Overview and Background: Unit: The Water Cycle - 3rd Grade

Connie Moore : Cheney USD 268

Science : Science : Science

Cheney Elementary : Grades 0 - 5 : day : Aug. - May.

Title:	The Water Cycle
Topics:	personal health and environmental practices, science-related personal and environmental challenges, scientific inquiry,
Time Frame:
Start Date:	-

Other Designers:

Summary:
Students will demonstrate personal health and environmental practices and have a variety of experiences that provide initial understanding for various science-related personal and environmental challenges.

Print Materials Needed:

Science Surprises! Ready-to-Use Experiments and Activities for Young Learners by Jean R. Feldman, published by the Center for Applied Research in Education.

Foss Activity - Water Module – Activity 4

Resources:
3-2-1 Contact: Water- Medium for Life, Children's Television Workshop, 1985.
Guest speaker from the local Department of Health and Environment

Resource Attachments:	http://www.cheney268.com/3rd/EarthDay/PollutionGO.htm
Internet Resource Links: http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/grabber2.ht.ml http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/teacherpage.html http://www.epa.gov/safewater/kids/tuar.html http://www.epa.gov/safewater/kids/cycle.html http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/index.html

Notes:

Stage 1: Identify Desired Results

State:	KS       Standards 6 & 7
Title:	Science
Standard(s):	Standard 6: Experiences in grades 3-4 will allow all students to demonstrate personal health and environmental practices, and to have a variety of experiences that provide initial understanding for various science-related personal and environmental challenges. Benchmark 2: All students will demonstrate an awareness of changes in the environment. Standard 7: As a result of the activities for grades 3-4, all students will experience some things about scientific inquiry and learn about people from history. Benchmark 1: All students will develop an awareness that people practice science. Children can investigate, construct, and experience science.

Understandings:

As water passes through the stages of the water cycle it can be purified and/or polluted.

Man can limit the effects of harmful pollutants.

Essential Questions:

What causes pollution?
What can we do to ensure a quality water supply for future generations?

How can we reduce the amount of pollution to the environment?

Knowledge and Skills:

It is essential to use good conservation practices in our homes, at school, and in our community; water cycle stages; causes of pollution.
Use technological resources to explain the water cycle process; test/observe/record/compare samples of water.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will construct a model of the water cycle showing where purification and pollution can be found in this process. They will exhibit a table showing results of water samples collected locally and make recommendations for reducing pollution.

Task/Prompt: Water Cycle

Type: Performance Task

Topics: personal health and environmental practices, science-related personal and environmental challenges, scientific inquiry

Summary:

Notes:

Student Directions:
You have been asked to speak at the City Council Meeting on reducing pollution to our community. Use technology, library resources, the scientific method, and experts in the field to gather, organize, and present your suggestions. Be sure that you have included information about the sources of the pollution and possible solutions to the problem. Be sure that your presentation is accurate and complete.

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

Brainstorm questions about water- Examples below:
1.Does the earth have more or less water now than 1,000 years ago? Explain.
2.From where does water that is on the ground come?
3.How does water get into the oceans?
4.What are clouds?
5.What are clouds made of?
6.How does rain form?



Visit website:
http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/index.html

Discuss the question "Are you drinking the same water a dinosaur drank?"

Activities from Science Surprises! Ready-to-Use Experiments and Activities for Young Learners:

· Trash

· Water Pollution

· Rain, Rain

· Air Pollution

· Erosion.

Foss Activity - Water Module – Activity 4

Students will set up a model water cycle in an aquarium and make predictions about the effects of different pollutants. Students will then introduce pollutants into the system and observe the effects on the life in their model system. Use Pollution Graphic Organizer (http://www.cheney268.com/3rd/EarthDay/PollutionGO.htm)

1.Students will work in groups using library and online sources to collect background information about the Water Cycle, Water Pollution, and Water Conservation.
2.Students will construct a model of the water cycle (See website/water jar activity project). They will use the water cycle diagram website to draw and label the parts of this water cycle model in their journals.
3.Students will conduct activities on evaporation, condensation, precipitation, and saturation to determine which processes might be associated with purification and which might be associated with pollution.
4.A speaker will be invited from the local Dept. of Health and Environment to discuss water quality in streams and fish kill investigations.
5.Students will use the Scientific Method to collect, observe, test, and record samples of water from local sources. (Examples: faucet (well or reservoir), pond, river, lake, cow tank) They will set up a table and record the source, physical properties (color and/or presence of particles), hardness, and noted results after evaporation.
6.This information will be used to organize and do a presentation for our local City Council. Students will use this data table to share information and make recommendations for reducing pollution to our local water supply.

Practice our presentation in front of other students

Use the local speaking rubric and a content rubric to assess oral presentations by group.