INTERACTIONS OF
AIR, WATER AND
LAND
BLACK DIAMONDS: MERLINDA LIHAREVIC, NATHALY AREVALO, JAMILAH
HUNTER, ROBERT DELBIANCO
GRADE 4
UNIT CONTENTS
Lesson
Title
Bloom’s
Taxonomy
Gardner’s
Intelligences
1
What Goes Up,
Must Come Down:
The Water Cycle
Knowledge,
Comprehension,
Application,
Analysis, Synthesis
Logical, VisualSpatial, VerbalLinguistic,
Interpersonal
2
Upside Down:
Natural Disasters
Knowledge,
Comprehension,
Application
Visual, Linguistic
LESSON 1
• NYC Science Scope & Sequence Standards:
free discovery.
• Observe, analyze, and report observations of objects
and events.
• PS 2.1c - Describe and illustrate the natural
processes by which water is recycled on earth (e.g.,
ground water, runoff).
• Observe, identify, and communicate cause-andeffect relationships.
• Inquiry Skills –
• Observe, collect, organize, and appropriately graph
data, then accurately interpret results.
• Classifying
• Communicating
• Communicate procedures and conclusions through
oral and written presentations.
• Creating models
• Gathering and organizing data
• Manipulating materials
• Measuring
• Observing
• Process Skills –
• Follow safety procedures in the classroom,
laboratory, and field.
• Manipulate materials through teacher direction and
• Behavioral Objectives:
1.
To identify the stages of the Water Cycle
2.
To explain the relationship between each stage
3.
To create a visual representation of the data collected
during the experiment which communicates
mathematical ideas
LESSON 1
Procedures:
• Day 1 –
o The children will gain prior knowledge about the water cycle. A short video clip (about 3-4 minutes long) will be presented.
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm After the video, it offers a short test
on the water cycle. As a class, the students will work on this test and while the teacher answers the questions. Inspiration 8
will be used to create a chart on new vocabulary words, where students will come up to the laptop to type the definitions
while the screen is projected on to the Smart Board. Once children finish copying, the class will review and the teacher will
wrap up by asking “Why is the Water Cycle important for living things?”
• Day 2 –
o The next day children will be given a worksheet to fill in the blanks with the different stages of the water cycle. Students will
share and whoever did not type the previous day will get a chance. Reviewing continues as their will be an interactive website
on the water cycle, the different stages, and states of matter.
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2-878f-e7cd90f7ee19 The teacher
will demonstrate how to model their own water cycle. They will observe and record the findings of their mini water cycles for
a week and a half.
• Day 3 –
o A week and a half later, the students will share, in their groups, their findings of the amounts of water. The class will come
together to share: the height of the water level of the first day, the fourth day, and the last day and the amount of water in the
mug and the bowl. Everyone will record this information and have to make a graph.
LESSON 1
Amount of Precipitation in Mug
Amount of
Water in
Mug (mL)
Group
0
50
Group 6
Group 5
100
Group 4
Group 3
150
Group 2
Group 1
200
Amount of Water in
the Mug (mL)
1
105
2
35
3
135
4
200
5
90
6
60
LESSON 2
• NYC Scope & Sequence Science Standards:
• PS 2.1e - Investigate the negative and positive impact of extreme natural events on living things: • Earthquakes • Volcanoes
• Hurricanes • Tornadoes • Floods • Fires
• Inquiry Skills –
• Inferring
• Predicting
• Gathering and organizing data
• Communicating
• Process Skills –
• Generate appropriate questions (teacher - and student- based) in response to observations, events and other experiences.
• Observe, identify and communicate patterns.
• Make predictions based on prior experiences and/ or information.
• Communicate procedures and conclusions through oral and written presentations.
• Behavioral Objectives:
1.
To create a presentation, through researching the web, on the negative and positive impacts of at least one natural event
2.
To describe the natural events based on the presentations
LESSON 2
Procedures:
• Day 1 –
o The teacher will provide examples of natural disasters. The students will fill out the K and W section of their KWL chart. After the
motivation, the teacher will put up the video “Learn Grade 3 - Science - Natural Disasters” on the Smartboard.
https://www.youtube.com/watch?v=2DhK87MdQ9g Questions will be asked and we will discuss how there are more natural events
than the video explained. Once we discuss the different natural disasters, students will guess a number to determine which natural
disaster they will discuss in their presentation. These presentations will be made using Prezi, where they will be posted. (6 natural
disasters, 6 groups) Groups will get laptops to research:
1)
What is the natural disaster?
2)
Where does it occur mostly?
3)
What happens during the natural disaster?
4)
What safety precaution can be taken?
5)
What are the positive and negative impacts?
• Day 2 –
o (The second period of the students will continue to do research. They will write the answers to the questions given, in the section of
the worksheet of their given natural disaster. So the volcano group will write their answers in the volcano section of the worksheet.)
• Day 3 –
o (The third period they will present their findings.) Students will share their presentations and will fill in the sections of the worksheet
as they present. Students will fill out the L part of their KWL, this will be their exit slip.
WEB 2.0 TOOLS
• Examples in Lessons:
o Digital Story on Water Cycle
o Videos from Scholastic and
YouTube
o Prezi
Web 2.0 has helped us progress. Technology is
everywhere, so it needs to be a necessity in
schools. Web 2.0 helps children learn, do their
work, and share it with others. In our lesson,
children will be using the Internet to find
information on natural disasters. They will then
create a Prezi presentation on their specific
natural disaster. Working in groups aids in
building social skills, which is important amongst
young children. Being able to use technology
builds global citizenship.
MUSEUM TRIP
• We attended the Brooklyn Children’s Museum.
• Activities present in the area were hands-on and engaging.
• It is very useful, because hands-on activities interest students especially children, which
will motivate them to want to learn leading to the success of absorbing important facts,
information, and knowledge.
• Bringing children to a museum will also engage the students making them want to learn,
because it gives them the opportunity to get out of the classroom and go beyond
textbook knowledge, observing and experiencing new heights of beneficial learning.