2ES Earth s Land and Water Advance Preparation Notes

Transcription

1 2ES Earth s Land and Water Advance Preparation Notes Activity # Advance Preparation Teacher Provided Materials Before Check website for changes Read teacher background and information found in front of the unit. (Teacher Guide pages 1-12). Read through the activities and student journal pages. Copy pre and post assessments, handouts, parent letters, and activities to do at home. Make word sort cards from Section 4, Handouts, (one set for each group per TE directions.) Make Classroom Charts and diagrams. Copy paper Markers Pre Administer the pre assessment to students to assess their prior knowledge of the big ideas of this unit. Copy of the pre assessment for each student # 1 The Surface of the Earth (1 period, 30 minutes) Duplicate (or adapt) copies of the unit Parent Letter and Activities To Do at Home to send home. Inflate the globe. The globe will be referred to throughout the unit, so you may want to keep it inflated for students to use as a resource as they study the planet s landforms and bodies of water. The inflatable globe provided in this unit does not have detailed representation of the landforms and bodies of water on Earth. If you classroom or school has a school globe, have it available as a student resource throughout their explorations of the planet. Bring an apple and knife for cutting the apple for a teacher demonstration in the activity. Make sure the students know which of their fingers is the right index or pointer finger. (I had my students use their thumb because it was already pointing where they were looking and they didn t have to look around the globe to see where their pointer finger was.) Make the THC Earth s Land and Water chart found on TE p. 14. This chart will be used throughout the unit. It will record students initial thinking and provide a record of their conclusions and changes in thinking at the conclusion of the unit. T-Chart: Land Water (TE p. 15) for globe toss Marker Optional: Classroom globe Apple Knife (for cutting apple)

2 # 2 Land on Earth (2 periods, 50 minutes) Duplicate copies of the handout, John Wesley Powell s Journey, (Section 4, Handouts) for each student. This activity provides a reading about scientist and explorer, John Wesley Powell, and some of the descriptions of the land during his journeys. To help engage the students in the learning from his journal, dress up and act like John Wesley Powell or invite a guest speaker to read and act like the author. Provide a bit of drama and props to go along with the reading of an incredible journey. Place the United States map (from kit) in the middle of a bulletin board or white board, allowing room for pictures to be placed around the map. You will be referring to the map and using a piece of yarn to connect the areas of the map to animals and plants (from kit) that might live there. If you have personal photos of different landforms from trips you have taken, bring them to share with the class. You may also find pictures on the internet. Place 2 cups of sand into each of the trays. Moisten the sand in each tray with water until it holds together. The students should be able to mold landforms with the wet sand. Cut small paper tags for the students to make markers identifying the different landforms. When the activity is complete, plan for a storage area to save the student landforms for following activities. Display the THC Chart: Earth s Land and Water from Activity # 1. Paper towel Highlighter markers Paper tags Glue # 3 Major Landforms (3 periods, 50 minutes) Make copies for your class of the Word Sort Card Set, found in section 4 of the Teacher Guide (1 set per 4 students). Laminate the cards for the unit and activity. Remember to return the original blackline masters of the Word Sort cards to the Teacher Guide for future use. Provide trade books, posters, calendar pictures, magazines, and reference books illustrating and explaining major surface features of the Earth for the students to use in addition to the information included on the Landforms Picture Set. Cut paper labels for the students to write their landform name and attach it to a toothpick. Markers/crayons Paper labels Landform resources

3 # 4 Major Bodies of Water on Earth (2 periods, 50 minutes) Book review: Prepare for the reading integration of Follow the Water from Brook to Ocean using TE pages as a guide. You may want to put discussion notes in your copy. Make copies for your class of the Word Sort Card set, found in Section 4 of the Teacher Guide (1 set per 4 students). Laminate the cards for the unit and activity. Make copies for each student of the handouts, Where Does a Raindrop Go? Path 1 and Path 2, found in Section 4 of the Teacher guide. Fill the 9 oz. cups ½ full with water. In Activities # 6, #8, #11, and #13, the students will be using different sizes of stones and dried leaves. Encourage them to start collecting stones that range from small dime size to quarter size. Paper towel Scissors Glue sticks # 5 Snow and Ice Melt on the Mountain (2 periods, 45 minutes with 5-10 minute observations) Make copies for your class of the Word Sort Card set, found in Section 4 of the Teacher Guide (1 set per 4 students). Laminate the cards for the unit and activity. Prepare sufficient amount of ice for each team of two students to melt ice cubes or crushed ice on the top of their sand landforms. You may need to collect a few materials for this investigation, as the students develop different questions to investigate, such as a heat source or lamp or different material for building a mountain or hill. Note: Melting time may take over 30 minutes. Plan on an activity during the melting time. Note: If you are teaching this activity during the winter months and are experiencing snow, have the students collect their snow from the outdoors instead of using the ice from the freezer. In Activities # 6, #8, #11, and #13, the students will be using different sizes of stones and dried leaves. Encourage them to start collecting stones that range from small dime size to quarter size. Create a Properties of Water chart. (See TE p. 40) You may want to make the diagram on TE p. 43 on a chart ahead of time. Optional: Diagram Earth s Land and Water on (TE p. 43) Ice Scrap paper You may need to collect a few materials for this investigation such as a heat source or lamp or different material for building a mountain or hill. Activity to do while the ice is melting at least 30 minutes.

4 # 6 Plants Make the Difference (Part 1: 1 period, 5 minutes Part 2: Periodic observations, 5-10 minutes Part 3: 1 period, 50 minutes) Remove the sand from the meat trays used in the previous activities. Place the sand in the ziplock bag to use again in activities that follow. Prepare a set-up with a meat tray and paper cup. Make a hole in the bottom side of the cup with a sharp pencil (See illustration on TE p. 46). Cut the straws into thirds. Carefully start a hole with a sharpened pencil, then wiggle the straw into the hole. If the hole is leaking, wrap masking tape around the end of the straw to fill the hole. Moisten the soil so that it will pack down in the meat tray and stay in place when placed on a slant. Place 2 cups of the moistened soil in one meat tray for each team of four students. Prepare an area for the groups to place their meat tray where they can remain until the grass seed has sprouted and grown. In this activity and Activities #8, #11, and #13, the students will be using different sizes of stones and dried leaves. Encourage them to start collecting stones that range from small dime size to quarter size. Books Sharpened pencil Small stones and leaf matter # 7 Water In Pebbles and Sand (2 periods, 45 minutes) Fill one 5 oz. clear plastic cup with pebbles for each team of two students. Fill one 9 oz. clear plastic cup ¾ full with water colored with blue food coloring. Make a T-Chart: Number of Tablespoons of Water in Marbles/Pebbles/Sand (TE p. 52) (You may also want to make a chart for each team to record their tally marks(te p. 54). Marker # 8 Soak It Up! (3 periods, 50 minutes) Make copies for your class of the Word Sort Card set, found in Section 4 of the Teacher Guide (1 set per 4 students). Laminate the cards for the unit and activity. Prepare 8 trays by placing one rock and a tablespoon each of sand, soil, and pebbles into separate corners. Fill one 5 oz. plastic cup with water for each group of four students. Provide a materials table with soil, sand, pebbles, rocks, clear plastic cups, water, and meat trays for students to use in their investigations. Paper towel

5 # 9 Comparing Bodies of Water (3 periods, 50 minutes) Book review: Prepare for the reading integration of Oceans (The Four Oceans) using TE pages as a guide. You may want to put discussion notes in your copy. Make copies for each student of the Venn Diagram handout, found in Section 4 of the Teacher Guide. Provide trade books, posters, calendar pictures, magazines, and reference books illustrating the major bodies of water on the Earth for students to use in addition to the information included on the Bodies of Water Picture Set. Book review: Prepare for the reading integration of Follow the Water from Brook to Ocean using TE pages 67 as a guide. You may want to put discussion notes in your copy. Make a Venn diagram to compare the differences and similarities of oceans and the Great Lakes (Reading Integration TE p. 70) Marker/ crayons Bodies of water classroom resources # 10 Uses of Water (2 periods, 50 minutes) Book review: Prepare for the reading integration of A Cool Drink of Water using TE pages as a guide. You may want to put discussion notes in your copy. Make copies for each student on the handout, Parent Letter/Water Use Chart found in Section 4 of the Teacher Guide. Prepare a THC class chart (TE p. 72), Uses of Water, to record student initial ideas about the uses of water. Use this chart to brainstorm ideas for uses and encourage students to find out how much water is used in common household uses. Save and clean a one-gallon milk jug to be used in this activity. Note: For emphasis in the demonstration, you may want to collect several one-gallon milk jugs to line them up or place them together so students get a visual representation of how much water actually goes down the drain during different everyday activities. Fill the 8 oz. deli container with water and cover with lid and place in the paper bag. Prepare a Classroom Water Use Chart to be placed near the classroom sink or bathroom (TE p. 72). # 11 Where Do We Get Our Drinking Water? (2 periods, 55 minutes) Save the aquarium gravel for following activities. Have students collect small stones and rocks to line the bottom of their cups (3-4). Get materials needed for groups of 4 constructing their wells from the kit: (measuring spoon, aquarium gravel, sand, soil, pipettes, 9 oz. clear plastic cups, 4 oz. souffle cups with holes, clear plastic straw) and materials needed for the class well (measuring cup, 1 gallon aquarium, one 2 x 2 tube, 4 cups aquarium gravel). 1 clean, empty gallon milk jug Markers Optional: Many clean, empty gallon milk jugs

6 # 12 Plants and Animals In the Wild Need Water Too! (2-3 periods 50 minutes) Bring one or two celery stalks with leaves to place in colored water as an example of how plants take in water. Fill the 32 oz. deli container ¾ full of colored water. Cut 4 carrots with leafy tops into stubs (See diagram on TE p. 87). The carrots will soak up the water and new leaves will begin to grow. Fill one pie tin with approximately ½ inch water. Marker Celery stalks with leaves Carrot stubs with leafy tops # 13 Protect and Conserve Our Bodies of Water (2-3 days, minutes) Make copies for each student of the handout, A Pledge to Conserve Water, found in Section 4 of the Teacher Guide. Collect 4-6 miniature houses such as Monopoly houses and small branches and boughs to simulate a neighborhood landscape. Get list of materials (See TE p. 92) from the kit (1-gallon aquarium, 8-10 small rocks, 4 cups pebbles, 4-6 clear plastic straws, 1 measuring cups, 2 cups sand, 2 cups soil, 1 pipette, ½ cup vegetable oil, 1 package gelatin, 1 package paper circles, one 2-oz.bottle soap, 1 box food coloring, salt, one 4-oz. souffle cup with holes, straw for trough, one 2-oz. souffle cup, eight 4-oz. souffle cups). Prepare the pollutants in the small 4 oz. souffle cups. Label the cups with masking tape. - Fertilizer water with blue food coloring - Gasoline spill water with yellow food coloring - Litter cup with paper dots - Pesticide water with red food coloring - Automobile oil vegetable oil - Leaky septic tank gelatin - Car wash water with dish soap - Household paints/cleaners water with green food coloring Cut one clear straw in half; then slice the straw lengthwise, making a triangle. Make a class THC chart (TE p. 93), Water Pollution, to help record and organize the students ideas about water pollution and steps they can take to protect and conserve the water supply on Earth. Markers 4-6 miniature houses such as Monopoly houses Small branches and boughs to simulate trees. Masking tape

7 #14 Follow That Drop! Performance Assessment (2 periods, minutes) Book review: Prepare for the reading integration of A Drop Goes Plop using TE pages as a guide. You may want to put discussion notes in your copy. Make copies for each team of the Earth s Land and Water Product Descriptor, found in Section 4 of the Teacher Guide. Make the dough the night before you do this activity. One batch makes enough dough for two teams of two. You have enough materials to make 8 batches of dough. If you want the students to make their own batches of dough, additional time and materials will be needed. For each batch needed, mix 1½ cups of flour and ½ cup salt. Then slowly add ½ cup of water and 1/8 cup of vegetable oil to the dry mixture and stir. Once the ingredients are mixed, knead the dough. Place each batch in an air-tight plastic bag and keep it refrigerated until used. Arrange for a space in the classroom to let the models dry. Cover the storage area with newspaper before the models are placed there. Paint or markers Paper flags Mixing bowl Mixing spoon Post Administer the post assessment and/or summative assessment Copy of post test and/or summative assessment for each student Charts Teacher Provided Activity #1: THC Chart: Earth s Land and Water (TE p. 14) T-Chart: Land Water (TE p. 15) Activity #5: Create a Properties of Water chart. (See TE p. 40) Optional: Diagram Earth s Land and Water on (TE p. 43) Activity #7: T-Chart Number of Tablespoons of Water in Marbles/Pebbles/Sand (TE p. 52) Activity #9: Venn Diagram (compare oceans and Great Lakes, TE p. 70) Activity #10: THC class chart (TE p. 72), Uses of Water Classroom Water Use Chart (TE p. 72) Activity #13: THC chart (TE p. 93), Water Pollution Website #1: students/k-4/index.html