Unit Design
For
Water Everywhere!
Developed by
Domini Nailer & Krystal Wilson
Marvin L. Winans Academy of Performing Arts
UBD Unit Design Worksheet / Saginaw Valley State University
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Understanding by Design
Unit Design Worksheet
Unit Title: Water Everywhere!
Subject/Course: Science
Topic: Water
Grade(s): 2
Staff Name: D. Nailer/ K. Wilson
Stage 1 - Desired Results
Established Goals (GLCEs, etc.):
1. E.FE.02.11 Identify water sources (wells, springs, lakes, rivers, oceans)
2. E.FE.02.12 Identify household uses of water (drinking, cleaning, food preparation).
3. E.FE.02.13 Describe the properties of water as a liquid (visible, flowing, shape of container) and
recognize rain, dew, and fog as water in its liquid state.
4. E.FE.02.14 Describe the properties of water as a solid (hard, visible, frozen, cold) and recognize ice,
snow, and hail as water in its solid state.
5. E.FE.02.21 Describe how rain collects on the surface of the Earth and flows downhill into bodies of
water (streams, rivers, lakes, oceans) or into the ground.
6. E.FE.02.22 Describe the major bodies of water on the Earth’s surface (lakes, ponds, oceans, rivers,
streams).
Understandings:
Students will understand that...
Essential Questions:
1. What are the major types of water formation
called? (#1)
1. the earth provides a variety of water sources
1. What are the characteristics of water? (#1)
2. water is used for different daily purposes
2. What are the daily uses of water in homes?
(#2)
3.
water can be found in a liquid state
4. water can be found in a solid state
3. How does water look and feel in its liquid
state? (#3)
5. water moves in predictable patterns.
4. What are some ways we see water?
6. Water is all around the earth.
How does water look and feel in its solid
state? (#4)
5. How is water continuously moving
throughout the Earth? (#5)
5. How does water move from one place to
another (#5)
6.
UBD Unit Design Worksheet / Saginaw Valley State University
What are some major bodies of water in the
world? (#6)
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Students will know…
Students will be able to...
1. that there are different types of water formation.
1. identify various water sources.
1. that the earth provides a variety of water sources.
2. identify household uses of water.
2. humans are dependent on water; it is used for the
body to survive and for nourishment.
3. describe the properties of water as a liquid.
2. water is used for different household purposes.
3. water can hold different shapes and forms as a
liquid.
5. describe how rain collects on the surface of the
Earth and flows downhill into bodies of water or
into the ground.
4. water can hold different shapes and forms as a
solid.
6. describe the major bodies of water on Earth’s
surface.
4. describe the properties of water as a solid.
4. water can be found as three different states on
earth.
5. water flows downhill into bodies of water.
6. the ocean is a large body of salt water.
6. the sea is a smaller body of ocean water and is
usually a part of an ocean.
6. that lakes are bodies of fresh water surrounded by
land and that rivers are bodies of water that flow
into a larger body of water.
6. three-fourths of the earth’s surface is covered by
salt and fresh water.
Unit Enduring Understanding:
Unit Question:
Students will understand that humans rely on water to
survive on the earth.
What is the impact of water on humans and the
Earth?
Students will understand the effects of water on Earth.
Stage 2 - Assessment Evidence
Performance Tasks: (Summary in GRASPS form, end of the unit)(Summative)( After) (Of Learning)
Goal:
The goal is discover the importance of water for humans on the Earth by creating their own
continent.
Role:
You are an environmental scientist who will inform others of the importance of water.
Audience: Your audiences are students in the classroom and the teacher.
Situation: You will create a continent that consists of the necessary water sources.
Product: You will create a poster presentation that represents your continent labeling the water sources
necessary for your continent. Name your continent.
Standard: Rubric 16 points: Achieve 12 to 16 points.
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Key Criteria: (Rubrics, etc.)
Student Name:
________________________________________
CATEGORY
4
3
2
1
Labels
Every item is identified
and has a label. It is
clear which label goes
with which drawing.
Almost all items that
need to be identified
have labels. It is clear
which label goes with
which drawing.
Some items that need
to be identified have
labels. It is partially
clear which label goes
with which drawing.
The items that need to
be identified have no
labels. It is not clear
which label goes with
which drawing.
Drawing - details
All assigned details
have been added. The
details are clear and
easy to identify.
Almost all assigned
details (at least 85%)
have been added. The
details are clear and
easy to identify.
Almost all assigned
details (at least 75%)
have been added. A
few details are difficult
to identify.
Fewer than 65% of the
assigned details are
present OR most
details are difficult to
identify.
Knowledge
Gained
When asked about 6
items in drawing of the
continent the students
can identify all of them
accurately.
When asked about 6
items in drawing of the
continent, the student
can identify 4-5 of
them accurately.
When asked about 5
items in drawing of the
continent, the student
can identify 2-3 of
them accurately.
When asked about 5
items in an unlabeled
drawing of the student
can identify 1 or less of
them accurately.
Spelling
All words are spelled
correctly in the title,
labels and
caption/description. All
scientific words all
spelled correctly
All common words are
spelled correctly in the
title, labels and
description. 1-2
scientific words may
be misspelled.
Some of the words are
spelled correctly in the
title, labels, and
description.3-5
scientific words may
be misspelled
Fewer words are
spelled correctly in the
title, labels, and
description. Five or
more scientific words
may be misspelled
Other Evidence: (Quizzes, Tests, Prompts, Observations, Dialogs, Work samples, etc.)(Before, During)(For learning)
Before
Quick writes,
Discussions,
Brainstorming,
KWL
During
Checklists, drawing, quizzes,
journal writing, rubrics,
self assessments,
work samples
After
Projects, checklist, poster,
charts, summary
Describe the assessment/s and state the prompt if
applicable.
XF XS
What type of scoring tools will be used for evaluation?
X Analytic rubric
□ Holistic rubric
X Criterion rubric
X Checklist
□ Answer Key
□ Other
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Student Self-Assessment and Reflection:
Journals, graphic organizers, projects, and written reflections
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Stage 3 - Learning Plan
Differentiated Instruction (Layers, Tiered, etc.):
Layer C ( Must do at least 5 activities) 50pts
_____ Define 10 vocabulary words on flash cards. Study words
_____ “Read Water Cycle and Weather”, or “Water and Weather on Earth” and answer the questions at the back of
book.
_____ Complete Water worksheet
_____ Write a poem describing the liquid and solid forms of water
_____ Describe the water cycle
_____ List five ways to use water in/around home
Layer B (Must do at least 3 activities) 30 pts.
_____ Describe how water changes the earth by listing in a chart effects of salt and fresh water
_____ Interactive activity. Three forms of water. www.fossweb.com
_____ Interactive activity. The water cycle http://www.epa.gov/safewater/kids/flash/flash_watercycle.html.
_____ Keep a water log. Find out how many ways you use water in a journal for two days. Share your
findings
Layer A (Do all activities) 20 pts.
_____ Create a New Continent poster. Label bodies of water.
_____ Write a summary on usage of water
_____ Compare/Contrast fresh water and salt water
Learning Activities: (consider the WHERE TO elements)
W: Where are we going? To understand the relationship between water and humans.
Why? To become better informed on the importance of our water resources.
What is expected? Go over rubric and course overview
H:
How will we hook and hold student interest? We hook student interest by reading books and class
discussions and hold them with hands-on activities.
E:
How will we equip students for expected performances? Use a variety of lesson and hands-on activities
such as vocabulary games, website activities, creative expression, and summarizing key ideas.
R:
How will students rethink and revise? K-W-L at different portions of the unit.
E.
How will students self-evaluate and reflect on their learning? Journals, written reflections, graphic
organizers, projects and
T:
How will we tailor learning to varied needs, interests, and styles? Offer a variant of choices using
different learning styles and differentiated activities.
O:
How will we organize and sequence the learning? The learning will be organized with day to day
activities.
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Essential Vocabulary
Vocabulary:
Water – a transparent, odorless, tasteless liquid, a compound of hydrogen and oxygen, H 2 O, freezing at 32°F or
0°C and boiling at 212°F or 100°C, that in a more or less impure state constitutes rain, oceans, lakes, rivers,
etc.
Wells – a hole drilled or bored into the earth to obtain water, petroleum, natural gas, brine, or sulfur.
Springs – an issue of water from the earth, taking the form, on the surface, of a small stream or standing as a
pool or small lake.
Lakes – a body of fresh or salt water of considerable size, surrounded by land.
Rivers – a natural stream of water of fairly large size flowing in a definite course or channel or series of
diverging and converging channels.
Oceans – any of the geographical divisions of this body, commonly given as the Atlantic, Pacific, Indian,
Arctic, and Antarctic oceans.
Drinking – suitable or safe to drink: drinking water.
Cleaning – free from pollution; unadulterated; pure: clean air; clean water.
Food – any nourishing substance that is eaten, drunk, or otherwise taken into the body to sustain life, provide
energy, promote growth, etc.
Liquid – composed of molecules that move freely among themselves but do not tend to separate like those of
gases; neither gaseous nor solid.
Container – anything that contains or can contain something, as a carton, box, crate, or can.
Rain – water that is condensed from the aqueous vapor in the atmosphere and falls to earth in drops more than
1/
50 in. (0.5 mm) in diameter.
Dew – drops of water condensed on a cool surface, especially at night, from vapor in the air.
Fog – a cloudlike mass or layer of minute water droplets or ice crystals near the surface of the earth, appreciably
reducing visibility.
Visible – that can be seen; perceptible to the eye
Flowing – moving in or as in a stream
Solid – Of definite shape and volume; not liquid or gaseous
Ice – the solid form of water, produced by freezing
Snow – a precipitation in the form of ice crystals, mainly of intricately branched, hexagonal form and often
agglomerated into snowflakes, formed directly from the freezing of the water vapor in the air.
Hail – ice pellets falling in a shower
Hard – not soft; solid and firm to the touch; unyielding to pressure and impenetrable or almost impenetrable.
Frozen - congealed by cold; turned into ice
Cold – having a relatively low temperature; having little or no warmth: cold water
Streams – a body of water flowing in a channel or watercourse, as a river, rivulet, or brook.
Ground – situated on or at, or adjacent to, the surface of the earth
Ponds – a body of water smaller than a lake, sometimes artificially formed, as by damming a stream
Run-off – precipitation water drained by streams and rivers
Salt – a crystalline compound, sodium chloride (NaCl) occurring as a mineral.
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Precipitation – falling products of condensation in the atmosphere, as rain, snow, or hail
Evaporation – Compare boil to change or cause to change from a liquid or solid state to a vapor
Gas – a substance possessing perfect molecular mobility and the property of indefinite expansion, as opposed to
a solid or liquid.
Sequencing the Learning
Monday
Tuesday
Wednesday
Thursday
Friday
K-W-L
What is water?
Intro of water unit
Level C Activities
Hands on Activities
Level C Activities
Level C Activities
Journal Writing
Journal Writing
Written Reflection
Written Reflection
Journal Writing
Monday
Tuesday
Wednesday
Thursday
Friday
www.svsu.edu/supo
website
Freezing point of water
activity
Level B Activities
Freezing point of
water assessment
www.svsu.edu/supo
science activities #3
Level B Activities
Level B Activities
Written Reflection
Journal Writing
Written Reflection
Journal Writing
Journal Writing
Monday
Tuesday
Wednesday
Thursday
Friday
Level A Activity
Level A Activity
Level A Activity
Project
Project Presentations
Project Presentations
Journal Writing
Journal Writing
Written Reflection
See Attached
*Suggested Activities*
Hands-On Activity
Use a large map of Michigan or the United States. Identify the areas of water on the map. Use sticky notes and
have the students draw pictures of people using the different bodies of water, then place them on the map. Only
oceans, river and large lakes will be marked large enough for you to see.
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Examples:
Website for maps: www.yourchildlearns.com/megamaps.htm
Directions: Brainstorm ways that we use water. Make a class chart. Begin with uses of water in the classroom,
then at school, at home, in the neighborhood, city, state, country and world.
Place
UBD Unit Design Worksheet / Saginaw Valley State University
Uses of Water
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Classroom:
School:
Home:
Neighborhood:
City:
State:
Country:
World:
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