

What about the future? Direct Instruction

How does water connect us?


Explain that virtually all living things require air and water

Describe some ways in which polluted air and water can be harmful

Recognize how the water cycle influences weather and life listen attentively for pleasure and information to a range of texts including legends, riddles, fables respond appropriately to questions about what has been presented orally recall several key ideas or events in the sequence that they occurred

Assessment:

Journal Entry: What do you think would happen if we used or polluted all of our water? Why do you think that?

Group 6 will be blogging about what we have learned about water

Adaptive Dimension: We could discuss the question What do you think would happen if we used or polluted all of our water? Why do you think that?

Common Essential Learnings (CEL’s):C, CCT, PSVS, IL

Prerequisite Learning: Students must know about the water cycle, that water is a necessity to life, and that if we don’t do something about water pollution it could be gone one day.



Television, DVD player. Wall E.

White board, markers

Popcorn, Water


Book Television, make pop corn, have a jug of water (or have students bring water bottles)

Presentation:

Set ( 10 min)

What are some things that we know about water? Who is water important to? Why is water important? What would happen if the Earth ran out of water – or if it all became too polluted to drink? What would happen to the Earth? What would happen to us?

Many people believe many different things could happen if we loose our water, we are going to watch a movie that shows one of those ideas! That doesn’t mean it is right, because it hasn’t happened so none of us can know for sure what would happen


Watch Wall E

Take a break half way though.

What has happened so far? How is the picture in your mind different from the movie?

Watch remainder of the movie.


Why is water important? What do you think would happen if we ran out?

How are you going to continue being school ambassadors? How are you going to share all of the things you have learned about water with other people?


Remind students that this is as important as if I were teaching. It is important to be respectful, and watch the movie quietly.

You can write any ideas or thoughts in your water book and you can share them after the movie is over.

Extensions: Find the water waste-Holly heron work sheet.

Week One – Importance of Water/ Where it is found/ How do we use water?

Lesson 1 – KWL brainstorm as a class

Project Wet pg. 63– Human Water Chart

Project Wet pg. 238– Drop in the Bucket

Assessment Exit slip 2 things I learned today

Lesson 2 – Cultural Literacy connections

– Brainstorm uses

Brainstorm survey questions

students Create and facilitate a school survey

Assessment Checklist

Lesson 3/4 – School survey interpretation

Where does our water come from/go? – Becoming better ambassadors through literacy

Students learning from books, discuss in groups and teach peers

Sewage treatment videos – what happens to our water when it goes down the drain?

Assessment Journal entries “Reflect on Water knowledge gained”

Week Two

– How Much water does it take?/ How does pollution get there?/ How can we save our water supply?

Lesson ½ –

(Centers) POE centers illustrating how much water it takes to make/grow food item (ie. Orange/burger). Stations also set up to illustrate how much water we use in shower vs bath

- How does water work in plants?

- What does water do to plants?

- Make a mini water cycle

- Literacy learning center

- Computer activity connection center

Extension – I can save water survey

- Assessment Self and Peer Evaluation

Lesson 3/4/5 – (Centers)Hands on Experiments about pollution w/

- Regina map with ‘pollutants’ and make it rain and watch

- Oil spill activity create an oilspill (POE) how to clean and what remains

- Dirty Water, how do we get clean water here?

- Computer center – creek clean up

- Computer center – chemical awareness

- Natural cleaners – make something that won’t hurt the water

- Assessment

Journal entry “What are some things you can do to stop water pollution?”

Week Three – Where in the World?/What about the future?/School initiative

Lesson 1/2/3 - School Initiative how are we going to spread the message?

brainstorm/revisit past activities

What can we do to help everyone know how to save water?

Create a rubric as a class for final project

Assessment Exit slip – Who on our earth needs water? Why is water important to you?

Rubric with predetermined requirements

Lesson 4 – Intro/ Wall-E/ Debrief

- Assessment Journal entry Why is water conservation important?

What do you think would happen if we used or polluted all of our water?

Project Extension:

Lesson 1 – Do people all over the world have easy access to water? (centers)

Project Wet pg. 260 – The Long Haul/Pass the jug combo

Water-Aid.org game

Water-Aid video (become experts)

Assessment Journal reflection – How would you use water differently if you lived somewhere else?

Culminating Activity :

The final activity will be the choice of the ambassador groups, after brainstorming ideas as a class; each group will devise and complete a project that will create water awareness in the school, at home or in the community. Some of the possibilities include a video, poster, adding a voki to the blog, create a board game (template provided), making natural cleaning products, making a presentation at a school assembly, creating a song or music, story or poem relating to water. In the final days of the third week, students will be observing the Disney movie, Wall-E after predicting what may happen to our planet if people neglect the water supply. This movie will help students to make connections with the bigger picture and how things are connected.

Project Based Learning – Water

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